The aim of this study is to develop a theory about how virtual DfPD class influences development of sense of self.
Faculty Advisor Name
Dr. Rachelle Dorne, James Madison University
Department
Department of Health Professions
Description
PURPOSE: Parkinson’s Disease (PD) is the second most common progressive neurological disease that affects body movement, cognition, and emotions that influence engagement in meaningful daily activities (Morris, 2019). Although there is extensive evidence on the psychosocial effects of PD, less is known about effective ways to successfully adapt to living with PD. Dance for Parkinson’s Disease (DfPD) is a well established program based out of the Mark Morris Dance Studio in Brooklyn, NY, with many classes around the world. DfPD classes have been shown to slow disease progression, improve motor, cognitive, and emotional function. The COVID-19 pandemic forced many in-person DfPD classes to shut-down or transition to a virtual format. The aim of this constructivist grounded theory study is to explore how engagement in virtual DfPD influences “becoming” for individuals with Parkinson's.
METHODS: Purposive and theoretical sampling was used to recruit persons with PD, who participated in at least 6 virtual DfPD classes within the last three months, and spoke English. Individual semi-structured interviews were conducted with participants virtually via Zoom platform with one interviewer and a researcher taking field notes. Interviews were recorded and transcribed. Initial coding was conducted to identify emerging categories. Following initial coding, focused coding was conducted to develop an emerging theory of the evolution of becoming a person with PD. Member checking interviews were conducted with each participant to verify the meaning of their experiences in virtual DfPD classes.
RESULTS: Findings showed that virtual DfPD classes contributed to the participants’ sense of self and their overall sense of becoming. The participants described the benefits and challenges of the virtual dance experience and characteristics of the class that added value to their lives. Through experience of virtual dance, participants expanded their cultural horizons and noted growth in their dance confidence. The virtual format provided access from home and greater varieties of classes. This allowed participants to discover preferences for classes, expand creative abilities, explore and try new things, learn from peers to enjoy life’s imperfections, and discover new characteristics of themselves. Over time, participants expressed a sense of community in their virtual class and increased sense of belonging despite the isolation due to the recent pandemic. While many participants interviewed wanted to return to in-person classes, some with increased mobility challenges reported they would appreciate continuing to engage in virtual classes.
CONCLUSION: The emerging grounded theory suggests that engaging in DfPD classes creates opportunities for becoming a person with PD, being myself, doing dance, and belonging to the dance community. Virtual DfPD continues to provide psychosocial support through the COVID-19 pandemic, bringing community, mentorship, and opportunities to connect with others from around the world. These unique and creative experiences shaped participants' sense of self and provided participants with opportunities to experience joy, rediscover themselves, and focus on the present moment. Both virtual and in-person classes pose benefits to individuals with Parkinson's.
The aim of this study is to develop a theory about how virtual DfPD class influences development of sense of self.
PURPOSE: Parkinson’s Disease (PD) is the second most common progressive neurological disease that affects body movement, cognition, and emotions that influence engagement in meaningful daily activities (Morris, 2019). Although there is extensive evidence on the psychosocial effects of PD, less is known about effective ways to successfully adapt to living with PD. Dance for Parkinson’s Disease (DfPD) is a well established program based out of the Mark Morris Dance Studio in Brooklyn, NY, with many classes around the world. DfPD classes have been shown to slow disease progression, improve motor, cognitive, and emotional function. The COVID-19 pandemic forced many in-person DfPD classes to shut-down or transition to a virtual format. The aim of this constructivist grounded theory study is to explore how engagement in virtual DfPD influences “becoming” for individuals with Parkinson's.
METHODS: Purposive and theoretical sampling was used to recruit persons with PD, who participated in at least 6 virtual DfPD classes within the last three months, and spoke English. Individual semi-structured interviews were conducted with participants virtually via Zoom platform with one interviewer and a researcher taking field notes. Interviews were recorded and transcribed. Initial coding was conducted to identify emerging categories. Following initial coding, focused coding was conducted to develop an emerging theory of the evolution of becoming a person with PD. Member checking interviews were conducted with each participant to verify the meaning of their experiences in virtual DfPD classes.
RESULTS: Findings showed that virtual DfPD classes contributed to the participants’ sense of self and their overall sense of becoming. The participants described the benefits and challenges of the virtual dance experience and characteristics of the class that added value to their lives. Through experience of virtual dance, participants expanded their cultural horizons and noted growth in their dance confidence. The virtual format provided access from home and greater varieties of classes. This allowed participants to discover preferences for classes, expand creative abilities, explore and try new things, learn from peers to enjoy life’s imperfections, and discover new characteristics of themselves. Over time, participants expressed a sense of community in their virtual class and increased sense of belonging despite the isolation due to the recent pandemic. While many participants interviewed wanted to return to in-person classes, some with increased mobility challenges reported they would appreciate continuing to engage in virtual classes.
CONCLUSION: The emerging grounded theory suggests that engaging in DfPD classes creates opportunities for becoming a person with PD, being myself, doing dance, and belonging to the dance community. Virtual DfPD continues to provide psychosocial support through the COVID-19 pandemic, bringing community, mentorship, and opportunities to connect with others from around the world. These unique and creative experiences shaped participants' sense of self and provided participants with opportunities to experience joy, rediscover themselves, and focus on the present moment. Both virtual and in-person classes pose benefits to individuals with Parkinson's.
