000			04525nam a22002895i 4500
001			991060897942806706
003			ES-BaIT
005			20230118122746.0
008			221228t2021 xxka|||| |||| 001 0|eng|c
020			_a9781789384598
040			_aES-BaIT _bcat _erda _cES-BaIT
080			_a793.5
100	1		_aDymoke, Katy _eautor _9159680
245	1	4	_aThe Impact of touch in dance movement psychotherapy : _ba Body -Mind Centering approach / _cKaty Dymoke
264		1	_aBristol, UK : _aChicago : _bIntellect, _c2021
300			_axxv, 280 pàgines ; _bil·lustracions, taules, diagrames ; _c25 cm
336			_atext _btxt _2rdacontent
337			_asense mediació _bn _2rdamedia
338			_avolum _bnc _2rdacarrier
504			_aInclou bibliografia i índex
505	8		_aConté: 1. Introduction: The care context -- Background: Touch a 'natural language -- 'A 'touch revolution' in a dance-sport called Contact Improvisation -- The sensory and sexual differentiation of touch: Co-operati and responsibility -- Touch a way of 'seeing' or a mutual place of 'being' -- The psychotherapist becomes researcher methodological acuity. 2. The Personal and Professional Quests: The sensory acuity of touch contemplating a pathway of change -- Literature on touch: The absent bodythe 'touch or no-touch' debate -- The pro-touch discourse explored and explained -- Relational aspects: The subjectivities of 'touching subject' and 'touched object' -- Theories of consciousness establishing a safe space with, by and for touch the membrane returns --The matter of the psyche, or what matter is the psyche? Meeting the moving membrane -- Summary. 3. The Research Design Defining Roles: Context -- Breaking new ground -- A qualitative framework and mixed-method approach -- Defining the participant selves: The multiple subjectivities -- Data analysis methods and implementation. 4. Embodied Ethics: Earning legitimacy and ethical approval exploring the gaps, collisions and divisions -- Towards an embodied ethics within a disembodied ethical framework -- The Research Governance Framework: An intransigent construct -- The ethical demise of embodied ethics -- The Integrated Research Application System. 5. Case Study Session 1: Transcript and Data Analysis: Introduction to the transcript -- Session 1: 'You child angry heart?' Video transcript and data analysis -- Amanda as participant: Managing autonomy -- Therapeutic impact. 6. Case Study Session 4: Transcript and Data Analysis: Introduction -- Establishing a mutual language: Beyond good and bad touch -- Towards introspection, an intrapersonal and transpersonal approach -- Tying in the thread of integrative approaches to dance movement psychotherapy (DMP): Making a case for touch. 7. Case Study Session 6: Transcript and Data Analysis: Arrival: Pre-touch -- 'You touch my 'art'' -- No 'urting me.' Touch at the ruptured membrane exploring the (un)conscious languages of trauma healing -- Touching at the ruptured trauma membrane: A summative interpretation -- 'No talking [he]art -- 'Finding equilibrium through touch and movement integration -- Moving towards an ending -- Therapeutic understanding a mutual end. 8. Finding an Ending and Emergent Theory: Session 8: Amanda wants jiggling -- Session 10: Accepting endings -- Finding an ending with the multiple selves: The trellis of trust. 9. Towards a Theory of Receptivity: Touching Once Again Upon Touch: The pre-ontological space and time domain of the body -- Arriving at receptivityan 'ethic of care' . Appendix 1: Inclusion and exclusion in research the inner/outer divide considering ethics, capacity, autonomy and independence. Appendix 2: The touch stages explained with diagrams, made reference to in Chapters 5-7- Appendix 3: The prehension cycle and process of realization. Appendix 4: Comparative tables of sessions 1 and 8 illustrating increasing client competence: The cycles of learning when sensory-motor responses are brought to non- snsory level of being and then to conscious awareness and reflective thinking. Appendix 5: Diagram by the author, after Martz and Lindy, The Trauma membrane Concept (2010) interpreted as a metaphor for the cliniccal process of touch-based methods and their application. Appendix 6: The perceptual response cycle- Illustration for course study guides, courtesy of the School of Body-Mind Centering.
650		7	_aBody-mind centering _956323
650		0	_aDansateràpia _xEstudi de casos _2lemac _9159681
908			_aCDMAE
940			_aCVA15
942			_2udc _c1
999			_c133281 _d133281