Six neuropsychological topics illustrating altered perceptions and illusory beliefs are explored with particular emphasis on the neurobiological underpinnings of such phenomena. The first five topics are phantom limb, out-of-body experiences including depersonalization and near-death experiences, delusions with an emphasis on the effects of psychedelic drugs, autonomic reflex actions including respiration and heartbeat, and virtual reality. The last topic focuses on three disorders impairing perception and cognition, namely, Anton-Babinski, Charles Bonnet, and Diogenes Syndromes. Many of the related neurobiological mechanisms reflect disturbances of both lower-level and multisensory processing along with specific cortical impairments such as at the temporoparietal junction. The latter has been linked, for example, to out-of-body experiences. Similarly, aberrant neural learning and signaling such as that based on synaptic receptor disturbances show how the interplay between lower-level brain activity and that in the prefrontal cortex contributes to delusions. Specific hypotheses set forth to explain these alterations in perception and cognition are reviewed, such as a remapping theory which depicts cortical reorganization in response to synaptic changes mediated by receptors. The effects of these perceptual/cognitive distortions on experiential pleasure/pain and on adaptability are also explored.

Orientador: Jorge Sergio Perez Gallardo / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-15T19:27:59Z (GMT). No. of bitstreams: 1 Mota_DanieldeBrito_M.pdf: 548353 bytes, checksum: b20749e9cce8a36a472825bb363d1113 (MD5) Previous issue date: 2010 / Resumo: O propósito deste trabalho é discutir o valor de experiências empíricas na formação de professores de educação física, a saber, das experiências corporais no papel de educando e educador, tomando por base uma análise do atual currículo de graduação da Faculdade de Educação Física da UNICAMP. Estudantes participaram de situações para aprender a fazer e aprender a ensinar em nove disciplinas de graduação eletivas, sem pré-requisitos e não-obrigatórias, eminentemente direcionadas à prática corporal, com o conteúdo Ginástica de Trampolim. As disciplinas foram organizadas e oferecidas em nova interface, priorizando dois estágios distintos. O primeiro - destinado à vivência de conhecimentos - buscou dar subsídios ao estudante universitário para transmiti-los em aulas de educação física escolar. O segundo - destinado à prática - propôs aprofundamento técnico preparando o estudante para regência de atividades extraescolares e comunitárias da modalidade. O método de pesquisa utilizado foi estudo de caso intrínseco (Storytelling - Investigação narrativa), qualitativo do tipo etnográfico, proposto por Robert E. Stake. Tendo proporcionado um aumento de carga horária curricular sem impacto na duração final do curso, constatou-se que a interface curricular experimentada é uma alternativa possível para ampliar as experiências corporais dos estudantes. Estabeleceu uma matriz para formação empírica, a qual torna o ambiente profícuo para aprendizado e exercício de conhecimentos, habilidades, valores e atitudes que identificam a área da Educação Física. As experiências corporais, nesse contexto, revelam-se como condição valiosa para edificar uma consciência (sensível) sobre os usos expressivos do corpo. Frente à vastidão dos conteúdos da cultura corporal, é preciso que os futuros educadores conheçam o próprio corpo e os seus mecanismos expressivos antes de orientar a formação dos alunos. / Abstract: The purpose of this paper is to discuss the value of empirical experience in training teachers of physical education, like the body experiences in the role of educator and learner, based on an analysis of the current undergraduate curriculum of Faculty of Physical Education, UNICAMP. Students participated in situations to learn how to teach and learn in nine optional subjects to graduate without prerequisites and non compulsory, relating to the practice with the contents Trampoline Acrobatics. The subjects were organized and offered in the new interface, prioritizing two distinct stages. The first - for the body experience - seeks to provide subsidies to college student to transmit them in physical education classes at school. The second - for the practice - proposes technical analysis preparing the student for conducting extra-curricular activities and community of the content. The research method used is qualitative - case study (Storytelling) proposed by Robert E. Stake. Having given an increased amount of hours without extend the curriculum end, it was found that the interface experienced is an alternative to enlarge the body experiences of students. It's established a training matrix to empirical, which makes the environment useful for learning and pursuit of knowledge, skills, values and attitudes that define the area of Physical Education. The body experiences, in this context have proven valuable as a condition to build awareness (sensitive) on the expressive uses of the body. Faced with the wilderness of the contents of body culture, it is necessary that future educators know their own bodies and their expressive mechanisms before guiding the development of students. / Mestrado / Educação Fisica e Sociedade / Mestre em Educação Física

The purpose of this study was to explore the role of peers in women's lived experiences in their bodies from childhood to young adulthood. The present study used a qualitative life history methodology to delineate the range of peer processes, both adverse and protective, that affect women's connection to their bodies over time, as well as the meaning women make of these processes, and their internalized reactions to peer influences across a developmental trajectory. In-depth interviews were conducted among fourteen women between the ages of 25 and 35, representing diverse social and cultural backgrounds, as well as current and past eating and body image problems. Women participated in open-ended interviews, using a series of guided questions about their experiences with peers that affected their lived experiences in their bodies, from childhood through to adulthood. Interviews were transcribed and analyzed for themes using a grounded theory methodology. Two interrelated models emerged from the data that clarified ways in which relationships with peers shaped interviewed women's lived experiences in their bodies over time. The Peer Processes Related to Dominant and Alternative Norms, Ideals and Expectations Model addresses peer processes related to the promotion of dominant and alternative norms, ideals and expectations regarding appearance and ways of inhabiting the body as girls and women. The Implications of Peer Processes on Social Power and Acceptance model delineates the ways in which widely sanctioned norms, ideals and expectations pertaining to participants' bodies and appearances, are expressed and internalized through concerns for peer status, power, belonging and acceptance. The research has both clinical and research implications, shedding important light on the ways in which peers enhance, maintain and disrupt girls' and women's connection to their bodies over time.

The purpose of this study was to explore the role of peers in women's lived experiences in their bodies from childhood to young adulthood. The present study used a qualitative life history methodology to delineate the range of peer processes, both adverse and protective, that affect women's connection to their bodies over time, as well as the meaning women make of these processes, and their internalized reactions to peer influences across a developmental trajectory. In-depth interviews were conducted among fourteen women between the ages of 25 and 35, representing diverse social and cultural backgrounds, as well as current and past eating and body image problems. Women participated in open-ended interviews, using a series of guided questions about their experiences with peers that affected their lived experiences in their bodies, from childhood through to adulthood. Interviews were transcribed and analyzed for themes using a grounded theory methodology. Two interrelated models emerged from the data that clarified ways in which relationships with peers shaped interviewed women's lived experiences in their bodies over time. The Peer Processes Related to Dominant and Alternative Norms, Ideals and Expectations Model addresses peer processes related to the promotion of dominant and alternative norms, ideals and expectations regarding appearance and ways of inhabiting the body as girls and women. The Implications of Peer Processes on Social Power and Acceptance model delineates the ways in which widely sanctioned norms, ideals and expectations pertaining to participants' bodies and appearances, are expressed and internalized through concerns for peer status, power, belonging and acceptance. The research has both clinical and research implications, shedding important light on the ways in which peers enhance, maintain and disrupt girls' and women's connection to their bodies over time.

Among women in North America, body dissatisfaction is prevalent and well documented. Women are often unhappy with their bodies and strive to change their bodies to fit the dominant cultural ideal of beauty and femininity. Within this context, in which women are expected to focus tremendous resources, time, and energy on bodily striving and body dissatisfaction, some women are able to resist these expectations. They experience joy with their bodies—joy that is not contingent on their appearance, size, or weight. With respect to women’s embodied experiences of joy, a number of significant gaps exist in the research literature. The current study examined women’s experiences of embodied joy through the use of qualitative research methods, including individual interviews and a focus group. A feminist constructivist grounded theory frame was utilized. The findings of this analysis indicated the presence of four core dimensions of women’s joyful body experiences as a form of resistance to bodily dissatisfaction. The first core dimension addressed the experience of embodied joy, which included attunement, growth, liberation, and thriving. The second core dimension addressed participants’ active creation of environments that nurtured joy, including: creating spaces that facilitated embodied joy, creating internal openness to the experience of joy, and seeking supportive social relationships. The third core dimension addressed enacting joy in the context of resistance and struggle, specifically when navigating the imposition of the other’s external gaze. This core dimension included the themes of media deconstruction, disengagement from problematic relationships, personal practices of resistance, and critical political consciousness. The fourth core dimension involved enacting joy in the context of resistance and struggle as a journey towards joy, which included reclaimed childhood experiences, disruption and reconnection, and guiding other girls and women. The present study has implications for clinical work as well as for health promotion. Ultimately, women’s experiences of embodied joy both reflected their resistance to cultural dictates and further enabled them to resist the dictate of bodily dissatisfaction.

Among women in North America, body dissatisfaction is prevalent and well documented. Women are often unhappy with their bodies and strive to change their bodies to fit the dominant cultural ideal of beauty and femininity. Within this context, in which women are expected to focus tremendous resources, time, and energy on bodily striving and body dissatisfaction, some women are able to resist these expectations. They experience joy with their bodies—joy that is not contingent on their appearance, size, or weight. With respect to women’s embodied experiences of joy, a number of significant gaps exist in the research literature. The current study examined women’s experiences of embodied joy through the use of qualitative research methods, including individual interviews and a focus group. A feminist constructivist grounded theory frame was utilized. The findings of this analysis indicated the presence of four core dimensions of women’s joyful body experiences as a form of resistance to bodily dissatisfaction. The first core dimension addressed the experience of embodied joy, which included attunement, growth, liberation, and thriving. The second core dimension addressed participants’ active creation of environments that nurtured joy, including: creating spaces that facilitated embodied joy, creating internal openness to the experience of joy, and seeking supportive social relationships. The third core dimension addressed enacting joy in the context of resistance and struggle, specifically when navigating the imposition of the other’s external gaze. This core dimension included the themes of media deconstruction, disengagement from problematic relationships, personal practices of resistance, and critical political consciousness. The fourth core dimension involved enacting joy in the context of resistance and struggle as a journey towards joy, which included reclaimed childhood experiences, disruption and reconnection, and guiding other girls and women. The present study has implications for clinical work as well as for health promotion. Ultimately, women’s experiences of embodied joy both reflected their resistance to cultural dictates and further enabled them to resist the dictate of bodily dissatisfaction.

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