Integrating Emotions Into the Critical Interpretive Synthesis

2016 ◽  
Vol 27 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Katrina Skewes McFerran ◽  
Cherry Hense ◽  
Laura Medcalf ◽  
Melissa Murphy ◽  
Rebecca Fairchild
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Qualitative Research ◽  
Music Therapy ◽  
Secondary Analysis ◽  
Emotional Responses ◽  
Recursive Method ◽  
Music Psychology ◽  
Critical Awareness ◽  
Critical Interpretive Synthesis

Critical interpretive synthesis is a particular form of systematic review that critically examines the decisions made by authors while conducting and publishing about their research and practices. It differs from empirical syntheses of qualitative research by emphasizing the interpreted and constructed nature of this form of secondary analysis. In this article, we extend previous literature on critical interpretive syntheses by highlighting the integration of emotional responses when developing critical questions for interrogating the literature and interpreting results. Our extension of the critical interpretive synthesis is illustrated through examples from five studies examining literature in our own field of music therapy, as well as related fields of disability studies, mental health, music psychology, and child welfare. The methodology we have refined uses an iterative and recursive method that promotes increased critical awareness of the assumptions driving the production of research in health contexts.

scholarly journals Delivering and implementing child and adolescent mental health training for mental health and allied professionals: a systematic review and qualitative meta-aggregation

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Emily Banwell ◽  
Neil Humphrey ◽  
Pamela Qualter
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Qualitative Research ◽  
Mental Health Professionals ◽  
Synthesis Method ◽  
Barriers And Facilitators ◽  
Youth Workers ◽  
Mental Health Training ◽  
Health Training ◽  
Starting Point

Abstract Background The increasing prevalence of mental health difficulties among children and young people (CYP) suggests that early intervention is vital. A comprehensive system of care and support requires the involvement of mental health professionals, including psychologists and psychiatrists, and allied professionals, including teachers, police, and youth workers. A critical starting point is the provision of effective training, in order that these professionals can better support the mental health needs of the CYP that they encounter. Objectives Given the primacy of training in the CYP mental health support system, understanding the factors that maximise potential gains and facilitate uptake is pertinent. The current review therefore located and explored qualitative research evidence, to identify the barriers and facilitators underpinning successful delivery and implementation of training focussed on the mental health of CYP, for both mental health and allied professionals. Methods A systematic review and qualitative meta-aggregation were conducted. Systematic searches were carried out using ASSIA, EMBASE, MEDLINE, NICE Evidence, PsycINFO, and Scopus databases, for papers published between 2000 and 2020. Twelve thousand four hundred forty-eight records were identified, of which 39 were eligible for review. The records were appraised for quality using the Joanna Briggs Institute Critical Appraisal Checklist for Qualitative Research, and synthesised using the qualitative meta-aggregation method. Results One hundred eighty-two raw findings were extracted from the 39 papers, which were condensed into 47 sub-categories, 19 categories, and finally 5 synthesis statements. These synthesis statements reflected the barriers and facilitators influencing the training delivery process (“support”; “content, design, and planning”), and the implementation of training into the workplace (“context”; “perceived value”; “organisational factors”). Conclusions The synthesis statements and underlying categories provide practical recommendations for those designing, delivering, or implementing CYP mental health training. Recommendations ranged from facilitating peer support during training, to the idea that training will be better implemented when perceived need is high. The review provides a robust evidence-based foundation to “common-sense” principles, drawing them into a coherent and organised framework using a synthesis method grounded in pragmatism. Protocol registration number PROSPERO reference ID: CRD42020162876.

scholarly journals A Systematic Review of Unpublished and Non-Refereed Music Therapy Mental Health Papers Found via Google Scholar

2018 ◽  
Vol 18 (2) ◽  
Author(s):  
Melody R Peterson ◽  
Michael J Silverman
Keyword(s):  
Mental Health ◽  
United States ◽  
Systematic Review ◽  
Clinical Practice ◽  
Music Therapy ◽  
The United States ◽  
Google Scholar ◽  
Future Research ◽  
Mental Health Literature ◽  
Doctoral Dissertations

As Google Scholar searches yield unpublished papers, it may inadvertently impact the perception of the music therapy literature for clinicians, researchers, and service users. Therefore, the purpose of this systematic review was to identify and analyze the current literature comprised of unpublished and non-refereed papers regarding music therapy and mental health from January 2000 to September 2017 located via Google Scholar. After establishing inclusion and exclusion criteria, papers were identified using a variety of combinations of music therapy and mental health keywords. Twenty-one papers met inclusion criteria. Sixteen papers were master’s theses and five were doctoral dissertations. Almost half of the papers (n = 8) involved adolescents with mental health diagnoses. Although not all papers contained data, more papers contained qualitative data (n = 10) than quantitative data (n = 3). The unpublished music therapy and mental health literature may represent a valuable resource for guiding clinical practice and research. As the majority of authors were affiliated with universities outside the United States, perhaps there is greater interest in mental health outside the United States. It is concerning that many identified papers required additional login credentials. Implications for clinical practice, limitations, and suggestions for future research are provided.

scholarly journals How did I as a student music therapist, use songwriting techniques to facilitate self-expression with adolescents in a mental health school setting?

2021 ◽  
Author(s):  
◽  
Emma Johnson
Keyword(s):  
Mental Health ◽  
Music Therapy ◽  
School Setting ◽  
Secondary Analysis ◽  
Health Issues ◽  
Short Term ◽  
Music Therapist ◽  
Clinical Notes ◽  
Therapy Sessions

<p>The purpose of this research was to understand how a student music therapist was able to facilitate self-expression using specific songwriting techniques, during long term and short term, group and individual music therapy sessions. Long term is considered a four-month period of weekly sessions, and short term is considered a single session. This research took place at an educational facility where I was working with adolescents with various mental health issues. In this exegesis, I discuss the various definitions of self-expressions as defined in literature, and consider the ways this relates to songwriting methods chosen and applied during therapy. A qualitative method of research was used, using secondary analysis of data collected from five months of Music Therapy practice. Thematic analysis was applied to clinical notes from sessions, student review statements and personal reflective practitioner journal. I was guided by music therapy literature discussing songwriting that I had been drawing on for the benefit of my practice. My analysis revealed that I developed specifically tailored methods and techniques for individuals and groups, which would begin with how they would like to approach their songwriting. I also found, that alongside more well documented techniques such as lyric writing and composition, improvisation and song planning were of high value to my practice and therefore were included as therapeutic songwriting techniques in my findings.</p>

scholarly journals Delivering and implementing child and adolescent mental health training for mental health and allied professionals: A systematic review and qualitative meta-aggregation

2021 ◽  
Author(s):  
Emily Banwell ◽  
Neil Humphrey ◽  
Pamela Qualter
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Qualitative Research ◽  
Mental Health Professionals ◽  
Synthesis Method ◽  
Barriers And Facilitators ◽  
Youth Workers ◽  
Mental Health Training ◽  
Health Training ◽  
Starting Point

Abstract Background: The increasing prevalence of mental health difficulties among children and young people (CYP) suggests that early intervention is vital. A comprehensive system of care and support requires the involvement of mental health professionals, including psychologists and psychiatrists, and allied professionals, including teachers, police, and youth workers. A critical starting point is the provision of effective training, in order that these professionals can better support the mental health needs of the CYP that they encounter. Objectives: Given the primacy of training in the CYP mental health support system, understanding the factors that maximise potential gains and facilitate uptake is pertinent. The current review therefore located and explored qualitative research evidence, to identify the barriers and facilitators underpinning successful delivery and implementation of training focussed on the mental health of CYP, for both mental health and allied professionals. Methods: A systematic review and qualitative meta-aggregation were conducted, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Systematic searches were carried out using ASSIA, EMBASE, MEDLINE, NICE Evidence, PsycINFO, and Scopus databases, for papers published between 2000 and 2020. 12,448 records were identified, of which 39 were eligible for review. The records were appraised for quality using the Joanna Briggs Institute Critical Appraisal Checklist for Qualitative Research, and synthesised using the qualitative meta-aggregation method. Results: 182 raw findings were extracted from the 39 papers, which were condensed into 47 sub-categories, 19 categories, and finally 5 synthesis statements. These synthesis statements reflected the barriers and facilitators influencing the training delivery process (“support”; “content, design, and planning”), and the implementation of training into the workplace (“context”; “perceived value”; “organisational factors”). Conclusions: The synthesis statements and underlying categories provide practical recommendations for those designing, delivering, or implementing CYP mental health training. The review provides a robust evidence-based foundation to “common-sense” principles, drawing them into a coherent and organised framework using a synthesis method grounded in pragmatism. Protocol registration number: PROSPERO reference ID: [masked for review]

scholarly journals Barriers and facilitators to the integration of digital technologies in mental health systems: A protocol for a qualitative systematic review

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0259995
Author(s):  
Chiara Berardi ◽  
Madeleine Hinwood ◽  
Angela Smith ◽  
Adrian Melia ◽  
Francesco Paolucci
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Qualitative Research ◽  
Health Systems ◽  
Digital Technology ◽  
Data Extraction ◽  
Digital Technologies ◽  
Barriers And Facilitators ◽  
Mental Health Systems ◽  
Qualitative Evidence

Introduction Digital technology has the potential to improve health outcomes and health system performance in fragmented and under-funded mental health systems. Despite this potential, the integration of digital technology tools into mental health systems has been relatively poor. This is a protocol for a synthesis of qualitative evidence that will aim to determine the barriers and facilitators to integrating digital technologies in mental health systems and classify them in contextual domains at individual, organisational and system levels. Methods and analysis The methodological framework for systematic review of qualitative evidence described in Lockwood et al. will be applied to this review. A draft search strategy was developed in collaboration with an experienced senior health research librarian. A systematic search of Medline, Embase, Scopus, PsycInfo, Web of Science and Google Scholar, as well as hand searching of reference lists and reviews will identify relevant studies for inclusion. Study selection will be carried out independently by two authors, with discrepancies resolved by consensus. The quality of selected studies will be assessed using JBI Critical Appraisal Checklist for Qualitative Research. Data will be charted using JBI QUARI Data Extraction Tool for Qualitative Research. Findings will be defined and classified both deductively in a priori conceptual framework and inductively by a thematic analysis. Results will be reported based on the Enhancing transparency in reporting the synthesis of qualitative research. The level of confidence of the findings will be assessed using GRADE-CERQual. Ethics and dissemination This study does not require ethics approval. The systematic review will inform policy and practices around improving the integration of digital technologies into mental health care systems.

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