Strength from Within

2019 ◽  
pp. 61-76
Author(s):  
Bridget Sweet
Keyword(s):  
Music Students ◽  
Emotional Needs ◽  
Voice Change ◽  
Additional Section

The chapter describes how young singers, female and male, can be helped as they traverse times of great vocal challenge. If psychological and emotional needs are not met, it is likely that adolescents will not endure vocal difficulties and will stop singing. Until coordination of the vocal mechanism returns, students must be provided with something to keep them going, to keep them from quitting singing. This chapter focuses on ideas of resolve that are essential to the navigation of voice change; perseverance is explored under the designations of grit, vulnerability, and relentlessness. An additional section considers perseverance in practice and provides strategies for music students and educators to utilize during voice change challenges and beyond.

Voice Therapy With Seniors: Attendance, Outcomes, and Associated Patient Characteristics

2019 ◽  
Vol 4 (5) ◽  
pp. 814-824 ◽  
Author(s):  
Bonnie E. Smith ◽  
Ruth Huntley Bahr ◽  
Hector N. Hernandez
Keyword(s):  
Outcome Data ◽  
Voice Therapy ◽  
Similar Data ◽  
Success Rates ◽  
Reflux Symptom Index ◽  
Voice Change ◽  
Related Factors ◽  
Symptom Index ◽  
Younger Patients ◽  
Unsuccessful Treatment

Purpose The purpose of this study was to determine the attendance and success rates for seniors in voice therapy, identify any contributing patient-related factors, and compare results to existing findings for younger patients. Method This retrospective study included information from the voice records of 50 seniors seen by the same speech-language pathologist in a private practice. Analysis of attendance and outcome data divided participants into 6 groups. Outcomes for Groups 1–3 (64% of patients) were considered successful (positive voice change), while outcomes for Groups 4–6 (36% of patients) were considered unsuccessful. These data were compared to similar data collected for younger adults in a previous study. Results The attendance and success rates for seniors in this study were higher than those previously reported for younger patients. Further consideration of patient factors revealed that reports of increased stress, Reflux Symptom Index scores > 13, and higher Voice Handicap Index functional subscale scores were significant in distinguishing between patients in the successful and unsuccessful treatment outcome groups. Conclusions The relatively high attendance and success rates among this sample of seniors suggest the desire to achieve voice improvement does not diminish with age, and chances for success in voice therapy among nonfrail seniors may be greater than for younger patients.

Absolute Pitch and Its Frequency Range

2011 ◽  
Vol 36 (2) ◽  
pp. 251-266 ◽  
Author(s):  
Andrzej Rakowski ◽  
Piotr Rogowski
Keyword(s):  
Single Case ◽  
Random Order ◽  
Absolute Pitch ◽  
Screening Tests ◽  
Music Students ◽  
Frequency Range ◽  
Musical Scale ◽  
Loudness Level ◽  
Pure Tones ◽  
Upper Boundary

AbstractThis paper has two distinct parts. Section 1 includes general discussion of the phenomenon of "absolute pitch" (AP), and presentation of various concepts concerning definitions of "full", "partial" and "pseudo" AP. Sections 2-4 include presentation of the experiment concerning frequency range in which absolute pitch appears, and discussion of the experimental results. The experiment was performed with participation of 9 AP experts selected from the population of 250 music students as best scoring in the pitch-naming piano-tone screening tests. Each subject had to recognize chromas of 108 pure tones representing the chromatic musical scale of nine octaves from E0 to D#9. The series of 108 tones was presented to each subject 60 times in random order, diotically, with loudness level about 65 phon. Percentage of correct recognitions (PC) for each tone was computed. The frequency range for the existence of absolute pitch in pure tones, perceived by sensitive AP possessors stretches usually over 5 octaves from about 130.6 Hz (C3) to about 3.951 Hz (B7). However, it was noted that in a single case, the upper boundary of AP was 9.397 Hz (D9). The split-halves method was applied to estimate the reliability of the obtained results.

scholarly journals Supporting the emotional needs of young people in care: a qualitative study of foster carer perspectives

BMJ Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. e033317
Author(s):  
Rachel M Hiller ◽  
Sarah L Halligan ◽  
Richard Meiser-Stedman ◽  
Elizabeth Elliott ◽  
Emily Rutter-Eley
Keyword(s):  
Mental Health ◽  
Young People ◽  
Mental Health Problems ◽  
Well Being ◽  
Health Needs ◽  
Depth Information ◽  
Emotional Needs ◽  
Mental Health Systems ◽  
Mental Health Needs ◽  
Qualitative Focus Groups

ObjectivesYoung people who have been removed from their family home and placed in care have often experienced maltreatment and there is well-developed evidence of poor psychological outcomes. Once in care, foster carers often become the adult who provides day-to-day support, yet we know little about how they provide this support or the challenges to and facilitators of promoting better quality carer–child relationships. The aim of this study was to understand how carers support the emotional needs of the young people in their care and their views on barriers and opportunities for support.Design and participantsParticipants were 21 UK foster carers, recruited from a local authority in England. They were predominantly female (86%), aged 42–65 years old and ranged from those who were relatively new to the profession (<12 months’ experience) to those with over 30 years of experience as a carer. We ran three qualitative focus groups to gather in-depth information about their views on supporting their foster children’s emotional well-being. Participants also completed short questionnaires about their training experiences and sense of competence.ResultsOnly half of the sample strongly endorsed feeling competent in managing the emotional needs of their foster children. While all had completed extensive training, especially on attachment, diagnosis-specific training for mental health problems (eg, trauma-related distress, depression) was less common. Thematic analysis showed consistent themes around the significant barriers carers faced navigating social care and mental health systems, and mixed views around the best way to support young people, particularly those with complex mental health needs and in relation to reminders of their early experiences.ConclusionsFindings have important implications for practice and policy around carer training and support, as well as for how services support the mental health needs of young people in care.

scholarly journals Towards a Reformulated Theory Underlying Schema Therapy: Position Paper of an International Workgroup

2021 ◽  
Author(s):  
Arnoud Arntz ◽  
Marleen Rijkeboer ◽  
Edward Chan ◽  
Eva Fassbinder ◽  
Alp Karaosmanoglu ◽  
...  
Keyword(s):  
Cross Cultural ◽  
Early Maladaptive Schemas ◽  
Schema Therapy ◽  
Emotional Needs ◽  
Ways Of Coping ◽  
Schema Modes ◽  
The World ◽  
And Coping ◽  
And Inversion ◽  
Further Development

Abstract Background A central construct in Schema Therapy (ST) is that of a schema mode, describing the current emotional-cognitive-behavioral state. Initially, 10 modes were described. Over time, with the world-wide increasing and broader application of ST to various disorders, additional schema modes were identified, mainly based on clinical impressions. Thus, the need for a new, theoretically based, cross-cultural taxonomy of modes emerged. Methods An international workgroup started from scratch to identify an extensive taxonomy of modes, based on (a) extending the theory underlying ST with new insights on needs, and (b) recent research on ST theory supporting that modes represent combinations of activated schemas and coping. Results We propose to add two emotional needs to the original five core needs that theoretically underpin the development of early maladaptive schemas (EMSs), i.e., the need for Self-Coherence, and the need for Fairness, leading to three new EMSs, i.e. Lack of a Coherent Identity, Lack of a Meaningful World, and Unfairness. When rethinking the purpose behind the different ways of coping with EMS-activation, we came up with new labels for two of those: Resignation instead of Surrender, and Inversion instead of Overcompensation. By systematically combining EMSs and ways of coping we derived a set of schema modes that can be empirically tested. Conclusions With this project, we hope to contribute to the further development of ST and its application across the world.

A Description of Middle School Male Singers’ Voice Change and Voice Part Assignment

2021 ◽  
pp. 875512332110182
Author(s):  
Ryan Austin Fisher ◽  
Nancy L. Summitt ◽  
Ellen B. Koziel
Keyword(s):  
Middle School ◽  
Sixth Grade ◽  
Eighth Grade ◽  
Voice Change ◽  
Stage 4 ◽  
Public Middle School ◽  
Middle School Choir ◽  
Choral Programs ◽  
Stage 1 ◽  
The Voice

The purpose of this study was to describe the voice change and voice part assignment of male middle school choir members. Volunteers ( N = 92) were recruited from three public middle school choral programs (Grades 6-8). Participants were audio-recorded performing simple vocal tasks in order to assess vocal range and asked to share the music they were currently singing in class. Results revealed 23.91% of participants’ voices could be categorized as unchanged, 14.13% as Stage 1, 3.26% as Stage 2, 10.87% as Stage 3, 26.09% as Stage 4, and 21.74% as Stage 5. The majority of sixth-grade participants were classified as unchanged or in Stage 1 of the voice change and the majority of eighth-grade participants were classified in Stages 4 to 5 of the voice change. Of the participants labeled “tenors” in their choir, over 60% were classified as either unchanged voices or in Stage 1 of the voice change.

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