Friday, January 31, 2014

Term 2 - Week 2: Curriculum as a Loope (Narrative Reflection #2)

A Jewelers Loope

Our professor, Dr. Kathryn Alexander, is a surprise to me.  We have our standard discussions with thought provoking questions. We had reading to do from textbooks, and one was, 'To be Human with Other Humans' by Susan McRae.  It is a powerful piece of narrative writing.

She also introduced, The Montillation of Traxoline. This exercised challenged the notion of learning.  Do we learn to shout out the right answer? Do we memorize the facts? Do you understand the facts?  Is is about the grade to get four out of four?  What is the relevancy of the information? How do you feel about the information?

Next we used loopes. These are 5x jewler's loops and they are little magnifying glasses.  You get to focus on one very small area. We were encouraged to bring items and natural items.  Kathryn began with us looking through the loope and observing our hand.  We were to observe and write down any analogies that came to mind. 

"Look."
"Write."
"Look again."

How did all these pieces play together?  How each activity support the developments of curricular and instructional design?

To be honest, during the activities, my mind questioned, "Is there a method here?  Why are we doing these exercises?  What is the relevancy to my education?"

I went with the flow and participated.  It was fun.  We had discussions.  I thought, "How am I going to do a reflection on a series of activities? Will I write, 'first we did A, then B, then C?'"

I spent time thinking.  I walked the dog, thinking about Saturday.  I pondered curriculum, Traxoline, writing and the loope. 

My musings has come to a few more ponderings:

1.  Curriculum is constantly changing.  Why does it change?  Is it the environment?  Is it the student? The relevancy? The  instructors?  The content?  What and who are the instigators to curriculum change?

2.  The loope allows for the narrowing of information gathering.  Then allows for interpretation in a way that makes sense to the individual using the loope.  When my eye was zoomed into the little part of my hand, I really looked.  And I wondered.  And I looked.  And I found metaphors and analogies.   And I could take my eye off the loop and look again.  I could write again.  I was able to take what I know and start bridging it to more broader information.  It was fun, inquiring and had purpose.

3.  Reading aloud slows down the reader.  It also creates the space for the listener to hear the information.  With the narrative piece, power and inflections highlighted points that I had missed when reading it in my minds eye.  Why do we only read children's stories aloud?

4.  Traxoline does not exist.  When reading the piece, I went to trying to tie the nonsense words to concrete words that have meaning.  I was looking for meaning.  I am intelligent.  I should know the answer to the quiz.  It is an exercise that puts the teacher firmly in the student's seat. 

Curriculum development is like a loope.  It's easy to get focused on one little part.  To inquire, be inquisitive and focus on one small aspect.  The challenge in curriculum development is to be able to look, write and look again and then to bridge the information to the bigger picture.  I think I need to get a few and challenge my perspective.



Saturday, January 18, 2014

Term 2 - Week 1: The Saber-Tooth of Massage Therapy (Narrative Reflection #1)





Our professor, Kathryn Alexander is a free thinker. She calls herself and 'accidental academic' and also has 30 years of Tarot card reading. She used the Tarot card format for a self reflection.  She tells great stories about learning how to navigate through the graduate process.  She asks the class thoughtful questions like, "What is the saber-tooth in your field?", "What informs you?"  and "What does it mean to be an educated person?"

This term we have begun the exploration of curriculum.  How did it come to be? What is the language of curriculum?  Who has influenced the interpretation of curriculum? Why does curriculum exist?  For whom does the curriculum exist for? What does curriculum mean to me?

The definition of "Curriculum" according to Merriam-Webster is:
1:  the courses offered by an educational institution
2:  a set of courses constituting an area of specialization

After my first term of my Masters of Education, I have come to appreciate the many readings that our professors assign.  For this weekend we were given three articles to review and ponder.  The article, "The Saber-Tooth Curriculum" stirred up my mind and emotions.

Briefly, the Saber-Tooth Curriculum, starts with the New-Fist-Hammer-Maker and he observes the children playing randomly.  He thinks that he could teach the children to do things which will give more food, shelter, clothing and security. He then asked himself what must tribesmen do in order to have full stomachs, sleep warm and live in a safe environment. New Fist Hammer Maker developed three subjects that were essential in helping him achieve his educational goal. The first subject was “Fish-grabbing with the bare hands”, his second subject was “Wooly-horse clubbing” and his third subject was "Saber-tooth tiger scaring with fire".  This education worked well for a while. Then with time and nature, things started to change. The big fish were caught and the smaller faster fish were left behind.  The wooly horses wanted to learn to run faster so they left the hunting grounds and little fast antelope moved in.  The saber-tooth tigers developed pneumonia with the change in weather. Then some of the old students started adapting their old learned methods to the new situation.  Then they began to have success with catching fish, snaring the antelope and digging pits for the new beasts. 

The questions that were posed was "Why do the schools teach old methods?"  "Why do they not teach the new relevant methods?" "What is the relevance of the old methods?"  These questions led me to more questions. "Is education for a final product/outcome or is it a process?"  "Does the content of the information mean as much as developing the free thinker or critical thinker?"

These questions are all reflected in the current profession of massage therapy. There are many facebook groups debating these questions.  The crux of this debate is based on either keeping the profession status quo or to shift toward a more medical model.  Common questions are, "Why do we need to increase education?" and "Why do we need evidence based medicine and research?" Some therapists argue, "Our old methods work fine.  Therapists see results."  "Increasing evidence based treatment increases the validity and supports the outcomes we claim," argue the others.

Massage therapy is an old profession.  The rubbing and kneading of muscles as physical care goes back to the days of the Romans.  Most everyone benefits from touch.  Most massage therapists enjoy the freedom of their work.  Massage therapy has many satisfied clients, support within the communities and success stories.  A massage therapy practice can give the therapist the flexibility to choose their own hours, set their own fees, have financial independence and business success.  Yet, may beliefs of the physiological effects of massage therapy are based in dogma.  Research is consistently de-bunking massage therapy claims.  Massage therapy does not increase the uptake of lactic acid.  Massage does not increase circulation to the muscles, there is a temporary increase of vasodilation to the arteries of the skin not to the  muscles.  Massage does help people feel better.  No one knows what is the definitive mechanism for this. 

This leads us to inquire to the mechanism of why massage therapy works.  Understanding requires more research. Research requires people in the field to have more education.  Our current education system is a 2 year diploma.  The diploma is primarily based on anatomy, physiology, pathology, professional development and techniques.  Focus is placed on the outcome and the protocols to get to the outcome. The content is expected to be rhymed off correctly and quickly. In two years, how much critical thinking can occur when students are busy learning the basics? Many new graduates do as they were taught, because they don't know what else to do.  They are still mastering the basics.  An opportunity to come back to higher education and deepening massage therapy knowledge would allow the time for mastering the basics and then growing within the profession.

To access funding, develop quality questions and understand how to build, implement and interpret the information, our profession needs more critical thinkers.  To move forward we need therapists with bachelors, masters and doctorates.  These massage therapists will have the language and skill to maneuver through research, apply critical thinking and network with other professions. Massage therapists like their freedom and there is a reason why they chose massage therapy over physiotherapy, occupational therapy or nursing.  Many do not want to commit to longer schooling, higher tuition and job insecurity.  Many do not wish to work in a hierarchial formation.  Many are comfortable with the grey areas of possibilities.  Some grey areas are energy work, intention, and the power of interconnectedness and touch.  There is a wide spectrum of work places ranging from a clinical practice, spa practice or home practice.  Other grey areas include specific modalities and their claims like craniosacral therapy, myofascial treatment and Graston technique.  All modalities have cases of improvement, yet there is very little independent research conducted.  We surmise what we believe to be true without having the research to back up the hypothesis.  Our profession likes to make claims that may or may not be true.  It may sound like a logical reason why the work is effective and may have no supporting evidence except that a patient found relief from pain. It can be uncomfortable to command a high hourly rate when we are questioned to why we are effective.  The discomfort can increase when we are challenged to why we only have a 2 year diploma.  As we learn and face challenges, we are creating more new inquires.  That's what good questions do!

To complicate matters of our educational evolution are the various stakeholders.  Here in BC, Massage Therapy Education has been taught through privately run colleges.  Langara has taken it's inaugural massage therapy class this January.  Langara is the only public institution offering massage therapy.  All the colleges are concerned about their fiscal security and changes to curriculum either in length, standard or transferability all effect enrollment numbers.  Another stakeholder is the College of Massage Therapists of BC (CMTBC). They are the governing body, mandated to protect the public.  They are actively working toward a national standard of competencies.  Our Massage Therapists Association of BC (MTABC) are mandated to advocate for the massage therapy profession.  The MTABC have challenges in maintaining the gains that the profession has earned over the last 20 years.  Other stakeholders include the employers and the clients that want strong, effective, well educated and well balanced therapists. The students themselves are stakeholders wanting a relevant education.  Students want the facts and know what to do.  The crux, is how do you know what to do, if you don't understand the information?  Instructors are also stakeholders, striving for a well balanced, relevant, and solid curriculum that is dynamic to the needs of the profession and the student.

From my perspective as an instructor since 1999 and perpetual student, this is the Massage Therapy's saber-tooth.  The stalled evolution.  This evolution has too many stakeholders.  All the stakeholders are focused on their individual outcomes and have lost sight of the collective process.  I am concerned that we will get run over by the proverbial glacier.  I am concerned that our students will suffer from a lack of quality research and valid knowledge.  I am concerned with the safety of the patients and clients that may potentially receive poor quality care.  I am concerned with the continuation of storytelling versus truth.  Health care is dynamic.  All health care fields are moving toward more validity, safety, effectiveness and clarity.  The truth can hurt and be uncomfortable.  At least with the truth, massage therapists everywhere can begin to build something new.

References:

College of Massage Therapists of British Columbia (CMTBC) www.cmtbc.ca
 
Curriculum. (n.d.). Merriam-Webster.com. Retrieved January 17, 2014, from http://www.merriam-webster.com/dictionary/curriculum

Massage Therapist Association of British Columbia (MTABC) www.massagetherapy.bc.ca

Saber-Tooth Tiger Curriculum Short. Retrieved January 24, 2014, from http://www.nassauboces.org/cms/lib5/NY18000988/Centricity/Domain/57/TheSaberToothCurriculumshort.pdf

"Stretching and deep and superficial massage do not influence blood lactate levels after heavy-intensity cycle exercise". J Sports Sci. 2013;31(8):856-66. doi: 10.1080/02640414.2012.753158. Epub 2012 Dec 21.

Thompson, Diana. "The Lactic Acid Debate" Massage and Bodywork Magazine March/April 2011

Tuesday, December 17, 2013

A Shameless Plug: My new KickStarter Campaign

Our logo, it's a puzzle, it's a game and it's for learning!

It's a grey day in Vancouver.

Yet, I am feeling so much optimism for the new year! Late last night, I checked my grades to see if they were uploaded yet, and I have a 4.0 GPA.  Whoa!  I began with the mind set of having fun, being authentic, and doing what I could. I was not focused on grades, since, I am still practicing, teaching, raising four children and maintaining our marriage.  During my first term of school, I packed and moved a family of six, had an extra course to take and my husband got in a car accident.  I did not expect to perform as well as I did.  I am going to do my best to ignore the bar I set and focus on enjoying the learning process.

I also want to introduce our KickStarter campaign.  KickStarter is a crowd funding site where anyone can support a project and there can be some great rewards. 

Humanatomy: A fun and accurate game, is currently being developed for iPad.  I have been working with a team to create an app to learn human anatomy. My husband and I have been self funding it for the last two years. I want it to be fun, attractive and interactive. I want students to understand the layering and fiber direction. Now, I need your help. I have created a KickStarter campaign and would be grateful for your help. Some of the rewards include custom Humanatomy pins, lunch boxes, being immortalized on a youtube video, web resources and taking one of my courses or having a custom course for you and five friends. I would really appreciate help with you sharing my project, spreading the word or your generous support towards our funding goal. 

Please click here to watch a video about me and more about my project.

Thank-you so much for your support!


 

Monday, December 9, 2013

Happy Holidays December 2013

Nickle cat staying warm during our dusting of snow.

It's official!  I have completed the first term of my Masters of Education: HEAL.  Last Monday, was our deadline for our major paper for Dr. Stephen Smith and today was my deadline for my second major paper for Dr. Kathryn Alexander.

My paper for Stephen is titled: Mama Evolution-Women's Challenges During the Childbearing Year.  It is almost twenty pages and I wrote from my perspective as a massage therapist and the challenges I witness my patients facing.  This paper distilled more questions then answers for me.  This is a topic that I have been working with for the last seventeen years and I feel like it will be my work for the rest of my massage career.

My paper for Kathryn is titled: Discussion paper of Being Inducted into Academic Writing from the Perspective the Non-Tradition Student. It's a cheeky title.  I admit to that.  The course was called: The Induction of the Non-Traditional Student into Academic and Scholarly Writing. 

Mother nature rewarded me with a little dusting of snow.  Fresh, cool, soft and quiet.  That's what I need at this time of year.  I am going to take the next week or two and rest.  Soon enough the kids will be out of school and life will be busy in a different way.

I am wishing you all a very happy holidays!

Sincerely,

Paula

Tuesday, November 19, 2013

Week 5: Design Thinking Paradigm and The Many Possibilities of Postpartum Depression






What do you think about this image?  Is it a quiet place to think?
A rambunctious place to play? It's all in the perspective.


This weeks blog entry has been ignited by Jacqueline Pizzuti Ashby.  She is a powerhouse of a women that is deeply committed to her work.  Her graduate work is focused in educational design and she has asked us to use the Design Thinking Paradigm for this weeks entry.

The Design Thinking Paradigm has five components:
1. Empathize
2. Define
3. Ideate
4. Prototype
5. Test

I have been working on this terms Major Paper.  Within my practice of working with women's health, specifically women's health during the childbearing year, I have been deeply affected by women who struggle to cope with the challenge of the postpartum period.

The article that I am applying the design thinking paradigm to is The Debate about Causes of Postpartum Depression.  This was published in Psychology Today, March 31, 2013 and the author is Paula J. Caplan, PhD.

1. Empathize: How well does the author make an emotional connection with the readers, and how effectively do you believe the author delivers a call to action?

I find that this article pulls in readers by bringing in her personal experience on becoming a mother.  She poses the questions that I hear almost all mothers ask.  How am I going to be a good mother? Her experience as a mother is used to share that she does understand how mothers feel.  Another good statement that causes anxiety in new mothers is ' the huge sense of responsibility of being a new mother, when we realize that being female does not automatically give us all the answers about how to be a good mother'.  I find many patients I work with feel this and turn 'experts'.  They read, peruse the internet and talk to varied sources.  Most of the time these new moms are confused with the contradicting information.  She feel more inadequate. Her call to action is focused on family and healthcare providers to consider all the possibilities why a mother may be 'depressed'.

2. Define: Is the definition consistent with your interpretation of the issue?

Dr. Caplan definition to this issue of postpartum depression resonates deeply with me. She discusses mother guilt and the pressures of expectations.  She draws from research of mothers and depression.  She exposes many of the common concerns of post partum mothers like exhaustion, guilt, isolation and the physicality of the postpartum period.  She also raises the alarm of labeling postpartum depression as a mental illness. There is research that points to more support (both physical and emotional) to the postpartum women decreasing  the symptoms of postpartum depression.  I am an advocate to empower women to create their support systems.  We are society with many superficial relationships and far away family.  Women need womenfolk for support, comfort and doing daily tasks.  She needs assistance and the Supermom expectation is very difficult to achieve and should not be aspired to.  From my experience, Supermom's lose focus on her personal health and well being and she thrives on external accolades.  When in turn there is a duality of internal self that may need more sleep, more personal stimulation and satisfaction.

3. Ideate: What are the author’s ideas or recommendations and how does she/he respond to the problem or possibility?

I think that Dr Caplan has expressed her view well.  She gives a few specific examples.  She does suggest recommendation to help clarify a mother's feelings. She states that when a mother says that she is depressed, to clarify what does that mean to her.  She may give more specific descriptions of her depression.  She may be tired, angry, sad, lonely, helpless, nostalgic or grief stricken.  These words give a healthcare provider a much clearer picture of what the mother is specifically working with.  What her deeper thoughts are.  Then she can begin to create the solution she needs.

4.  Prototype: Could you design a new practice, program, protocol, procedure, or policy?

I would love to see the return to the 30 day laying period.   In the Chinese culture, postpartum women are considered more susceptible to illness and infection are encouraged to stay warm. In the South Asian cultures, keeping the mother warm is a common theme.  The Vietnmese culture has a 'mother roasting' where a fire is kept burning in her proximity for a month.  The Indian culture follows Aryuvedic principles of warm massages and warm clear broths during the postpartum period.  Another common principle of the postpartum period is that the mother is mothered.  Family and friends descend upon the new mothers home, not to visit nor expect her to host, they descend to cook, clean and shield her from the hostile world.  Her job is to rest, recover and fall in love with her baby.

In the western culture, I have known postpartum women to be out on day four, grocery shopping!  These women don't have the help, assistance or luxury to rest and fall in love.  These women must shop, cook, clean and childmind (if they have older children) while their partner (if she has a partner) is at work.  Also, there is an interesting phenomenon called ' the mommy wars'. This is where mothers are comparing, competing and quietly unsupportive of each other.  It is very similar to bullying with using the babies or accomplishments as markers of excellence.  I have witnessed hostility, unfriendliness and mean mamas.  Postpartum women are in need of friendly support, friendly faces and secure safe people to be with.

I would also love to see a policy of assistance for any new mother.  A person who will come to your house and be a temporary mother.  A person who will come and see that clothes need to be washed, food prepared, space tidied and mama encouraged.  To encourage the new mother to keep resting, eating, sleeping, breastfeeding, growing, and learning about her baby.  A new service being offered are postpartum doulas.  These are women that support breastfeeding and the new mother.  I would like to see a program that all mamas have access two to three times a week to have someone come for a few hours to just get stuff done.

5.  Test:  Consider sharing your prototype with a person that would be directly impacted by its implementation and gather constructive feedback.
The Chinese tradition of zuo yue zi, which translates into “doing the month,” dates back at least 2,600 years, says Wendy Chen, president of the California Alliance of Acupuncture Medicine. The belief is that during this period, one’s pores are “extra open” and that during this susceptible period, illness or infection could easily result from becoming chilled or exposed to wind. Even washing hands in cold water is avoided. Many Southeast Asian cultures subscribe to this idea, practicing “mother roasting”, or nam lua in Vietnamese, where a fire keeps the mother warm for a month. The practice involving an actual fire has largely disappeared in the United States, where indoor heaters now do the job. Among Indians, post-birth care is based on ancient Ayurvedic traditions, a health system dating back nearly 5,000 years that involves warm oil massages for both mother and child and eating heated foods like clear broths. - See more at: http://www.hyphenmagazine.com/magazine/issue-23-bittersweet/motherhood-rooted#sthash.IehH8urO.dpuf
The Chinese tradition of zuo yue zi, which translates into “doing the month,” dates back at least 2,600 years, says Wendy Chen, president of the California Alliance of Acupuncture Medicine. The belief is that during this period, one’s pores are “extra open” and that during this susceptible period, illness or infection could easily result from becoming chilled or exposed to wind. Even washing hands in cold water is avoided. Many Southeast Asian cultures subscribe to this idea, practicing “mother roasting”, or nam lua in Vietnamese, where a fire keeps the mother warm for a month. The practice involving an actual fire has largely disappeared in the United States, where indoor heaters now do the job. Among Indians, post-birth care is based on ancient Ayurvedic traditions, a health system dating back nearly 5,000 years that involves warm oil massages for both mother and child and eating heated foods like clear broths. - See more at: http://www.hyphenmagazine.com/magazine/issue-23-bittersweet/motherhood-rooted#sthash.IehH8urO.dpuf
The Chinese tradition of zuo yue zi, which translates into “doing the month,” dates back at least 2,600 years, says Wendy Chen, president of the California Alliance of Acupuncture Medicine. The belief is that during this period, one’s pores are “extra open” and that during this susceptible period, illness or infection could easily result from becoming chilled or exposed to wind. Even washing hands in cold water is avoided. Many Southeast Asian cultures subscribe to this idea, practicing “mother roasting”, or nam lua in Vietnamese, where a fire keeps the mother warm for a month. The practice involving an actual fire has largely disappeared in the United States, where indoor heaters now do the job. Among Indians, post-birth care is based on ancient Ayurvedic traditions, a health system dating back nearly 5,000 years that involves warm oil massages for both mother and child and eating heated foods like clear broths. - See more at: http://www.hyphenmagazine.com/magazine/issue-23-bittersweet/motherhood-rooted#sthash.IehH8urO.dpuf

I have shared my ideas for a few years. Almost all new moms would like a service like this.  The challenge lies in financial and ego.  New families with a decreased income and increased spending cannot afford this service.  If it was subsidized they would consider it.  I have played with the idea of grants, prepayments, volunteers, retired moms/grandmas and employees.  What would the business model be? A great idea is great.  An idea that cannot generate income won't last for very long, regardless how great it is.  People need to pay for the roof over their heads, get food in their bellies and gas in their car. There are many challenges to create a fair and sustainable program.

Thinking of your own experiences or of a friend or family member, how did you/they cope during the postpartum period? What were the gaps in care?

Article:
Caplan, Paula J. (2013 March 31). The Debate about Causes of Postpartum Depression: Why some Women Struggle Emotionally after Childbirth. Psychology Today, Science Isn't Golden.


Monday, November 4, 2013

Week 4: The Mane Event

Starting can be the hardest part.
Dr Stephen Smith is my professor.  He often has our minds challenged with deep philosophies, huge conundrums, and self reflection.  This past week he sent us on a field trip to the "Mane Event".  This was in a big red barn in Chilliwack and we were to observe three trainers and their colts.  Then he sent prompts for this blog. "What felt right vs what felt wrong? Why?" I ask myself "why" often.

I watched the whole event with all my senses.  I smelled the smell of horses, leather and hay.  I heard the little knickers and whinnies of annoyance.  The trainers spoke their thoughts over the loud speakers as they walked in the circle corral.  I saw the surprise and playfulness of those colts.  The colts displayed distinctive body language.  One in particular was so alarmed and curious about the blue tarp obstacle.  Some obstacles that the colts were to maneuver over were jumping beams and a blue tarp.  The look of surprise and the physical avoidance of this new "thing" was funny to observe.  The colt would cautiously approach with nose and neck outstretched and sniff.  The ears would be flicking around.  The eyes would look around and the muscles of the shoulders would twitch, ready to jump away. I felt the anticipation in the space.  The observers were rooting for the horse and the trainer.  The trainer had a goal in mind.  The horse was curious and wary of the purpose for being there.

I was struck by each of the trainers approaches.  My past experiences include working with children at summer camp, working with youth at risk, a short order cook and as a Safeway deli girl.  My current jobs include mother of four, wife, massage therapist, teacher and student.

I observed that horse training is very similar to childrearing.

The first trainer used the follow-me-and-we-will-get-stuff-done approach.  This trainer would give the horse a rub on the head to indicate trust and job well done.  This trainer spent time with each building block of training.  He did a lot of repetition.  He did neck flexion to get the horse to turn and follow the lead.  He would get up on the stirrup and hang out half on the horse.  This was to allow time for the horse to think about the desired behaviour.  At the end he was wanting to get the horse to cross the blue tarp and was pulling on the lead.  The colt made it clear, "You can make me do so much, and I am not going across that thing." Then his training time ran out.

The second trainer did the daddy-knows-best approach.  He took control the situation and made a clear message to the colt, "you have choices".  The crux was "I will crack the whip in the undesirable choice". Like with children, choices set by adults is an illusion.  There is only one option.  You may think you can go this way, yet you will be redirected to the outcome set by the adult.  The trainer was able to get the colt running around the round pen and moved the obstacles closer to the outer edge.  When the horse wanted to avoid the tarp, he would crack the whip where the perceived escape route was.  The colt was left no choice, but to go over the tarp.

The third trainer resonated the most for me.  He approach was I-will-wait-while-you-investigate-and-I-will-be-your-support.  He would introduce new items and give the colt time to think and consider the situation.  He did not soothe, reward or create distinct options.  He simply presented the tarp with a "hmmmm, what is this?"  He sat in the saddle and created a situation of "How will we cross over?"  The colt paced around the pen and would pause and think about that tarp. Then, with a little encouragement from the trainer, the colt hesitated, then decided to go over.

I find as a mom, there is a time and place for each approach.  I have learned the first, forced method gets reluctant results. The second method get conformed consistent results of what daddy wants. The third method creates a dialogue.  A wonderment, contemplation and creation of independent thinking. The third approach resonates deeply.  I hope with each of my children, I can be a guide.  One that will sit with them when they are struggling with an unknown challenge, the new "thing".  Perhaps, I can give them courage to cross the tarp independently and confidently, while being the supportive observer.


Sunday, October 6, 2013

Week 3: The First Rush of Movement


Poppy and Tiger getting ready to attack my toes.

This week, I was presented "The First Rush of Movement: The Phenomenolgical Preface to Movement Education" by Dr Stephen Smith.  I had an opportunity to sit with my Article Sherpa, Dr. Kathyrn Alexander.  She is a professor of many talents.  This is time to explore scholarly writings with a skilled person who guides myself and my colleague on how to best understand academic writing.  We discussed the article and were then tasked to create a response.  Our response was posed as a free write, and free write I did!

What is a rush?  What is movement?  Air, water, body and breath? This article speaks about the first movements of infants.  Starting with random movements, legs kicking and arms waving.  I have seen babies with little control whack their face with a toy.  Movement also has intention.  In an infant's intention is to gain a repsonse from the watcher.  My babies would look at me and I would smile.  My babe's eyes would light up and the smile would get bigger. I would show more delight and laugh.  My baby will squeal with pleasure.  There is communication between the movement, intention and the observer.

My colleague, posed a good question.  "Where does the first rush come from?".  Is it thought? Mind? Reptilian brain? The source?  Movement has many levels.  Is it strictly biomechanical? Is it the heart that directs the movement? Do all living things experience a rush of movement in their own unique way? The dog waiting for the human to throw the ball? The child pleading to "watch me, mama". The blade of grass growing towards the sun?

The first rush must come from somewhere.  Perhaps from the heart. The excitement of new spaces, new experiences, gathered smiles and laughter.  What makes me want to walk toward the smell of fresh baked bread or to dip my fingers and toes into bodies water? Where does that come from? Why do children, dogs and cats lie in warm sunbeams in the winter and cool shady spots in the summer?  Is this a primitive knowledge?

The outer most germ layer during embryonic development is called the ectoderm.  The ectoderm will differentiate to become the brain, the nervous system and the epidermis (the skin).  Perhaps to consider that the skin is the emergency hatch to the brain.  The skin gives information of our environment, the landscape which we must move in.  Maybe the first rush is in the skin.

I am a massage therapist, I work with the skin, muscles and surrounding soft tissue.  I also support the heart and mind as newly pregnant and newly delivered mothers are working through their evolution into parenthood.

My question that I am pondering:

What is the root of the first rush of movement?