1. Becoming an Embodied Researcher
Luann Drolc Fortune, PhD
Saybrook University
January 2016

2. We begin with a moment of mindful presencing

3. Applied Orientation for Embodied Research
Scholar/Researcher-Practitioners can use a praxis platform for applied research
Ascribe primacy to researcher’s and participants’ somatic perceptions and experience
Value intentionality in awareness, reflection, and reflexivity throughout the process
Committed to systematic rigor: work is supported in scholarship/literature, “tested”, documented
Pragmatic: Cultivating and sharing techniques and postures for integrating the philosophical to research practice

4. Conceptualizing In-depth Research Design
Today’s Agenda
Conceptualizing In-depth Research Design
Overview of topic & phenomenon
Framework from Stages of Change
A reflective exercise: Body scan

5. Assumptions Research as a live phenomenon
In-depth research can explore experience via consciousness
Research as an embodied experience
All research is
Intrinsically embodied
Accessible through embodied lenses
Can be improved by intentional application of embodiment focused techniques
Subscribing to embodied research is a process that can be authentically accommodated through in-depth research methodologies, e.g. Narrative Inquiry, Phenomenology

6. My work: Applied studies focused on body-mind topics, bringing embodiment to research, and crafting guiding principles
“Many have written on the importance of ‘bringing the body back in’ to sociological theory, and health and social sciences research. ….Yet, how researchers understand the impact and experience of their own bodies within the realm of health research has been understudied….” (Sharma, Reimer-Kirkham, & Cochrane, 2009).
One concluding point will be to suggest that attendees experiment with the framework and techniques here at the conference

7. Compartments for Embodiment in Research
Researcher awareness
Self knowledge: enhanced through paying attention to bodily states
Nonverbal communication
How intersubjectivity contributes to co-construction of knowledge, understanding
Reflection
What researcher's perceptions reveal about self and participants
Reflexivity
How researcher’s & participants' responses co-create experience, understanding
Researcher's Identities
Multiple and complex cultural differences impact interactions and results
Note: Based on model presented by Sharma, Reimer-Kirkham, & Cochrane (2009).

8. Applied Research & Inquiry
Setting the Question
Conceptual framework
Methodology, Design
Data Collection
Analysis
Conclusions and Sharing
This is the slide to explain that there are two layers to this program: describing techniques for embodiment for applied research and also demonstrating the process in the progression logically followed in doing research.

9. Like other scholarship, embodied research can be better examined via conceptual framework

10. Proposed theoretical framework: Stages of Change Theory
Explicit: Offers a compatible model for research progression
Implicit: Invites scholars to reflect on their on their own evolving while researching

11. Framework: Stages of Change
• Transtheoretical Model (TTM): integrative, biopsychosocial model to frame the process of intentional behavior change
• Developed for clinicians to support change of high risk behavior, used to frame scores of research studies.
• Integrates elements of Bandura’s self-efficacy theory.
• Depicts change as non-linear process that unfolds over time in spiral pattern: individuals revisit each stage before completion and establish a foundation for next spiral cycle
• Different strategies are most effective at different Stages of Change
Prochaska, J.O. and DiClemente

12. Transtheoretical Model (TTM): Three Organizing Constructs
Stages of Change
Processes of Change
Levels of Change, e.g. Effect size
Prochaska, J.O. and DiClemente, C.C. (1984). The transtheoretical approach: Crossing the traditional boundaries of therapy. Melbourne, Florida: Krieger Publishing Company.
Prochaska, J.O. & Velicer, W. F. (2009). The transtheoretical model of health behavior change. American Journal Health Promotion. 12(1),
Prochaska, J. O., Norcross, J. C., & DiClemente, C. C. (2013). Applying the stages of change. Psychotherapy in Australia, 19(2), 10.

13. Stages of Change (based on TTM)
Characteristics
Precontemplation
Not consciously considering action
Contemplation
Possibilizing, ambivalent, consider pros and cons, examine previous attempts
Determination
Readiness to act, preparation
Action
Executing plan to tangible actions
Public commitment, external confirmation & creating monitors
Experiences change working over time, making adjustments along the way
Maintenance
Long-term sustained change over many years
Termination
Appropriate to cessation of behavior, e.g. smoking

14. Research Process & Stages of Change
Research follows similar intersecting, iterative & spiral phases
The researcher: change agent and an experiencer, changed by the process of researching (Bentz & Rehorick, 2008)
Within stages, purpose three dimensions with intention to cultivate embodiment:
Focus on body-based subject matter
Integrate bodily perceptions into data collection
Tap somatic experience as a vehicle to deeper understanding and transformation

15. Stage Characteristics Research Phase
Precontemplation
Not consciously considering action
What is calling to my curiosity and scholarship
Contemplation
Possibilizing, ambivalent, consider pros and cons, examine previous attempts
How is this question relevant & situated
Determination
Readiness to act, preparation
How do I design this study authentically
Action
Executing plan to tangible actions
Public commitment, external confirmation & monitors
Experiences it working over time Making adjustments along the way
How to execute meaningfully, productively
Maintenance
Long-term sustained change over many years
Reconciliation, normalizing, adding to the world of knowledge
Termination
Appropriate to cessation of behavior, e.g. smoking
The next question

16. Stages by Processes of Change
Contemplative (pre): conceptualize
Awareness
Environmental assessment
Dramatic Relief
Social liberation
Re-evaluation
Determination: Design
Self-evaluation
Self-liberation
Action: Execute
Helping relationships
conditioning
Maintenance: Share
Reinforcement management
Stimulus control
the pros and the cons, have become critical constructs in the Transtheoretical Model. As individuals progress through the Stages of Change, decisional balance shifts in critical ways. When an individual is in the Precontemplation stage, the pros in favor of behavior change are outweighed by the relative cons for change and in favor of maintaining the existing behavior.
As individuals move from Preparation to Action, the disparity between feelings of self-efficacy and temptation closes, and behavior change is attained. Relapse often occurs in situations where feelings of temptation trump individuals’ sense of self-efficacy to maintain the desired behavior change.

17. TTM Processes of change
1. Consciousness Raising: Increased awareness a particular problem or experience. Improved by bibliotherapy, feedback, and repetitive interpretations. 2. Dramatic Relief: Anticipate internal stirring; notice feelings and ideas. Improved by reflection. 3. Environmental Reevaluation: How does this experience or problem appear in the world. Combine affective (experiential) and cognitive (academic) assessments of the experience. 4. Self-Reevaluation: Image possibilities. Improved by values clarification, identifying productive examples, and imagery. 5. Social Liberation: Notice public support. Improved by increased interactions and engagements.
The transtheoretical model (TTM) offers an integrative framework for understanding and intervening with human intentional behavior change. There are 3 organizing constructs of the model: the stages of change, the processes of change, and the levels of change.

18. Processes of change, cont.
6. Self-Liberation: Make a Commitment. 7. Counter Conditioning: Substitute former approaches with novel approaches. Improved by full spectrum of possible alternatives. 8. Helping Relationships: Get Support. Improved by rapport building, alliances, supportive calls, and networks. 9. Reinforcement Management: Seek rewards for taking steps in a renewed direction. 10. Stimulus Control: Manage Your Environment. Improved by adding prompts for alternatives.

19. Embodied research techniques
Setting the Question
Methodology, Design
Data Collection
Analysis
Conclusions and Sharing

20. Embodied research techniques
Setting the Question: Relevance testing, whole body listening, following somatic markers, quieting chatter
Methodology, Design: Planning for embodiment, including somatic techniques
Data Collection: Making space for body-based/non-verbal data, using somatics to go deeper, stimulated recall, interactive interviewing, reflexivity and somatic embodied resonance
Analysis: Researcher self-bodymindfulness, dwelling in data: verbal and non-verbal reflection
Conclusions and Sharing: Honor scholarship & practice, make embodied presentations, honor social obligations

21. Logical next steps Analysis & interpretation Putting Back to the World
Gathering data
Cultivating individual & collective felt sense
The body in data collection & interpretation
Technique: Verbal capture of somatic, include awareness techniques in data collection
Analysis & interpretation
Create and execute strategies for embodied analysis
Explore techniques for critical embodiment
Putting Back to the World
Challenging academic conventions in presenting embodied research
Capturing movement and somatic experience
Embrace the evocative
Cliff: embodiment as topic & tool, body = participatory dimension, felt sense as individual and collective, researcher’s reflection (Todres, Gendlin), body in data collection (use of mindfulness & focusing), bodily epoche and arrangement of space, bodily reflexivity in analysis & interpretation. Exercise: use file cards to capture experiences in-the-moment; breathing (Feldenkrais); Stephanie: technique to highlight the body as the container for our analysis & intepretation; Ann: Researcher attention to their own bodily states, content of bodily awareness in participants, use of video & challenges of academic tradition

22. Summary
Stages of Change can provide a theoretical framework for conceptualizing the research process progression and phrases
Processes of Change suggests specific tactics to improve embodied outcomes
Next steps: describe and demonstrate specific techniques for embodiment in applied research
One concluding suggestion: try experimenting with the framework and techniques here at the RC.

23. References
Bentz, V. M., & Rehorick, D. A. (2008). Transformative phenomenology: A scholarly scaffold for practitioners. In D. A. Rehorick & V. M. Bentz (Eds.), Transformative phenomenology (pp. 3-32). Lanham, MD: Lexington Books.
Prochaska, J.O. and DiClemente, C.C. (1984). The transtheoretical approach: Crossing the traditional boundaries of therapy. Melbourne, Florida: Krieger Publishing Company.
Prochaska, J.O. & Velicer, W. F. (2009). The transtheoretical model of health behavior change. American Journal Health Promotion. 12(1),
Prochaska, J. O., Norcross, J. C., & DiClemente, C. C. (2013). Applying the stages of change. Psychotherapy in Australia, 19(2), 10.

24. Maintenance: Continue the Conversation
Connect with me via at
Depending on your program plan, consider taking my RES4005 Narrative course
Handoouts and conversation on the Embodied Research blog site

25. Join me in brief Body Scan exercise