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‘Partnering With Poise’: A Preliminary Study of an Alexander Technique‐Based Group Course for Informal Care Partners
With the Poise Project, I developed Alexander Technique group classes for the immediate caregivers to people with Parkinson’s Disease. These classes were designed to help caregivers build agency and self of self - a vital benefit to informal care partners that often experience role-engulfment and decreased quality of life. If you would like to read more about the the preliminary study for Alexander Technique-Based Group Courses for Informal Care Partners, you can find the article here.
‘Partnering With Poise’: A Preliminary Study of an Alexander Technique‐Based Group Course for Informal Care Partners
Rajal G. Cohen, J'aime G. Bellingham, Belinda Mello, Laura Bond, and Monika Gross
With the Poise Project, I developed Alexander Technique group classes for the immediate caregivers to people with Parkinson’s Disease. These classes were designed to help caregivers build agency and self of self - a vital benefit to informal care partners that often experience role-engulfment and decreased quality of life. If you would like to read more about the the preliminary study for Alexander Technique-Based Group Courses for Informal Care Partners, you can find the article here.
Abstract
Informal care partners often experience role‐engulfment and decreased quality of life. Alexander technique is a non‐exercise, cognitive embodiment training common in performing arts. Studies have shown it to have physical benefits including pain reduction and improved balance and coordination, as well as non‐physical benefits like increased wellbeing, confidence, and agency. We assessed feasibility and preliminary efficacy of an Alexander‐based group course for care partners of people living with neurodegenerative disease.
An Article Belinda Co-Authored: Theatre, Dance, and Performance Training: Volume 3, Issue 1, 2012
Cultivating a lively use of tension: the
synergy between acting and the
Alexander Technique
Teva Bjerken, Belinda Mello and Robin Mello
Theatre, Dance and Performance Training Volume 3, Issue 1, 2012
Abstract
This paper explores how the Alexander Technique concept of ‘use’ provides a means for exploring tension within the pedagogy and practice of mentoring young actors/artists. It presents examples taken from classroom instruction, linking the Alexander Technique with acting performance as two related and synergistic processes. It also provides examples from basic curricular processes and examines a composite case study, which stands as an aggregate portrait for students working in a university-based conservatory training programme. The discussion concentrates on how learners develop a lively, flexible and psychophysically grounded craft and ends by reflecting on the function of the Alexander Technique and its ability to provide a framework for theatre artists.