Objetivo: Comparar los principales Recursos Adaptativos y el Desajuste Emocional de parejas argentinas y españolas en las que uno de ellos padece Artritis Reumatoide. La mutua incorporación que se da en la interacción entre las parejas no sólo se produce a nivel subjetivo o como una ilusión, sino que se incorpora la percepción del cuerpo del otro (un cuerpo enfermo, doliente, impredecible y limitado), y por tanto trasciende la dimensión meramente representacional hasta llegar a la corpórea (intercorporalidad) Este modelo, que hemos desarrollado ampliamente, nos permite mantenernos dentro de un marco epistemológico holístico, que no sólo entiende al sujeto como una interacción continua entre cuerpo-emoción-mente-ambiente, sino entre varios cuerpos-emoción-mentes-ambientes. En la mutua incorporación, el cuerpo del otro se convierte en una fuente de impacto de nuestro propio cuerpo (Fuchs y De Jaegher, 2009) en nuestro problema de estudio, un cuerpo enfermo y otro que interacciona con ese cuerpo. Es decir, el organismo y el medio se coconstituyen uno al otro (Von Weizsacker 1940en Fuchs y De Jaegher, 2009 La incorporación mutua nos resulta un basamento teórico para entender la interacción que se produce en una pareja, no sólo a nivel representacional, sino a nivel corporal.
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In the PTs’ effort to merge therapeutic handling with children's play, the momentum of interaction can open new therapeutic windows of movement experience and learning opportunities. This entails responsiveness to the child's signals and bodily know-how in the placing of hands and direction of pressure to enable the child to actively participate in and eventually self-drive movement.ĭiscussion: Therapeutic handling that is mutually incorporated between PT and child can enrich the child's playing-to-learn-to-move process by providing novelty and facilitating the child's sense-of-agency in the self-initiated exploration and refinement of movement possibilities. To awaken curiosity and induce a child's self-driven motor exploration the PT needs to be subtle, flexible, and precise in the directing of movement. The PTs’ ways of directing movements varied. As part of play, the children used new and additional support surfaces to self-initiate better posture and movement solutions and reach play goals. We found that position and support promoted sensory-motor improvement when the PTs’ handling aligned with the child's play interests and engagements. Results: The characteristics and purposes of therapeutic handling are presented in two main themes: (1) position and support, and (2) directing movement.
Themes were identified and used to describe the ways by which PTs’ therapeutic handling unfolds, with connections to theories on sensory-motor play and learning, along with enactive perspectives on embodiment, experience, mutual incorporation, and sense-of-agency. The authors utilized a framework of co-reviewing, discussing, and reflecting on the sessions. Material and methods: This is a qualitative study based on video observations of therapy sessions and interviews with 15 physical therapists (PTs) each treating two different children aged 0–3. In this study, we build on enactive theoretical perspectives to explore the role of therapeutic handling in connection to children's sensory-motor play, engagement, and performance during a single physical therapy session. Introduction: In pediatric physical therapy, there is an ongoing debate about the use of therapeutic handling and its potential effects on motor learning. Primary dyadic interaction in early childhood. This approach will be further illustrated by an analysis of It is argued, is not a solitary task of deciphering or simulating the movements of others but means entering a process ofĮmbodied interaction and generating common meaning through it. a process in which the lived bodies of both participants extend and form a common intercorporality. This process may be described (1) from a dynamical agentive systems point of view as an interaction and coordination of two embodied agents (2) from a phenomenological approach as a mutual incorporation, i.e.
In this paper, we present a concept of social understanding as an ongoing, dynamical process of participatory sense-makingĪnd mutual incorporation. Observation of others’ behaviour, attributing it to an inferential, simulative or projective process in the individual brain. Research into the ‘social brain’ has also favoured a third-person paradigm of social cognition as a passive on how we predict and explain others’ behaviours through representing their Moreover, they focus on a rather sophisticatedĪnd limited aspect of understanding others, i.e. Current theories of social cognition are mainly based on a representationalist view.
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