Being present with the patient—A critical investigation of bodily sensitivity and presence in the field of physiotherapy

Abstract

This article advocates integrating ideas from phenomenological theory regarding the body with a psychoanalytical theory of language to enrich our understanding of the meaning of bodily presence in the practice of physiotherapy. The authors use this theoretical framework to explore bodily presence as a source for physiotherapists' professional development. They are using research on children as moving and meaning-producing subjects The concept of subject is used in different ways in phenomenology and psychoanalysis, and also in varying ways in each of the two traditions. However, here the concept is used more in line with ordinary language, in the sense that it emphasizes the child's active position in her/his being in the world. to illustrate the relevance of their perspectives. They argue that the perspectives might contribute to a physiotherapeutic practice that incorporates bodily presence in the professional language in addition to specific methods and techniques. Understanding bodily presence involves the physiotherapist recognizing the Other (i.e., the patient/child) in the present moment and trusting her/his own capacity to become aware of her/his own bodily presence. The authors assert that being aware of one's own bodily presence enables therapists to develop an appreciation of their own bodies and the bodies of their patients as they are and move in mutual relation to each other. Applying the article's theoretical framework, the authors consider the body as the starting point for speech, The concept of speech is used in a wide sense, including voice, tone, and rhythm in line with the article's psychoanalytical framework of Kristeva and the late Lacan. Thus, the call for being present for the child (as a patient) in the here and now includes participating in the speech of the child, even though the child does not use words. and suggest that introducing a richer professional language encourages practitioners to become more aware of the dialectic between body and language: how the body is the anchor for speech and how language influences the experience of the body.

Management and dissemination of professional expertise: Physiotherapists’ perceptions of the supervision of dedicated aides working with children with cerebral palsy

“…Neither was the combination of talk and observation of the PT in action. These findings resonate with what is described in the literature (Engelsrud, Øien, & Nordtug, 2018;Øberg et al, 2014); therapeutic principles communicated verbally, provide limited insights about the child's contributions during clinical encounters and the interactional aspects that occur during therapy. Drawing on the work of Merleau-Ponty (1962), the mind, body and environment are interlinked.…”

Perceptions of learning and teaching human movement in physiotherapy: A systematic review and metasynthesis of qualitative studies

“…The first synthesized finding in this review resonates with those of previous studies: Learning to be present in one’s own movement is challenging (Blackburn & Price, 2007 ; Todes, 2001 ) but essential for understanding and guiding the bodily experience of others (Engelsrud et al, 2019 ). These findings are concurrent with those of previous studies that have emphasized how being present in one’s own and one’s client’s movement requires “a dual state of being present” (Dewey, 1938 ; Rogers, 1989 ).…”

Teaching and Practicing Humanism and Empathy through Embodied Engagement

“…Such an attitude cannot be feigned; “emotional attitudes toward others are conveyed beneath the level of self-consciousness,” through inflection and body language [ 45 ]; see also [ 32 ]. Fuchs [ 46 ] recognized the importance of bodily resonance, conceived of as an intuitive understanding of others that occurs in ongoing interactions, often on a pre-reflective level; a process of mutual modifications of bodily and emotional states that takes place as a result of bodily presence [ 47 ].…”

“…The nonverbal expressions that are revealed through bodily presence constitute a form of knowledge that can be utilized by the health care provider; in essence, the provider “(l)istens within the relationship” with the body [ 47 ].…”