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An Investigation Into Circle Dance As a Medium to Promote Occupational Well-Being Ana Lucia Borges Da Costa

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An Investigation Into Circle Dance As a Medium to Promote Occupational Well-Being Ana Lucia Borges Da Costa 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 1 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 2 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 3 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 ..................................................................
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