an investigation into circle dance as a medium to promote occupational well-being ana lucia ...

312 Pages·2014·4.18 MB·English

AN INVESTIGATION INTO CIRCLE DANCE
AS A MEDIUM TO PROMOTE OCCUPATIONAL
WELL-BEING

ANA LUCIA BORGES DA COSTA

A thesis submitted in partial fulfilment of the
requirements of the University of Bolton
for the degree of Doctor of Philosophy

November 2014
Table of Contents
Table of figures .............................................................................................. 7
Acknowledgements ...................................................................................... 9
Dedication ...................................................................................................... 10
PhD Thesis Abstract ................................................................................... 11
Prologue ......................................................................................................... 13
Chapter 1 Introduction ............................................................................... 15
1.1 Contextualising circle dance ......................................................16
1.2 Motivation for conducting the investigation ..........................19
1.3 The rationale for the investigation ............................................19
1.4 Research questions .......................................................................22
1.5 Structure of the thesis ..................................................................23
Chapter 2 Occupational therapy, circle dance and well- being .... 26
2.1 The conceptual foundation of occupational therapy ..............27
1.1.1 Defining occupational therapy and occupational
science .....................................................................................................27
1.1.2 Conceptualising occupation ................................................29
2.1.2.1 Meaningful occupation .......................................................33
2.1.2.2 Understanding occupation from other perspectives
………………………………………………………………………35
2.1.3 The influence of the social model of health on
occupational therapy practice ..........................................................40
2.1.4 The use of artistic and leisure occupations ....................44
2.2 Conceptualising circle dance .........................................................49
2.2.1 The structure of the circle dances .....................................49
2.2.2 The symbol of the circle ........................................................51
2.2.2.1 Defining the concept of symbol ...................................51
2.2.2.2 The collective unconscious and the archetypes ....52
2.2.2.3 Mandala: an archetypal image .....................................53
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2.2.3 The establishment of the Circle Dance movement and
its network ...............................................................................................58
2.2.4 The pedagogical component of circle dance ..................65
2.3 Well-being: perspectives and contextualisation within
occupational therapy and occupational science ............................72
2.3.1 Well-being and physical activity .........................................73
2.3.2 Well-being, leisure and dance ..............................................74
2.3.3 Well-being, folk dance and circle dance ...........................79
2.4 The synergy between occupational therapy, circle dance
and well-being: some propositions ......................................................81
Chapter 3 Methodology .............................................................................. 84
3.1 Approach to research .......................................................................84
3.2 Theoretical paradigm ........................................................................85
3.3 Qualitative research strategy .....................................................86
3.3.1 The Grounded Theory Method: origins, historical
context and methodological approaches .......................................87
3.3.1.1 Historical context ............................................................88
3.3.1.2 Methodological approaches ..........................................90
3.3.2 The use of grounded theory in occupational therapy
and occupational science ...................................................................92
Chapter 4 Data and method ...................................................................... 94
4.1 Ethical considerations ..................................................................94
4.1.1 Ethical challenges ......................................................................95
4.1.2 Ethical approval ......................................................................... 100
4.1.3 Gaining informed consent ...................................................... 100
4.1.3.1 Invitation to take part in the study ............................... 100
4.1.3.2 Prior to the interview ........................................................ 101
4.1.3.3 During the interview .......................................................... 101
4.1.3.4 After the interview ............................................................. 102
4.1.4 Data management ..................................................................... 102
4.1.4.1 The use of digital voice recorder and CallBurner
Software.............................................................................................. 102
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4.1.4.2 Transcriptions ..................................................................... 103
4.2 Access to the field ....................................................................... 104
4.2.1 Sampling................................................................................... 105
4.2.2 Respondents ........................................................................... 109
4.3 Data collection method: in-depth interviews ....................... 111
4.3.1 Negotiations in the relationship between researcher
and respondent..................................................................................... 112
4.3.2 “Capturing voices”: the role of the interviewer ............ 113
4.3.3 Form of contact ...................................................................... 115
4.3.4 Format of the interviews ..................................................... 116
4.3.5 Field notes, memo-writing, research diary .................... 117
4.4 Researcher’s perspective .......................................................... 117
4.5 The process of data analysis .................................................... 120
4.6 Establishing evaluation criteria ............................................... 129
4.7 Overview of the theoretical model .......................................... 131
Chapter 5 “I can’t imagine life without it” : the experience of the
participants ................................................................................................. 134
5.1 Unique experience of being engaged in circle dance ....... 135
5.1.1 Self-investment, self-development ................................... 135
5.1.2 Feeling transformed .............................................................. 138
5.1.3 Feeling transported ............................................................... 141
5.1.4 Spiritual dimension of circle dance ................................. 143
5.2 Feeling part of the ethos of circle dance .............................. 145
5.2.1 Supportive environment ...................................................... 146
5.2.2 Fostering connections ......................................................... 148
5.3 Teaching impacting on circle dance experience................ 152
5.3.1 Providing a positive and enjoyable experience ............ 152
5.3.2 Meeting the individual’s and the group’s needs ........... 158
5.4 Circle dance helping to overcome difficulties in life ......... 161
5.5 Summary ......................................................................................... 166
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Chapter 6 “Opening that door…” : the experience of circle dance
teachers ....................................................................................................... 167
6.1 Becoming a circle dance teacher ............................................ 168
6.1.1 Motivation ................................................................................ 168
6.1.2 Pathways to becoming a circle dance teacher ............ 171
6.1.3 Developing teaching skills .................................................. 174
6.2 Facilitating processes................................................................. 177
6.2.1 Being a facilitator .................................................................. 177
6.2.2 Facilitating learning processes ......................................... 179
6.2.3 Structuring the sessions ..................................................... 182
6.2.4 Integrating newcomers ....................................................... 186
6.3 Teachers’ perceptions of the impact of circle dance on the
participants ............................................................................................... 189
6.3.1 Characteristics of the participants .................................. 189
6.3.2 The perceived benefits of circle dance .......................... 192
6.4 Summary ......................................................................................... 198
Chapter 7 Providing quality: the perspectives of teacher training
coordinators ................................................................................................ 199
7.1 Designing the course ................................................................... 200
7.1.1 Motivation ................................................................................ 200
7.1.2 Shaping the training ............................................................. 202
7.2 Learning about teaching and leading ..................................... 203
7.2.1 Being a circle dance teacher ............................................. 204
7.2.2 Learning and teaching ......................................................... 205
7.2.3 Leading and facilitating ....................................................... 208
7.3 Giving and receiving feedback ................................................. 212
7.4 Summary ......................................................................................... 215
Chapter 8 “There is a place for everybody” : the core category . 216
8.1 Circle dance incorporating diversity ...................................... 217
8.2 Circle dance creating possibilities ......................................... 223
8.3 Summary ......................................................................................... 225
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Chapter 9 Discussion and conclusion ................................................. 227
9.1 Discussion .......................................................................................... 227
9.1.1 The experience of circle dance participants: meanings,
purposes and perceived benefits of circle dance ...................... 228
9.1.2 The pedagogy of circle dance facilitating a sense of
achievement of occupational well-being .................................... 233
9.1.3 The experiences, background and motivation of circle
dance teachers..................................................................................... 237
9.1.4 The contribution of teacher training coordinators
towards the pedagogy of circle dance .......................................... 239
9.1.5 The subjective occupational experience of people who
engage in circle dance ....................................................................... 241
9.2 Conclusion ...................................................................................... 244
9.2.1 The theoretical model in practice and its contribution to
knowledge.............................................................................................. 244
9.2.2 Implications for occupational therapy practice .............. 249
9.2.3 Implications for practice in the circle dance network .. 251
9.2.4 Limitations and future research ........................................... 251
9.2.5 Evaluating the research .......................................................... 254
9.2.5.1 Credibility ............................................................................. 254
9.2.5.2 Originality ............................................................................. 256
9.2.5.3 Resonance ........................................................................... 257
9.2.5.4 Usefulness ........................................................................... 259
9.2.6 Reflections on the doctoral journey .................................... 260
References ................................................................................................... 262
Appendix 1 University Ethical Approval ............................................. 282
Appendix 2 Cover letter, Participant Information Sheet, Informed
Consent Form .............................................................................................. 287
Appendix 3 Table respondents’ demographic information ........... 291
Appendix 4 Interview questions participants ................................... 296
Appendix 5 Interview questions teachers ......................................... 298
Appendix 6 Interview questions coordinators .................................. 300
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Appendix 7 Initial coding ........................................................................ 302
Appendix 8 Pathways ............................................................................... 306
Appendix 9 List of publications and presentations ......................... 307
Appendix 10 Copy of published article at the British Journal of
Occupational Therapy .............................................................................. 309

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Table of figures

Figure 1 The three domains: occupational therapy, circle dance and well-being .26
Figure 2 Example of mandala (Source: Jung, 1968, picture 6, following p. 292) ..54
Figure 3 Bernhard Wosien and Nora Vesco performing Cinderella by Serge
Prokofieff, Dresden 1951 (Source: B. Wosien, 2000, p.25) .................................59
Figure 4 Bernhard Wosien’s drawing – Macedonian circle dance (n.d.) (Source: B.
Wosien, 2000, p.99) ............................................................................................60
Figure 5 Bernhard Wosien teaching at the Marburg University in 1974 (Source: B.
Wosien, 2006, p.10) ............................................................................................61
Figure 6 Bernhard Wosien and his daughter Maria-Gabriele Wosien, Sacred
Circle Dance Festival 1982, Findhorn (Source: B.Wosien, 2006, p. 42) ..............63
Figure 7 Bernhard Wosien with a group of circle dancers in Findhorn, 1985
(Source: B.Wosien, 2006, p.40) ..........................................................................65
Figure 8 The Grounded Theory Process ........................................................... 108
Figure 9 Participants’ profile .............................................................................. 109
Figure 10 Teachers’ profile ................................................................................ 110
Figure 11 Coordinators’ profile .......................................................................... 110
Figure 12 Focused coding - participants (Code Matrix Browser - MAXQDA /
January 2011) ................................................................................................... 124
Figure 13 Process of coding .............................................................................. 125
Figure 14 Clustering .......................................................................................... 127
Figure 15 The three major categories and the core category: the theoretical model
.......................................................................................................................... 133
Figure 16 Participants’ major category and its sub-categories ........................... 135
Figure 17 Teachers’ major category and its sub-categories .............................. 167
Figure 18 Coordinators’ major category and its sub-categories ......................... 200
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Figure 19 The core category and its sub-categories .......................................... 216
Figure 20 The theoretical model in practice (practice model) ........................... 245

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Acknowledgements

The completion of this dissertation symbolises a significant milestone in my life. It
is the fruit of many years working as an occupational therapist and a circle dance
teacher, and is imbued with my passion for understanding the world from multiple
points of view. As a path of transformation and growth, this PhD has enriched my
life professionally, academically and personally.
This journey could not have been possible without the guidance, support and
inspiration of many people. First and foremost, I would like to express my sincere
gratitude to the director of my studies, Dr Robert Snape, for his continuous and
excellent support and guidance, for sharing his immense knowledge and
expertise and for encouraging me to believe in myself. I am most grateful for the
guidance and encouragement of my supervisor Professor Jerome Carson, who
took a keen interest in my project and whose mentorship gave me the confidence
to persist with the final stages of my research. Special thanks to Professor Carole
Truman for her enthusiasm for this project and her unique contribution to this
study. Thanks to the Centre for Research for Health and Wellbeing, University of
Bolton, for funding my PhD research.
I am also extremely grateful to all the respondents who gave so generously of
their time in order to participate in this study and for sharing their experiences with
openness, honesty and inspiration. To those in the circle dance network both in
the U.K. and Brazil who directly and indirectly contributed to this study.
I could not have embarked on this journey without the support of my family and
close friends both in the U.K. and in Brazil. To them all, I offer my heartfelt
gratitude for having shared this very long journey with me.
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