Recorded presentation

Judith Polipnick, DC, PhD, Palmer Center for Chiropractic Research, Palmer College of Chiropractic, 2748 Scott St., Davenport, IA 52803, 563.822.8095, judith.polipnick@palmer.edu

The purpose of this presentation is to demonstrate how changes in health can be studied as processes of change as an alternative to using discrete outcome measures. Proximal thinking, which holds that the individual is constantly “in-process," will be introduced to examine processes of change in health. The individual is viewed as an open, permeable, and adaptive system that is unfinished and “becoming.” The interaction between the individual and the environment is dynamic, fluid, and interdependent.

A qualitative, retrospective, collective case study that examined the transformative processes of six individuals into a natural health lifestyle will be used to demonstrate this alternative approach. Mezirow’s transformative learning theory served as the theoretical framework for the study. Purposeful sampling was used in case selection. Within-case and cross-case analyses of the interview data were conducted. A matrix comprised of the core constructs from transformation theory was used to guide the analyses. The findings of the study suggest that the participants developed holistic understandings of health and demonstrated an inseparability of the physical, mental, and spiritual aspects of self. The transformative stories of the participants revealed an unfolding awareness of their relationality within the larger contextual system. A key finding of the study suggested the need to reconceptualize how health is defined and measured to include individuals at the wellness end of the health continuum.

Learning Objectives: At the conclusion of the session, the participant (learner) in this session will be able to

• Describe how a proximal approach can be used to examine processes of change in health.
• Articulate an understanding of how the qualitative research method can be used to answer how and why research questions, as well as those related to process.
• Recognize how a proximal approach differs from a distal (traditional) approach.
• Define and describe the concept of proximal thinking.
• Examine a health process using a proximal approach.

Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.

Recorded presentation