När kroppen får tala - Terapeuters kunskaper i biologisk traumabehandling
(2014) PSPT02 20132Department of Psychology
- Abstract
- The purpose of this study is to examine the implementation of knowledge acquired by therapists after having taking part in a further education course of biological trauma treatment, which aimed at using the body as a starting point for trauma treatment. Two issues have been studied: 1)What content of knowledge and what forms of knowledge have the therapists reflected about in their practice of biological trauma treatment? 2) In what way will this knowledge be useful in their trauma treatment? The method used is semi-structured deep interviews with four participants who have taken part in this training. The interview material has been analyzed using a hermeneutic approach and Kolb’s four forms of knowledge in experienced based learning:... (More)
- The purpose of this study is to examine the implementation of knowledge acquired by therapists after having taking part in a further education course of biological trauma treatment, which aimed at using the body as a starting point for trauma treatment. Two issues have been studied: 1)What content of knowledge and what forms of knowledge have the therapists reflected about in their practice of biological trauma treatment? 2) In what way will this knowledge be useful in their trauma treatment? The method used is semi-structured deep interviews with four participants who have taken part in this training. The interview material has been analyzed using a hermeneutic approach and Kolb’s four forms of knowledge in experienced based learning: divergent, assimilative, convergent and accommodative knowledge. The result showed that all therapists focus on several parts of the biological trauma treatment education, both practical as well as theoretical ones, and they use all four forms of knowledge when implementing their knowledge in their daily practice. Especially, the knowledge about the brain and the nervous system played an important part in the therapists’ implemented knowledge from the course. The following main themes emerged in the result: The therapists’ relational awareness, the body-oriented therapist, the body conceptualization, a directive way of working and the therapist’s tried and tested experience. Admittedly, the newly acquired knowledge was of great importance to the therapists in their practice but it turned out that some of the body-based treatment forms and certain theoretical knowledge seemed to be more demanding to put into practice. (Less)
- Abstract (Swedish)
- Föreliggande studie har undersökt implementering av terapeuters erhållna kunskaper efter att ha genomgått vidareutbildning i biologisk traumabehandling, som är en utbildning för behandling av trauma med utgångspunkt i kroppen. Två frågeställningar har studerats: 1) Vilket kunskapsinnehåll och vilka kunskapsformer står i fokus när terapeuterna reflekterar över sin praktik i biologisk traumabehandling? 2) På vilket sätt kommer dessa kunskaper till användning i terapeuternas behandling? Metod som har använts är semistrukturerade djupintervjuer med fyra stycken deltagare som har genomgått utbildningen. Intervjumaterialet har analyserats med hjälp av en hermeneutisk ansats och Kolbs fyra kunskapsformer i upplevelsebaserat lärande: divergerande,... (More)
- Föreliggande studie har undersökt implementering av terapeuters erhållna kunskaper efter att ha genomgått vidareutbildning i biologisk traumabehandling, som är en utbildning för behandling av trauma med utgångspunkt i kroppen. Två frågeställningar har studerats: 1) Vilket kunskapsinnehåll och vilka kunskapsformer står i fokus när terapeuterna reflekterar över sin praktik i biologisk traumabehandling? 2) På vilket sätt kommer dessa kunskaper till användning i terapeuternas behandling? Metod som har använts är semistrukturerade djupintervjuer med fyra stycken deltagare som har genomgått utbildningen. Intervjumaterialet har analyserats med hjälp av en hermeneutisk ansats och Kolbs fyra kunskapsformer i upplevelsebaserat lärande: divergerande, assimilerande, konvergerande och ackommoderande kunskap. Resultatet visade att samtliga terapeuter fokuserar på åtskilliga, både praktiska och teoretiska delar från biologisk traumabehandlingsutbildningen, samt använder sig av alla fyra kunskapsformer vid sin implementering av kunskaperna i sin dagliga praktik. Särskilt framstod den förvärvade kunskapen om hjärnan och nervsystemet som en betydelsefull del av terapeuternas implementerade kunskap från utbildningen. I resultatet framkommer följande huvudteman: Terapeuternas relationella medvetenhet, den kroppsligt förankrade terapeuten, den kroppsliga konceptualiseringen, riktat arbetssätt samt terapeutens beprövade erfarenheter. Även om kunskapen hade stor betydelse för terapeuternas praktik så visade det sig att vissa kroppsorienterade behandlingsinslag och viss teoretisk kunskap föreföll mer krävande att omsätta i praktiken. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/4293563
- author
- Dybeck, Anna-Karin LU and Sandström, Annaparjata LU
- supervisor
-
- Eva Brodin LU
- organization
- course
- PSPT02 20132
- year
- 2014
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- trauma, trauma treatment, Kolb, body therapy, the nervous system, biological trauma treatment, traumabehandling, kroppsterapi, nervsystemet, biologisk traumabehandling
- language
- Swedish
- id
- 4293563
- date added to LUP
- 2014-02-10 08:39:05
- date last changed
- 2014-02-10 08:39:05
@misc{4293563,
abstract = {{The purpose of this study is to examine the implementation of knowledge acquired by therapists after having taking part in a further education course of biological trauma treatment, which aimed at using the body as a starting point for trauma treatment. Two issues have been studied: 1)What content of knowledge and what forms of knowledge have the therapists reflected about in their practice of biological trauma treatment? 2) In what way will this knowledge be useful in their trauma treatment? The method used is semi-structured deep interviews with four participants who have taken part in this training. The interview material has been analyzed using a hermeneutic approach and Kolb’s four forms of knowledge in experienced based learning: divergent, assimilative, convergent and accommodative knowledge. The result showed that all therapists focus on several parts of the biological trauma treatment education, both practical as well as theoretical ones, and they use all four forms of knowledge when implementing their knowledge in their daily practice. Especially, the knowledge about the brain and the nervous system played an important part in the therapists’ implemented knowledge from the course. The following main themes emerged in the result: The therapists’ relational awareness, the body-oriented therapist, the body conceptualization, a directive way of working and the therapist’s tried and tested experience. Admittedly, the newly acquired knowledge was of great importance to the therapists in their practice but it turned out that some of the body-based treatment forms and certain theoretical knowledge seemed to be more demanding to put into practice.}},
author = {{Dybeck, Anna-Karin and Sandström, Annaparjata}},
language = {{swe}},
note = {{Student Paper}},
title = {{När kroppen får tala - Terapeuters kunskaper i biologisk traumabehandling}},
year = {{2014}},
}