Understanding the wellbeing of professional musicians through the lens of Positive Psychology

2016 ◽  
Vol 45 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Sara Ascenso ◽  
Aaron Williamon ◽  
Rosie Perkins
Keyword(s):  
Positive Psychology ◽  
Positive Emotions ◽  
Sense Of Self ◽  
Professional Life ◽  
Professional Musicians ◽  
Record Keeping ◽  
Music Making ◽  
Holistic Training ◽  
Diary Record

Recognizing the need to include musicians in mainstream wellbeing profiling and to move beyond a focus on debilitating factors of the music profession, this study aimed to understand how professional musicians experience wellbeing in the light of Positive Psychology. Guided by the PERMA model, the goal was to track enhancers and challenges for wellbeing in relation to the model’s five components: positive emotions, engagement, relationships, meaning and accomplishment. Participants included six professional musicians from six activities: solo, orchestral, choral, chamber, conducting and composing. Two interviews were conducted with each participant, separated by two weeks of diary record-keeping. Results point to high wellbeing. A clear sense of self appears as an overarching sustainer of wellbeing and the transition to professional life as the most challenging time regarding musicians’ flourishing. Positive emotions emerged as highly related to musical moments, while varying repertoire and experiencing different ensembles appeared as central sources of engagement. Meaning emerged as linked to the shared nature of music-making, and a sense of accomplishment was built on internal goals and oneness in performance with others. The key processes for positive functioning appeared to involve responses to, and regulation by, relationships. Implications are discussed in relation to the role of holistic training in educational settings.

The Flageolet: A Woodwind Instrument that Transcended Social Class and Gender in Nineteenth-Century England

2020 ◽  
pp. 1-24
Author(s):  
Douglas MacMillan
Keyword(s):  
Nineteenth Century ◽  
Social Class ◽  
Societal Implications ◽  
Public Performance ◽  
Professional Musicians ◽  
Concert Hall ◽  
Music Making ◽  
Music Hall ◽  
And Gender

The flageolet – a woodwind instrument closely akin to the recorder – achieved considerably popularity in nineteenth-century England. It was predominantly an instrument of the amateur musician, and its story becomes a mirror of the musical society in which the instrument flourished. An account of the organology of the flageolet in both its English and French forms, and of its evolution into double, triple and transverse versions, precedes a study of pedagogical material and repertoire. The work of William Bainbridge, who modified the flageolet to simplify its technique and hence enhance its suitability for amateur players, is emphasized, along with his skill as an innovator of complex flageolets. The flageolet attracted a small number of professional exponents who tended to favour the French form of the instrument. The principal focus of the article is an examination of the role of the flageolet within the context of musical praxis in England and its societal implications during the long nineteenth century. After consideration of matters of finance, social class and gender, the article examines the use of the flageolet by amateur and professional musicians, particularly highlighting the importance of the instrument in domestic music-making as well as in amateur public performance. Professional use of the instrument within the context of the concert hall, the theatre, the ballroom and the music hall is explored and examples given of prominent players and ensembles, some of which were composed entirely of female musicians. Final paragraphs note the playing of the flageolet by itinerant and street musicians.

scholarly journals Factor Structure of the “Top Ten” Positive Emotions of Barbara Fredrickson

2021 ◽  
Vol 12 ◽  
Author(s):  
Leopold Helmut Otto Roth ◽  
Anton-Rupert Laireiter
Keyword(s):  
Positive Psychology ◽  
Factor Structure ◽  
Positive Emotions ◽  
Factor Model ◽  
Factor Models ◽  
Cluster Solution ◽  
Special Role ◽  
Single Factor ◽  
Theoretical Significance

In order to contribute to the consolidation in the field of Positive Psychology, we reinvestigated the factor structure of top 10 positive emotions of Barbara Fredrickson. Former research in experimental settings resulted in a three-cluster solution, which we tested with exploratory and confirmatory methodology against different factor models. Within our non-experimental data (N = 312), statistical evidence is presented, advocating for a single factor model of the 10 positive emotions. Different possible reasons for the deviating results are discussed, as well as the theoretical significance to various subfields in Positive Psychology (e.g., therapeutical interventions). Furthermore, the special role of awe within the study and its implications for further research in the field are discussed.

The Role of Music in the Venetian Home in the Cinquecento

2012 ◽  
Author(s):  
DEBORAH HOWARD
Keyword(s):  
Sixteenth Century ◽  
Domestic Space ◽  
Class Identity ◽  
Professional Musicians ◽  
Music Making ◽  
Size Function ◽  
Theatrical Performance ◽  
Definition Of

This chapter considers the role of music and dance in the definition of identity by families and individuals in Renaissance Venice, with particular reference to the use of domestic space for music-making. The integration of music into its social and architectural context is discussed in terms of the class identity of different groups. The contexts range from domestic entertainment to family festivities such as marriages. The chapter goes on to explore the kinds of music-making in different spaces in the Venetian dwelling, in terms of the size and loudness of the instrument; the type of music performed; and the size, function and decoration of the room. During the sixteenth century, increasingly specialised rooms were created for music-making, often linked to theatrical performance and/or dance. In parallel, the employment of professional musicians by elite families began to supersede amateur participation on important festive occasions.

scholarly journals Positive psychology and the training of psychologists: Students’ perspectives

2010 ◽  
Vol 36 (2) ◽  
Author(s):  
Tharina Guse
Keyword(s):  
Positive Psychology ◽  
Professional Training ◽  
Positive Emotions ◽  
Sense Of Self ◽  
Well Being ◽  
Psychological Well Being ◽  
Qualitative Research Design ◽  
Managerial Implications ◽  
Value Add ◽  
The Impact

Orientation: The development of positive psychology interventions have burgeoned internationally and are relevant to the professional training of psychologistsResearch purpose: The aim of this study was to explore the personal and professional impact of including positive psychology in the professional training of clinical and counselling psychologists.Motivation for the study: It is not known how students previously educated in a pathogenic paradigm experience the exposure to positive psychology, and resultant paradigm shift, as part of their professional training.Research design, approach and method: A qualitative research design was implemented. Data consisted of written documents submitted by the participants and was analyzed by means of thematic analysis.Main findings: Integrating positive psychology in the professional training curriculum was valuable and enriching on both a professional and personal level. The participants reported an experience of positive emotions and increased sense of self-understanding and psychological well-being. Professionally they experienced a sense of increased self-efficacy.Practical/managerial implications: Positive psychology should be considered as part of the basic training of psychologists since it may enhance the development of trainee psychologists’ professional self, enhance aspects of psychological well-being as well as prevent stress and burnout.Contribution/value-add: This is the first South African study to explore the impact of including positive psychology principles and interventions in professional training.

scholarly journals Editorial

2018 ◽  
Vol 8 (1) ◽  
pp. 15-19 ◽  
Author(s):  
Jean-Marc Dewaele ◽  
Chengchen Li
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Positive Psychology ◽  
Language Learning ◽  
Positive Emotions ◽  
International Association ◽  
Special Issue ◽  
Holistic Analysis ◽  
Exclusive Focus

This is the first special issue devoted specifically to emotions in second language acquisition (SLA). Influenced by the positive psychology movement (Fredrickson, 2001), there has been a shift away from an exclusive focus on negative emotions in SLA to a more holistic analysis of both negative and positive emotions among learners (Dewaele & MacIntyre, 2014; MacIntyre & Gregersen, 2012; MacIntyre, Gregersen, & Mercer, 2016; MacIntyre & Mercer, 2014). We are not claiming that nobody had considered positive emotions and affect in SLA before 2012, as indeed many researchers prepared the ground (e.g., Arnold, 1999; Broner & Tarone, 2001; Cook, 2000; Dewaele, 2005; Kramsch, 2006). Moreover, educational psychologists did point to the pivotal role of positive academic emotions that sustain motivation (Pekrun, 1988, 2014; Pekrun, Goetz, Titz, & Perry, 2002a, 2002b). However, none of the SLA studies created the kind of wave of interest in emotions in SLA that we are currently witnessing. It is possible that now the time is ripe, as the success of the biennial Psychology of Language Learning conferences illustrates, as well as the establishment of the new International Association of Psychology of Language Learning during the second conference in Finland in 2016.

scholarly journals A Critical Overview of Research Studies on the Role of Positive Psychology Interventions in Enhancing Subjective Well-Being among High School Students

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Jayashree Sanghani ◽  
Saroj Arya
Keyword(s):  
Life Satisfaction ◽  
High School Students ◽  
Positive Psychology ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Well Being ◽  
Subjective Well Being ◽  
Positive Psychology Interventions ◽  
Critical Overview

In the present educational system, students face a lot of pressure, stress and expectation from self and others which leads to experiencing negative emotions. These factors hinder children’s all round development and scholastic achievement leading to low subjective well-being and poor life satisfaction. Hence, there is a need to foster positive emotions. A critical overview has been done on the role of Positive Psychology Interventions in enhancing positive emotions of the students in experiencing well-being, and satisfaction. School psychology has been focusing on addressing the problem and providing solutions. Experiencing positive emotions is more important for accomplishment and well-being than the absence of negative emotions. The essence of Positive Psychology Interventions is to remove what is wrong and bring in what is strong, by fostering positive factors important for flourishing and accomplishment. Research has shown that Positive Psychology Interventions are significantly related to student well-being which can augment life satisfaction.

scholarly journals Impact of Educational Programs That Include Elements of Positive Psychology for Developing the Emotional Competences of the Students

2018 ◽  
Vol 1 (1) ◽  
pp. 51
Author(s):  
Marija Kotevska Dimovska
Keyword(s):  
Positive Psychology ◽  
Positive Emotions ◽  
Well Being ◽  
Educational Programs ◽  
Educational Institutions ◽  
Social And Emotional ◽  
Self Confidence ◽  
Optimal Functioning ◽  
Educational Climate

<p><em>Modern education consider</em><em>s</em><em> </em><em>schools and faculties for institutions whose goals have a broader scope than </em><em>just an </em><em>academic competence. Educational institutions have an obligation to</em><em> completely </em><em>prepare young people for adulthood and improve their optimal functioning and well</em><em> being</em><em>. This paper shows how the application of the positive psychology in the education can help schools and faculties to develop and maintain optim</em><em>al</em><em> functioning of the students and </em><em>the </em><em>employees. Educational institutions should approach</em><em> strategically</em><em> in the creation of positive educational programs that include elements of positive psychology, which positively reflects on the well-being and positive educational climate.</em><em> </em><em>The empirical findings of </em><em>this paper</em><em> confirm the role of positive psychology in education </em><em>for</em><em> improving the subjective dimensions of students: happiness, optimism, self-confidence, social and emotional competence. Students who att</em><em>ended</em><em> educational programs with elements of positive psychology</em><em>,</em><em> have shown higher personal, emotional, social achievements and general well-being, which</em><em> are prerequisites</em><em> for realizing their potential. These findings imply the need to expand the arsenal of education through a positive education that includes the development of positive emotions that promote happiness and well-being.</em><em></em></p>

Old and New Trends in Crossover Research

2015 ◽  
Author(s):  
Mina Westman
Keyword(s):  
Positive Psychology ◽  
Family Life ◽  
Positive Emotions ◽  
Recent Trend ◽  
Past Research ◽  
Theoretical Framework ◽  
Work And Family ◽  
Future Research

Based on an integrated view of prior research, we propose a comprehensive theoretical framework of the crossover process that extends our understanding of work and family life. First, we define the crossover process and review past research. Second, we address the crossover of positive emotions and experiences, focusing on the recent trend of positive psychology. We then review new issues in crossover research including the spillover–crossover model, supportive theory, and findings, and crossover of resources. Finally, we review and discuss the issue of the role of gender in crossover research, in an effort to clarify the background for the inconsistency in findings regarding gender and crossover. We summarize with an agenda for future research.

scholarly journals Reflection on Loving Pedagogy and Students' Engagement in EFL/ESL Classrooms

2021 ◽  
Vol 12 ◽  
Author(s):  
Shengxue Zhao ◽  
Manman Li
Keyword(s):  
Positive Psychology ◽  
Language Learning ◽  
Positive Emotions ◽  
Language Education ◽  
Review Article ◽  
Positive Outcomes ◽  
Research Gaps ◽  
Future Directions ◽  
Affective Pedagogy

The role of positive emotions in language education has been exponentially approved in the literature. One such emotion which has been mostly neglected in EFL/ESL contexts due to irrational ethical and professional sensitivities is the concept of love. Although love in education highlights a caring environment and relationship which is oriented toward students' feelings and needs, little (if any) research has been done on a loving pedagogy in the context of EFL/ESL. Trying to shed some light on this novel construct, this review article presents the theoretical underpinnings of love, its definitions, dimensions, and positive outcomes in language learning. Moreover, two trends of positive psychology and affective pedagogy are described. Finally, the study presents the possible implications of this line of research for different stakeholders in EFL/ESL domains along with a number of research gaps and future directions for avid scholars in this area.

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