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Body Work in Health and Social Care
The first book to fully explore the multiple ways in which body work features in health and social care and the meanings of this work both for those employed to do it and those on whose bodies they work. Explores the commonalities between different sectors of work, including those outside health and social care Contributions come from an international range of experts Draws on perspectives from across the medical, therapeutic, and care fields Incorporates a variety of methodological approaches, from life history analysis to ethnographic studies and first person accounts
Scholarly Snapshots
This book gathers 16 theorists from diverse spaces to see what they each have to say about play. From deep in the 19th century until contemporary times, across cultures and different disciplines, through many languages, these theorists observed children in their finest form, at play. From social interactions to meaningful engagements, beginning in the crib, and outside to the pitch and forest, these theorists examined the evidence before them. Each in their own way, they affirmed that play is at the center of childhood growth and development.
F. M. Alexander, the Use of the Self, and a 1932 Book Review + Discussion in the Yorkshire Post
In 1931, Frederick Matthias Alexander, founding father of the Alexander Technique, who in 1894 began a career as a full-time stage artist and elocution and breathing teacher launched his book The Use of the Self explaining the history of his discovery of what he called a --primary control of the psycho-physical mechanisms‖ (Alexander, 1932c). This case study critically describes the chronicle of Alexander's claim, notably citing the full text of a yet unreferenced letter to the editor of the Yorkshire Post written by Alexander in reaction to a book review by the young journalist Charles Davy. The case study shows how Alexander and his followers developed a strategy of self-sought isolation.
Frederick Matthias Alexander and the Bureau of Educational Experiments
In 1916, three educational reformers founded the Bureau of Educational Experiments. Between 1916 and 1919, the Bureau had no clear direction. On the one hand, they offered a clearinghouse gathering and distributing educational information, issuing bulletins, preparing exhibitions, and maintaining a specialized library. On the other hand, they subsidized, initiated, and conducted a range of educational experiments. Before Bureau members eventually found their direction in 1919, they scored a few successes and had their share of failures. One outstanding failure concerns Lucy Sprague Mitchell's plan to investigate F. Matthias Alexander's breathing and habit changing procedures.
