Reflections
Ontological Foundations and Epistemological Perspectives of Salsa Dance as Therapy for Depression in Older Adults
Commencing a research project is often sparked by the recognition of a significant problem or a gap in existing knowledge that demands attention. In my case, the catalyst was my nursing studies in 2011.
During a placement in an Older Adult's acute psychiatric ward, I observed a troubling lack of activities. This personal experience has fuelled my passion for this research, as I understand the challenges many older adults face in these settings.
Many older adults lead sedentary lives due to physical health challenges, medication side effects, low motivation, and environmental constraints (Radcliffe & Smith, 2007; Ball et al., 2022). This sedentary behaviour can have a detrimental impact on their overall health.
This generated questions and curiosity.
Thomas Diagram of Recursive plan, Recursive process, Re-thinking.
Revising my project, returning to the basics.
Looking at the theories behind my project:
- Behavioural Activation Theory
According to behavioural activation theory, participating in meaningful activities that provide positive reinforcement can enhance mood and alleviate depression symptoms (Martell, Dimidjian, & Herman-Dunn, 2010). In psychiatric settings, the absence of such activities may contribute to feelings of hopelessness, worthlessness, and a lack of interest, particularly among older adults who often feel isolated from the world beyond the ward. Incorporating structured activities—such as crafts, music, or movement exercises—can help foster positive reinforcement, elevate mood, and promote recovery.
- Biopsychosocial Model
The biopsychosocial model emphasises the interplay between biological, psychological, and social factors in mental health (Engel, 1977). Inactivity in psychiatric wards often impacts each of these domains negatively. Physically, inactivity can contribute to health complications; psychologically, it can lead to boredom, anxiety, and depression; socially, it isolates individuals from meaningful engagement with others. Providing regular, varied activities can address the needs across these domains, ultimately supporting holistic mental health.
To combat this, I proposed a salsa dance chair workout for these wards as part of the ward’s activities. Charters (2013) suggests that this approach caters to patients who cannot participate in regular exercises due to decreased mobility. The chair workouts are considered both enjoyable and effective, encouraging enthusiasm and regularity.
- The Flow theory
Theory introduced by Mihaly Csikszentmihalyi (1934–2021). A psychologist who developed the flow theory, which describes a state of intense engagement in an activity, describes a state of complete immersion and engagement in an activity where individuals experience deep focus, enjoyment, and a sense of accomplishment.
Checking at the Definitions.
Research paradigm:
-The research paradigm contributes to the clarity, integrity and impact of the research.
-Explain what your believe reality is and how you think knowledge can be understood.
-Basic set of beliefs that guide action.
-Guide the technical aspect of study design, data collection and analysis.
-Influence how researchers perceive and interact with their subject matter. Influence research process.
-Serve as a bridge connecting the philosophical foundations of a study with its practical execution and interpretation.
-Enriching research process and contribution to knowledge.
Ontology:
-It is about the question WHAT:
-What is the nature of reality? (Creswell 2007)
-What am I looking at?
-What am I seeing?
-What is in front of me?
-How do you perceive the social world in your study?
- Ontology means the science or study of being or existence (Sandkuhler, 2010).
- It is the study of the nature of reality.
- Beliefs about reality.
- Ontology refers to worldviews and assumptions in which researchers operate in their search for new knowledge (Schwandt, 2007:190).
- Ontology refers to ancient Greek philosophers, specifically Aristotle, who called ontology “the first philosophy”.
The term ontology is based on Greek etymology. It is a combination of two root words:
ὄντως (ontos, meaning 'being')
λογία (logia, meaning 'study of')
Ontology is of Greek origin. The term was first coined as Ontologia in Latin in the 17th century by Jacob Lorhard (Lorhardus) in 1606 and Rudolph Gockel (Goclenious) in 1613.
Descartes (1637), Locke (1690), and Hume (1739) further developed and extended the ontology theory.
The word ontology first appeared in English in a book on philosophy by Gideon Harvey in 1663
Epistemology:
It is about the following questions:
-How Do We Know
-What We Know?
Epistemology is the theory of knowledge, exploring how we come to know things and what justifies our beliefs.
It addresses questions like:
-What counts as valid knowledge?
-What methods are best for acquiring it?
The epistemological stance defines the relationship between the knower (the researcher) and the known (the research subject).
It comes from epistēmē, Greek for "knowledge."
That Greek word is from the verb epistanai, meaning "to know or understand," a word formed from the prefix epi- (meaning "upon" or "attached to") and histanai (meaning "to cause to stand")
Methodology:
-Set of guidelines
-The process of how we seek out new knowledge.
-The principles of our enquiry and how the enquiry should proceed.
What is the process of research?
"branch of logic that shows how abstract logical principles are to be applied to the production of knowledge."
The word methodology was first used in the 1800s from French méthodologie or directly from Modern Latin methodologia; see method + -ology.
Often simply a longer variant of method.
Greek and Latin (methodus and logos) = "science of method" or "theory of method"
Methodus: Greek and Latin = "a way of teaching or scientific inquiry."
Logos: Greek ="branch of knowledge”
Axiology:
-The branch of philosophy deals with values.
-Study of values and ethics.
-Ethics
-What is value in research?
Philosophical feel that a study values, value judgments and their role in research.
It helps researchers understand how their values influence their work.
How can our perspectives and values shape the ways our research is designed and findings are interpreted?
Do you need to remove the researcher from the research, or is subjectivity inevitable?
Axiology, (from Greek axios, “worthy”; logos, “science”)
Ontology Dictates epistemology
Epistemology Dictates methodology
Methodology Dictates methods
Ontological foundations and epistemological perspective head to methodology.
These are paradigms beliefs that lead to methods.
Ontological Foundations Of Salsa Dance as a Therapy for Depression in older Adults
Ontology asks fundamental questions about what "exists" in the realm of mental health, ageing, and therapeutic interventions.
Within my research, it involves exploring what depression in older adults is and what salsa dance as a therapy constitutes a lived experience.
Depression is often seen as both a medical and an existential condition. It involves not just biological imbalances but also a profound disruption in the person’s sense of meaning, social connection, and purpose (Cipriani et al., 2018). The ontological view here, since the critical realism approach, focuses on the idea that depression is not just an internal psychological state but a relational experience that impacts how individuals engage with the world and how they perceive and experience it.
Salsa dance, as an embodied and rhythmic practice, can be ontologically viewed as more than just physical movement. It engages multiple layers of being—cognitive, social, and emotional—making it a holistic experience.
Therefore, rhythm and movement in salsa dance also engage the brain in complex ways that are beneficial for mental health. Studies show that rhythmic movement stimulates the motor cortex and promotes neuroplasticity, essential for cognitive health in ageing populations (Düzel et al., 2016). Furthermore, dance therapy aligns with neuropsychological theories of movement-based therapy, where structured dance forms such as salsa can positively affect brain regions involved in mood regulation and memory (Pinniger, Brown, Thorsteinsson, & McKinley, 2012). The act of learning and memorising dance steps, combined with the need for coordination with a partner, encourages cognitive engagement, which may serve as a protective factor against cognitive decline associated with depression and ageing.
Epistemological Perspectives of Salsa Dance as Therapy For Depression In Older Adults
Epistemology is concerned with how we know what we know.
In the context of salsa dance as a therapy, it addresses how knowledge about the effectiveness of salsa dance for treating depression is developed and validated.
In other words, how do we know that salsa dance works as a therapeutic intervention for older adults with depression?
Therefore, the knowledge base supporting salsa dance therapy is mixed epistemologically: it comes from both quantitative, scientific studies and qualitative, experiential feedback from participants.
To conclude, Methodology involves the practical application of knowledge—how salsa dance is structured, implemented, and evaluated as a treatment for depression in older adults. The methodologies employed in this context align with both the ontological understanding of depression and the epistemological insights into how dance affects mental health.
The research paradigm influences the research process -critical realism epistemological perspective, which not only combines qualitative and quantitative methods to explore the benefits of salsa dance as a therapy for older adults with depression—mixed-method approaches—but also explores the meanings, experiences, and perceptions of participants to have a holistic understanding of their lived reality and individual experiences with salsa dance sessions.
Consequently, phenomenological research design (research methodology) will inform the phenomenological enquiry on how older adults with depression make sense of the world around them when participating in the salsa dance sessions, heading me into a deep investigation of what this experience means for them and to value them.
Quantitative assessments (e.g., mood questionnaires and cognitive tests) are paired with qualitative feedback (e.g., interviews and participant reflections, Qualitative, Semi-structured interviews, and Focus groups) to capture the full range of therapeutic benefits. This aligns with both epistemological views—evidence from scientific studies and subjective experiences.
Some questions:
How do older adults with depression make sense of the world around them when participating in salsa dance sessions?
References
- Buber, M. (1970). I and Thou. New York: Scribner.
- De Jaegher, H., & Di Paolo, E. (2007). Participatory sense-making: An enactive approach to social cognition. Phenomenology and the Cognitive Sciences, 6(4), 485-507.
- Düzel, E., Schütze, H., Yonelinas, A. P., & Heinze, H. J. (2016). Functional imaging of cognitive processes in depression. Neuroscience & Biobehavioral Reviews, 32(5), 798-810.
- Frankl, V. E. (1985). Man's Search for Meaning. Washington Square Press.
- Meekums, B. (2002). Dance Movement Therapy: A Creative Psychotherapeutic Approach. SAGE Publications.
- Murcia, C. Q., Kreutz, G., Clift, S., & Bongard, S. (2010). Shall we dance? An exploration of the perceived benefits of dancing on well-being. Arts & Health, 2(2), 149-163.
- Payne, H. (2009). Dance Movement Therapy: Theory, Research and Practice. Routledge.
The Crucial Role of Supervision in My PhD Journey
Updated on 16/02/2025
Supervision has been a cornerstone of my academic journey as a doctoral student. The support, knowledge, and compassion shown by my supervisors have profoundly shaped my experience and success throughout this research endeavour.
At the start of a PhD program, students need guidance, support, and resources not only from their supervisors but also from the broader university community. Supervisors act as mentors who provide direction, orientation, and emotional support during the often-isolating process of completing a PhD. When I approach my supervisors, I naturally expect empathy, understanding, and expert knowledge. As Lee (2012) suggests, effective supervision extends beyond mere academic advice; it encompasses a genuine understanding of the personal and professional challenges faced by students, with the ability to guide them towards relevant support services when necessary.
The relationship between supervisor and student is reciprocal and thrives on mutual respect, understanding, and the establishment of clear boundaries. While I expect my supervisors to be accessible, approachable, and well-informed, I also recognize that they deserve my respect and consideration in return. Wisker (2012) emphasizes that clear communication and defined roles are vital for nurturing a positive and productive relationship.
My PhD study has been an isolating and demanding process at times. I have spent countless hours reading, writing, and performing tasks that often required solitude and self-motivation. Research by Stubb et al. (2011) highlights how isolation, combined with academic pressure, can contribute to stress, anxiety, and even nervous breakdowns. In some cases, students abandon their courses due to overwhelming challenges.
A skilled and attentive supervisory team can identify early signs of mental distress and signpost students to appropriate resources. I have learned that universities must provide training and resources for supervisors to recognize these symptoms and act accordingly. The availability of mental health services, financial support, and academic resources is crucial for helping students navigate challenges such as financial difficulties, housing problems, and family responsibilities.
As a doctoral student, I aspire to contribute meaningfully to society by addressing knowledge gaps, influencing policies, and seeking solutions to complex problems in a world marked by challenges like poverty, hunger, and social conflict. PhD students are not just researchers; they are innovators driven by curiosity and a desire to make a difference (Hockey (1996).
I must recognise that I have skilled and committed supervisors. I feel I can approach them with any query, and they are always there to support me. The idea is not that they do the work for me; the idea is to work collaboratively because, at the end of the day, as a research student, it is me who must do the work. I am proud of this hard work and grateful to have a good team supporting my studies and me. Supervision in PhD courses is a critical factor in student success. Effective supervision requires empathy, communication, and an understanding of the multifaceted challenges students face. By fostering strong supervisory relationships, universities can ensure that students not only survive but thrive during their PhD journey.
The completion of my PhD thesis is a shared success for me, my supervisors, and the academic institution. When supervisors provide the necessary support, I feel encouraged to persevere through difficulties.
References
Hockey, J., 1996. Strategies and tactics in the supervision of UK social science PhD students. International Journal of Qualitative Studies in Education, 9(4), pp.481-500.
Lee, A., 2012. Successful Research Supervision: Advising students doing research. London: Routledge.
Stubb, J., Pyhältö, K. and Lonka, K., 2011. Balancing between inspiration and exhaustion: PhD students' experienced socio-psychological well-being. Studies in Continuing Education, 33(1), pp.33-50.
Wisker, G., 2012. The Good Supervisor: Supervising Postgraduate and Undergraduate Research for Doctoral Theses and Dissertations. 2nd ed. London: Palgrave Macmillan.
Wisker, G., & Kiley, M. (2012). Professional learning: lessons for supervision from doctoral examining. International Journal for Academic Development, 19(2), 125–138. https://doi.org/10.1080/1360144X.2012.727762
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