This qualitative study explored the use of Body Mapping as a tool to enhance dialogue with sentenced adolescent boys in a Special Youth Centre. Their scars and tattoos were regarded as the key to unlocking their life stories. Body maps and unstructured interviews formed the main body of data. The paradigms of both Gestalt- and occupational therapy formed the basis of the conceptual framework and a literature control was done as “theory after” as well as a method of data triangulation. Themes extracted pointed to broken bonds and familial trauma which lead the adolescents to search for belonging and mastery in deviant peer groups and street- and Numbergangs. The tattoos provide graphic affirmation of identification and belonging to these groups. The mapping of their lesions and scars provided the opportunity to relate traumatic experiences. Conclusions were drawn and recommendations could be made as a result of the study. / Social Work / M. Diac. (Play Therapy)

This qualitative study explored the use of Body Mapping as a tool to enhance dialogue with sentenced adolescent boys in a Special Youth Centre. Their scars and tattoos were regarded as the key to unlocking their life stories. Body maps and unstructured interviews formed the main body of data. The paradigms of both Gestalt- and occupational therapy formed the basis of the conceptual framework and a literature control was done as “theory after” as well as a method of data triangulation. Themes extracted pointed to broken bonds and familial trauma which lead the adolescents to search for belonging and mastery in deviant peer groups and street- and Numbergangs. The tattoos provide graphic affirmation of identification and belonging to these groups. The mapping of their lesions and scars provided the opportunity to relate traumatic experiences. Conclusions were drawn and recommendations could be made as a result of the study. / Social Work / M. Diac. (Play Therapy)

The aim of this thesis is to explore the entanglement of various power axes with the body through 'body mapping' and to look into how the implementation of the method enriches research processes. 'Body mapping' is an arts-based method which places the body in the center of social inquiry. This allows the body to be explored as a central site where social identity is negotiated, while being engaged in this exploration. This orientation might allow insights into how embodied power relations affect people’s lives and how 'body mapping' can contribute to this exploration through raising consciousness and bringing forward personal embodied knowledges. 'Body mapping' will thus ideally allow participants to see themselves through a different angle and thereby engage with questions of how normative ideas in relation to identity are shaping their experiences and feelings of non/belonging in Swedish society. This might initiate newly informed understandings in participants’ lives regarding critical consciousness on their positionality and foster participants’ connection to their bodies as sources of knowledge.

Specific movements within the pelvic floor, abdomen, diaphragm, ribs, and spine are show to be associated with either inspiration or expiration when playing the alto saxophone. These movements support tone production during the performance of large intervallic leaps and altissimo register notes. During expiratory breath, specific vocal-tract formations and movements are show to be adaptive with either the higher and lower registers. Anatomical areas studied include the glottis, larynx, pharynx, velum and soft palate, tongue arch, and tongue proximity to the reed. Flouroscopy and endoscopic research by Watkins, Pattnoede, and Jordheim challenge common pedagogical advice for palm-key and altissimo register notes such as using a high tongue arch, fast air and the "ee" vowel. Literature by historical and even current pedagogues do not clarify their use of the terms "larynx" or "throat." In the context of their writing those terms could ambiguously mean oropharynx, laryngopharynx, glottis, neck muscles or vertical position of larynx. Mental tension, fear, and negative inner dialogue are shown to cause reflexive and tension-based movement. These issues negatively impact the formation and direction of adaptive vocal-tract movements for large ascending intervallic leaps and altissimo-register note production. Repeated failure by a student can provoke negative self-talk as well as maladaptive emotions and beliefs about the musical challenge, potentially creating a longstanding narrative that leads to less than positive expectations for saxophone technique. Knowledge and use of adaptive vocal-tract and breathing movements can erode negative dialogue by providing evidence that it is not true. The student may begin to use positive self-talk, creating better inner dialogue and beliefs. Over time, confidence from body and mind awareness supports the formation of positive expectations. The tenets of mindfulness and inclusive awareness put forward by authors such as Dunkel, Caplan, Hall, Leaf, and Westney were shown to be complementary to the body and vocal-tract movements needed for the musical challenges discussed. Practical exercises are given to help the student increase body and mind awareness. Intentionally gaining awareness of and mindfully practicing adaptive body mapping and vocal-tract movements can support the effective production of, and lead to a healthy mindset for achieving successful performances of large intervallic leaps and altissimo-register tones.

The objective of this qualitative study was to explore the extent to which body maps could be implemented by educators as part of the fulfilment of their pastoral role. I approached the study from a constructivistinterpretivist perspective underpinned by action research principles. I implemented an instrumental case study as research design and selected a primary school located in an informal settlement community in the Nelson Mandela Metropole. Ten female educators at this school, three other members of a research team and I took part in the process of data generation. Having acquired baseline information during the first field visit, a fellow researcher and I implemented an intervention during which the techniques of body mapping and making memory boxes (the study focus of my fellow researcher) were introduced to the participants. We then requested them to apply the two techniques (as part of a research assignment) before we undertook a second field visit. At the second visit, we attempted to explore the participants' experiences during the application of the techniques. Throughout the study I relied on focus group discussions, observation, critical self-reflection, auditive methods, visual methods, photos, a reflective research journal and field notes as data collection and capture methods. I analysed and interpreted raw data thematically. Baseline information indicated that educators were quite clear about the theoretical nature of the pastoral role, yet the practical application of this role presented a challenge. Data generated after the intervention indicates how educators understood and used the body mapping technique. This theme was refined into subthemes dealing with implementation modes, application contexts and application outcomes of the body mapping technique. The second main theme indicated the applicability of body maps in the classroom context as part of the pastoral role. This theme comprises subthemes relating to general curricula, practical considerations, alternative uses and application modes, pastoral responsibilities that were facilitated (and not) by participants' use of the body mapping technique. Research findings therefore seem to indicate that the body mapping technique could be used by educators in fulfilling their pastoral role. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / MEd / unrestricted

<p>All images in this document may not be produced without the expressed written consent of the author.</p> / <p>The innovative research method of “body mapping” was used in this study with geriatric inpatients receiving daily hæmodialysis therapy for end-stage renal disease at Toronto Rehabilitation Institute.</p> <p>Five people took part in this study; three participants completed all study phases. They created three body maps each and took part in one follow up, semi-structured interview to share their experiences of body mapping. Two themes were drawn from the data: (1) body mapping gives patients a voice to communicate their experiences in the dialysis unit; and (2) body mapping makes visible participants’ illness adjustment patterns, and levels of connection, or disconnection in the dialysis unit.</p> <p>Based on the ways body mapping benefitted participants in this study, it is reasonable to suggest that this visual communication tool could be useful in other research settings, and as a clinical tool to support patients’ attention to their bodies and their interactions with healthcare providers.</p> / Master of Arts (MA)