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Exploring the role of somatic educat...

Lord, Darcy Lynne.

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Exploring the role of somatic education in experiential well-being.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Exploring the role of somatic education in experiential well-being./
作者:	Lord, Darcy Lynne.
面頁冊數:	176 p.
附註:	Adviser: Seymour Kleinman.
Contained By:	Dissertation Abstracts International63-04A.
標題:	Education, Health. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3049078
ISBN:	0493634789

Exploring the role of somatic education in experiential well-being.
Lord, Darcy Lynne.

Exploring the role of somatic education in experiential well-being. - 176 p.

Adviser: Seymour Kleinman.

Thesis (Ph.D.)--The Ohio State University, 2002.

This inquiry indicates that Experiential Well-Being can be positively impacted through embodiment practices. It was argued that many in the U.S. are experiencing a lack of well-being, and that the field of psychology has addressed the concept of well-being but with two limitations: (1) the studies have been correlational and have not focused upon increasing the experience of well-being, and (2) the concept well-being has been viewed as solely a cognitive/emotional construct. The field of somatics, which highlights theory and practice of the mind-body-spirit connection, holds the potential for addressing well-being while moving beyond these two limitations.

ISBN: 0493634789Subjects--Topical Terms:

1017668
Education, Health.

Exploring the role of somatic education in experiential well-being.
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520 $a This inquiry indicates that Experiential Well-Being can be positively impacted through embodiment practices. It was argued that many in the U.S. are experiencing a lack of well-being, and that the field of psychology has addressed the concept of well-being but with two limitations: (1) the studies have been correlational and have not focused upon increasing the experience of well-being, and (2) the concept well-being has been viewed as solely a cognitive/emotional construct. The field of somatics, which highlights theory and practice of the mind-body-spirit connection, holds the potential for addressing well-being while moving beyond these two limitations.
520 $a Utilizing the theoretical assumptions of somatics, a more integrated approach to well-being was proposed. This holistic perspective of well-being was called Experiential Well-Being (EWB) and was defined as the personal experience, or perceived sense of wholeness or wellness, satisfaction and contentment in the areas of mind, body, and spirit. It was hypothesized that Somatic Education, a four week embodiment practice that combined elements of hatha yoga, qigong, and stress-reduction, could positively impact participant EWB.
520 $a Based upon participant observation, interviews, and evaluative surveys it was concluded that participant concepts of well-being were holistic in nature, expanding beyond the mental domain to include physical and spiritual aspects as well. Thus, participant perspectives of well-being paralleled the newly introduced concept Experiential Well-Being.
520 $a It was also concluded that Somatic Education did play a role in increasing participant well-being particularly in terms of their perceived sense of relaxation, stress-reduction, mental clarity, and increased energy or vitality. Another important participant experience was an almost ineffable feeling of being lengthened, less constricted, or more free. Though participants viewed Somatic Education as positively affecting their well-being, the effects of the classes were short-term, lasting a few hours to one week. Thus, a main conclusion of the study was the need for ongoing practice as well as education of the general public to create a common language/experience in order for somatic practices to impact EWB on a larger scale.
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