Dias nummer 1 - Keele University

Institut for Idræt og Ernæring
THE LANGUAGE OF THE BODY IN PROFESSIONAL
PRACTICE
- contact, presence, embodied leadership and
personal communication
Daring to make an impact
Qualitative Conference
Keele University
Associate Professor , ph.d. Helle Winther
University of Copenhagen.
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Institut for Idræt og Ernæring
The language of the body
An overseen factor in professional practice
&
Education
?
How can it be trained?
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The body is always speaking
Human beings “speak” first through and with the
body.
The flow of words may stop, but the body is
always in movement – always communicating.
Still, the body, and certainly movement, is an
often overlooked potential in many forms of
education
.
(Winther, 2012; Sabetti & Freligh, 2001; MerleauPonty, 2006; Thornquist, 2005).
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Tacit
Consciousness
The language of the body in
professional practice and leadership
is thus often lived through
.....a tacit consciousness (Meekums,
2007).
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THE BODY- a paradox ?
Earlier disregard of the body may have been due
to the formerly dominant dualistic view of the
body and of humanity, which has characterised
Western society.
Thus we may gather inspiration from
phenomenology, philosophy of the senses, body
psychology and movement psychology in the
attempt to shed light on the meaning of the body
in dialogue processes and professional practice.
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The language of the body in professional practice
Trust
Contact
Presence
Empathy
Leadership
Authenticity
&
Crisis
management
in professional
practice
Editor: Winther
Contributors:
Per Fibæk Lauersen, Per Schultz Jørgensen,
Mia Herskind ,Tom Andersen Kjær, Charlotte
Svendler Nielsen; Betina Hansen; Mette
Schmidt, Lars Emmerik Knudsen; Balder
Brøndsted, Christina
Madsen, Linda Hejselbak Jensen, Poula Helth;
Christa Amhøj, Mathias Berg, Tina Thilo
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The embodiment of leadership
Covering leadership in the arts and
humanities, this volume explores the
notion that leadership ..is situated in a
body that
moves,
acts,
has emotions and desires,
ages,
experiences,
hurts,
and senses.
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Projects: EMBODIMENT IN EDUCATION
1.
2.
3.
4.
5.
?
PE education. University of Copenhagen. Dance teaching and high
school teacher training. University of Copenhagen.
Teacher education. University College.
The hospital field Nurse education. ”The dancing nurses”, The
professionals: doctors, nurses physiotherapists,)
Leaders. Financial Sector, Copenhagen –Business School and
contact to the international leadership organisation.
Post graduate education - different types of experienced
professionals
Dancing nurses
Embodied leaders
Moving Teachers
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Three communication dimensions
What?
The content of words
HOW?
The tone of the voice
The language of the body
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Resonans
To meet
through the third dimension
THE LANGUAGE OF THE BODY?
Institut for Idræt og Ernæring
Body language is our mother tounge
The language of the body develops in the small child long
before spoken language.
In all human relationships, bodily communication is both
a personally and culturally toned mother tongue
(Halprin,2002; Winther, 2009).
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Trust
Trust beyond words
The bodily is also of great importance in
professions which involve confidentiality, trust
building, and senses-based attention to patients
or clients.
In these professions, all bodies, the
professionals’ included, become more visible,
and the body language dynamics, which always
exist, are experienced more distinctly (Andersen
Kjær, 2011; Meekums, 2007; Payne, 2008;
Winther, 2012).
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The personal in the professional
The personal in the professional is an area which in later years has been given more
and more attention and relevance (Avolio & Gardner, 2005; Ladkin & Taylor, 2009;
Nielsen, Marrone & Slay, 2010; Avolio, Walumbwa & Weber, 2010; Plauborg,
Andersen, Ingerslev & Fibæk Laursen, 2010).
In spite of the fact that increasingly more focus has been given to personal, emotional
and relational work in the professional room, the importance of soma for this
dynamic, paradoxically enough, has been given relatively little attention –also in
leadership studies (Ledkin & Taylor, 2010; Meekums, 2007).
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The magnified bodily
communication
..
Professionals who
work with others as
such, taking into account
their profession, position,
responsibility and
authority, receive a form
of magnified attention to
their bodily and
emotional communication
(Winther, 2012;
Andersen Kjær, 2011).
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Embodied professionality
Professional communication finds itself, in
a constantly present triad which is at
once bodily, personal and professional
(Winther, 2009).
One does not exist without the other, but
may display itself with varying strength.
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Embodied professional competence
1. Self-contact and somatic awareness
2. Communication reading and contact ability.
3. Leadership in groups or situations.
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(Winther, 2012; 2013)
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Level 1 .
Self contact and somatic awareness
Contact with one’s own body and
personal feelings; the ability to be
focused and present; the ability to
include one’s heart and still keep a
professional focus and a private
boundary
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Bodyawareness
The better the professional knows him- or herself
And their own bodily signals
In various situations
The easier it will be to keep or find selfcontact.
GROUNDING
CENTERING
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LEVEL 2
Communication reading and contact ability
The ability to see, listen, sense and notice; the ability to read both
verbal and bodily communication; the ability to create trustful and
empathic contact with others; the ability to contain and manage
conflicts (Winther, 2012; 2013)
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The body as Sounding board
It is the professional,
There with his or her body
Who must create a sounding board for the other
... not the opposite.
The professional who can see, read, listen and be in movement
may react with competence, presence and efficacy to both verbal
and non-verbal processes, because this person also senses what is
not said in the tone of voice, and when to catch the body’s duets
and stories.
Using the senses can also be trained
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TUNING IN
The body is always communicative and multi-sensing,
and often the body expresses something that is not told
completely in words (Andersen Kjær, 2011; Fuchs,
2012; Lowen, 2006; Winther, 2009).
Finding the tone between two or more people is
described in various contexts by concepts related to
harmony (Løgstrup, 1983) and resonance (Sabetti and
Freligh, 2001).
Micromovements
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RESONANCE & DissonanS
the sensual &
energetic dimension
(Sabetti, 2001, Winther, 2012).
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Eyecontact
.. ..is one of the individuals most meaningull tools for contact.
The eyes can lit up with love, but they can also express distance,
power or lack of empathy.
To clients or patients the energy in the professional´s gaze can be
what decides whether the feel,
seen, stripped, watched or overlooked.
Therefore professionals must also train their ability to
See
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(‘winther,2013)
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THE ART OF TOUCHING
In all societies, touch is connected to closeness, intimacy and
care, and body contact is one of humanity’s most basic forms of
communication.
In hospital contexts, the professional therefore must know the art
of touching both as a source of care, security, setting limits, and
respect.
(Argyle, 2006; Moberg, 2006; Winther, 2009)
.
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Bodycontact
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MOVEMENTREADING
&
MICRO-MOVEMENTS
& MICRO-MOVEMENTS
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TERRITORIALZONES
-..subcodes in embodied communication
Dynamic,feelable, energetic, universal and yes cultural
influenced zones
* intimate zone,
* personal zone
* social zone
(Gebauer & Wulf 2001; Hall 1973; Winther, 2012).
No leadership without followership
”…
there is no leadership without followership, no leader
without a follower”
(Burge, Batchelor, & Cox, 2013, p. 3).
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LEVEL 3
Leadership in groups or situations
Professional overview, radiation,
centering, clear leadership of the group or
situation; the ability to enter or hold a
space with a trustworthy and body-based
authority and humility (Winther, 2012;
2013)
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3.
Entering and creating a Space
To create and hold the professional space
is important for credibility, authority and creating relationships.
In teaching or leadership contexts, it may be important to be
able dare to be “on.”
To be personal, powerful, bodily and professionally present.
It is important to be able to bear
such magnified bodily communication, for it is through the body
that authority in the room is negotiated (Thornquist,2005).
To be personal, powerful, bodily and
professionally present -
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autority
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3. Holding a space – about humility
Here too, the professional must fill the room with his or her sensed
presence
This entails both professional humility and an ability to remain in oneself, so
that another person can notice that there is room to be there too, with
them.
In these contexts, the professional should primarily take the lead in the
situation and go into the possibly fragile room with great respect.
(Winther, 2012)
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POWERPOSITIONS
Status …høj og lav status i kropssproglig
HIGH
kommunikation
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THE LARGE DANCE &
THE TINY DANCE
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THE LARGE AND THE TINY DANCE
dance
Movement with inspiration from
and martial arts
Grounding and centering
Institut for Idræt og Ernæring
Body awareness
Awareness of own breath and voice
Territorialzones
Awareness of micromovements
Tuning in
Silence
Touch and body contact
Movementreading
Courage to be on
Taking, creating and holding a space
Status traning
Training of both flexible and powerfull bodymovements/energy.
Consciosusness, narrative embodied stories,
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THE DILEMMA
The work in a e.g. a hospital does involve to a large degree body
communication presence and
contact (Andersen Kjær, 2012).
On the other hand many students struggle with a personal
bodily
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modesty
when they start this course of study.
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Unfolding the now ..from body to
language
Rich moments research
‘
A phenomenological and narrative-inspired approach to data
collection (Merleau-Ponty, 1962/2002; Dadds, Hart & Crotty, 2001 Todres,
2007; Thomas & Pollio 2002; Sparkes, 2002).
Builds on the principle of sharing stories and that of
elucidating what is essential in a phenomenon by focusing
on important situations and filled moments (Dadds, Hart & Crotty,
2001).
Kairos moments
(Stern, 2004)
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Kairos & Kronos
Kairos
Intense presence
Awareness
Felt experience
Short
Wholistic experience
Connested to experience of self.
Some kairos moments can change your life
(Stern, 2004)
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Kairos moments.
Meaningfull moment descriptions
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Co- researchers
1. First person perspective
2. Presence… (e.g. I walk quitly..story
of the now).
3. Poetic- to get in touch with the
experienced
4. Not about.. but through the body –
Sensual lived pre-reflecsive embodied
level.
Beyond evaluations, analyses, beliefs,
theoretical concepts
(Sparkes 2002, Les Tordres, 2007, Nagbøl, 1994;Winther, 2013)
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Embodied professional leadership
competence
1. Self-contact and somatic awareness
2. Communication reading and contact ability.
3. Leadership in groups or situations.
(Winther, 2012; 2013)
Embodied professional leadership competence is a
constantly moving and also very personal competence
which may be developed, made more aware, and matured.
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A journey not a guided tour
It can be trained.
From the first day as a student & for the rest of one’s professional life.
... with the body as teacher
More research is needed about Embodiment in Education
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Relevante publikationer om kroppens fortællinger
References
Andersen Kjær, T. (2012a). Løgstrup og samtalens kunst i sygeplejen in K. Martinsen, Løsgtrup og sygeplejen. Klim.
Andersen Kjær, T. (2012b). Mennesker taler først med kroppen in. H. Winther, Kroppens sprog i professionel praksis.
København: Billesø og Baltzer.
Argyle, M. (2002). Körpersprache und Kommunikation. Das Handbuch zur nonverbalen Kommunikation. Paderborn:
Junfermann Verlag.
Benner, P. (1994). Interpretive Phenomenology: Embodiment, Caring, and Ethics in Health and Illness Thousand Oaks. Sage.
Berg, M & Thilo, T. (2012). At blive kastet for de sultne løver I H. Winther Kroppens sprog i professionel praksis- kontakt,
nærvær, lederskab og personlig kommunikation. København: Billesø og Baltzer p. 142-153.
Borgháll, J. Laban og jeg. Institut for solskin. Odense.
Dadds, M., Hart, S., & Crotty, T. (2001). Doing practitioner research differently. London: Routledge/Falmer.
Engelsrud, G. (2006). Hva er kropp? Oslo: Universitetsforlaget.
Galwin, K. & Todres L. (2012). Caring and wellbeing. A Lifeworld Approach. London, UK: Karnac Books
Halprin, D. (2002). The Expressive Body in Life, Art, and Therapy: Working With Movement, Metaphor, and Meaning. London:
Jessica Kingsley Publishers.
Hoppe, S. H. (2005). Spirituality and Leadership. New Directions for Teaching and Learning, 2005(104), 83.
Ilkjær, I. (2012). Åndenød. En undersøgelse af eksitentielle og åndelige fænomners betydning for alvorligt syge patienter med
kronsik obstruktiv lungelidelse. Afdelingen for systematisk teologi. Det teologiske fakultet. Københavns Universitet.
København.
Jarvis, P. (1999). The practitioner-researcher: Developing theory from practice. San Francisco: Jossey-Bass.
Laban, R. (1980). The mastery of movement. Plymouth: Macdonald & Evans, Ltd.
Ladkin, D., & Taylor, S. (2010). Enacting the true Towards a theory of embodied authentic leadership. The Leadership
Quarterly, 21(1), 64-74.
Lowen, A. (2006). The Language of the Body: Physical Dynamics of Character Structure. Alachua, Fla: Bioenergetic Press.
Lumsden, M (2010) The moving self in life, art, and community in Body, Movement and Dance in Psychotherapy: An
International Journal for Theory, Research and Practice Vol 5,3 , 231.243
Løgstrup, K. E. (1983). Kunst og erkendelse. Metafysik II. (1st ed.). Haslev: Gyldendal.
Martinsen, K. (2012). Løgstrup og sygeplejen. Århus Denmark. Klim
Melina, L., Burgess, G., & Falkman, L. (2013). The embodiment of Leadership: Building leadership bridges. San Francisco:
Jossey Bass.
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References
Sparkes, A. (2002). Telling tales in sport and physical activity: A qualitative journey. Champaign, IL: Human
Kinetics.
Thomas, S. P. & Pollio, H. R. (2002). Listening to Patients: A Phenomenological Approach to Nursing Research and
Practice. New York. Springer Publishing Company Inc.
Todres, L. (2007). Embodied Enquiry: Phenomenological Touchstones for Research, Psychotherapy and Spirituality.
Basingstoke: Palgrave Macmillan.
Winther, H. (2009). Bevægelsespsykologi – kroppens sprog og bevægelsens psykologi med udgangspunkt i
danseterapiformen Dansergia. Ph.d. Afhandling. København: Institut for Idræt, Københavns Universitet.
Winther, H. (2012). Kroppens sprog i professionel praksis- kontakt, nærvær, lederskab og personlig kommunikation.
København: Billesø og Baltzer.
Winther, H. (2013). Professionals Are Their Bodies. The Language of the Body as Sounding Board in Leadership and
Professional Communication. In L. Melina, G. Burgess & L. Falkman. The embodiment of Leadership:Building
leadership bridges (217-239). San Francisco: Jossey Bass.
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Udvalgte Publikationer
.
Winther, H. (2006a). From crocodile to woman. The multidimensionality and energy dynamics of
movement seen in the light of the dance therapy form Dansergia. In S. C. Koch, & I.
Bräuninger (Eds.), Advances in Dance/Movement Therapy. Theoretical perspectives and
empirical findings (pp. 154-166). Berlin: Logos.
Winther, H. (2008b). Body Contact and Body Language: Moments of Personal Development and
Social and Cultural Learning Processes in Movement Psychology and Education. Forum
Qualitative Sozialforschung / Forum: Qual-it-ative Social Research, 9(2). Art. 63. (2008,
September 24) Retrieved from http://www.qualitative-research.net/fqs-texte/2-08/08-263-e.htm.
Winther, H., & Stelter, R. (2008). Gypsy or hedgehog? Movement, energy and change in dance
therapeutic processes in Dansergia. Body, Movement and Dance in Psychotherapy, 3(1),
45-56.
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