Engagement in musical activities

2018 ◽  
Author(s):  
Susan Hallam ◽  
Andrea Creech
Keyword(s):  
Well Being ◽  
Control Group ◽  
Community Music ◽  
Social Emotional ◽  
Life Project ◽  
Music Making ◽  
The Social ◽  
Two Measures ◽  
Group Interviews ◽  
Musical Activities

This chapter sets out the findings from the Music for Life project. This explored whether participation in community music making enhanced the social, emotional and cognitive well-being of older people. 398 people aged 50+ completed questionnaires that included two measures of well-being, prior to and following nine months of active engagement with music. A control group (N=102) completed the same measures. In- depth interviews were carried out with participants, observations of musical activities, focus groups and interviews with the music facilitators. Higher scores on the measures of well-being were found consistently amongst the music participants, in comparison with the control group. Interviews revealed that music participants attributed significant social, emotional and health benefits to their music making.

scholarly journals Community Music Practice

2017 ◽  
Author(s):  
Gillian Howell ◽  
Lee Higgins ◽  
Brydie-Leigh Bartleet
Keyword(s):  
Health Economic ◽  
Case Studies ◽  
Social Experience ◽  
Community Music ◽  
Music Practice ◽  
Music Making ◽  
The Social ◽  
Wide Range ◽  
Musical Excellence

Many people have become disengaged from music making owing to the commercialization and commodification of music practices. This chapter examines a distinctive response to that disengagement, through the work of community music facilitators, who connect on interpersonal and musical levels to encourage community music practice. Four case studies are used to illustrate the central notions of this approach. Underpinning these four case studies is the concept of musical excellence in community music interventions. This notion of excellence refers to the quality of the social experience—bonds formed, meaning and enjoyment derived, and sense of agency that emerges for individuals and the group—alongside the musical outcomes created through the music making experience. The chapter concludes by considering the ways in which community music opens up new pathways for reflecting on, enacting, and developing approaches that respond to a wide range of social, cultural, health, economic, and political contexts.

scholarly journals “Just as Canadian as Anyone Else”? Experiences of Second-Class Citizenship and the Mental Health of Young Immigrant and Refugee Men in Canada

2017 ◽  
Vol 12 (2) ◽  
pp. 210-220 ◽  
Author(s):  
Carla T. Hilario ◽  
John L. Oliffe ◽  
Josephine P. Wong ◽  
Annette J. Browne ◽  
Joy L. Johnson
Keyword(s):  
Mental Health ◽  
Social Context ◽  
Narrative Analysis ◽  
Urban Areas ◽  
Young Men ◽  
Transnational Migration ◽  
Well Being ◽  
The Social ◽  
Group Interviews ◽  
Immigrant And Refugee

In recent years, the experiences of immigrant and refugee young men have drawn attention worldwide. Human-induced environmental disasters, local and global conflicts, and increasingly inequitable distributions of wealth have shaped transnational migration patterns. Canada is home to a large immigrant and refugee population, particularly in its urban areas, and supporting the mental health and well-being of these communities is of critical importance. The aim of this article is to report findings from a qualitative study on the social context of mental health among immigrant and refugee young men, with a focus on their migration and resettlement experiences. Informed by the conceptual lens of social context, a thematic narrative analysis approach was used to examine qualitative data from individual and group interviews with 33 young men (age 15 to 22 years) self-identified as immigrants or refugees and were living in Greater Vancouver, western Canada. Three thematic narratives were identified: a better life, living the (immigrant) dream, and starting again from way below. The narratives characterized the social context for immigrant and refugee young men and were connected by a central theme of negotiating second-class citizenship. Implications include the need for mental health frameworks that address marginalization and take into account the contexts and discourses that shape the mental health of immigrant and refugee populations in Canada and worldwide.

scholarly journals Functions of Music Making Under Lockdown: A Trans-Historical Perspective Across Two Pandemics

2020 ◽  
Vol 11 ◽  
Author(s):  
Remi Chiu
Keyword(s):  
Social Isolation ◽  
Social Cohesion ◽  
Historical Perspective ◽  
Mood Regulation ◽  
Social Body ◽  
Historical Comparison ◽  
Music Making ◽  
The Social ◽  
Musical Activities

This paper describes how music fulfills two of its broadly recognized functions—“mood regulation” and “social cohesion”—in times of pandemics and social isolation. Through a trans-historical comparison of the musical activities of the Milanese during an outbreak of plague in 1576 with the musical activities observed during the COVID lockdowns in 2020 (such as balcony-singing and playlist-making), this paper suggests a framework for understanding the role of music in the care of the biological body and the social body in times of medical disaster.

scholarly journals Curriculum Design for Building and Developing the Social-Emotional Skills of Preschoolers

Educatia 21 ◽  
2020 ◽  
pp. 58-64
Author(s):  
Irina-Mihaela Trifan ◽  
Olga Chiș
Keyword(s):  
Curriculum Design ◽  
Well Being ◽  
Early Years ◽  
International Studies ◽  
Social Emotional ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
The Social ◽  
Comparative Results

"The present study investigates the theoretical, methodical and practical aspects which emphasize the importance of the formation and development of social and emotional skills during early years, which have a major impact over children’s long-term growth, while also assuring their adjustment in society, the cut down of unwanted behaviours and provides social and emotional well-being for the preschooler. The steps dedicated for the pedagogical experiment have had the purpose of verifying the efficacy of the application of the project - The Development of Social and Emotional Skills Curriculum (DeCo - SE)- and was targeted towards building and growing said skills for the last year preschoolers. The results of the research revealed that the efficiency of applying a curriculum based on building and developing the social and emotional skills of preschoolers. We conclude that the study gave promising results on the prevention and reduction of undesirable behaviors, the identification of emotions, tolerance to frustration, relaxation through deep breathing techniques, methods of controlling anger and destructive behaviors among preschoolers. The comparative results presented in this study reinforce the findings of other international studies (Merrell et al., 2008), according to which the implementation of The Development of Social and Emotional Skills Curriculum (DeCo - SE) contributes to reducing undesirable behaviors, children being modeled in a positive way, having a positive social attitude, managing to easily adjust their emotions."

scholarly journals Measuring the Quality of Teacher-Child Interaction in Autistic Disorder

2012 ◽  
Vol 2 (3) ◽  
pp. 103-114
Author(s):  
Claudio Longobardi ◽  
Laura Elvira Prino ◽  
Tiziana Pasta ◽  
Francesca Giovanna Maria Gastaldi ◽  
Rocco Quaglia
Keyword(s):  
Well Being ◽  
Adaptive Skills ◽  
Control Group ◽  
Group 4 ◽  
Child Relationship ◽  
The Social ◽  
Spectrum Disorders ◽  
Support Teacher ◽  
The Relationship

The teacher-child relationship fulfils critical functions for the well being of the child, affecting emotive development, academic achievements, behavioral conducts and relationships with peers. The goal of the presented study is to compare the perceptions of the class teacher and of the support teacher concerning their relationship with subjects with autistic spectrum disorders (ASD; N=14; Mean age =90.07 months; SD=19.36) and with children of the control group (4 classmates per every subject of the experimental group, for a total of 56 pupils, Mean age = 80.36 months; SD=18.33). The perception by the teacher of the class, concerning the relationship with children with ASD, is characterized by higher levels of Conflict, and lower levels of Closeness, if compared with perceptions about the relationship with children of the control group (Conflict: t=-3.317; df= 14.931; p<0.01; Closeness: t= 5.638; df = 65; p < 0.001). The perception of the two teachers only correlates with regards to the Conflict dimension (r=0.769; p < 0.01). In reference to the child's adaptive skills only the social skills scale correlates with the Closeness. This is true in the perception of the support teacher (r=0.598; p<0.05). Finally, we take into account how the perception of the relationship relates with the socio-personal and professional data of the teachers and with the social features of the children.

scholarly journals Girls’ Night Out: The Role of Women-Centered Friendship Groups in University Hookup Culture

2021 ◽  
Author(s):  
Nicole Andrejek
Keyword(s):  
Well Being ◽  
Friendship Groups ◽  
Friendship Group ◽  
Undergraduate Women ◽  
Social Scripts ◽  
The Social ◽  
Hookup Culture ◽  
Potential Risks ◽  
Group Interviews

There is a wealth of research that has addressed gender dynamics in hookup culture. Drawing on focus group interviews with undergraduate women at a mid-sized university in Canada, I examine the shared rituals, practices, and perceived risks within women-centered friendship groups during a typical “girls’ night out.” I confirm that undergraduate women experience many potential risks to their safety and well-being as they navigate the hookup scene and interact with undergraduate men. To try to mitigate those risks and attempt to enjoy their nights out, I find that undergraduate women spend significant portions of their evenings dedicated to women-centered bonding rituals and partying. I show that undergraduate women engage in gendered strategies within their friendship group to have fun, connect with desirable hookup partners, and try to keep their friends safe. By expanding the social scripts of their nights out in hookup culture, I show the types of gender selves that are produced within women-centered friendship groups and reveal the importance of women-centered friendship groups to the maintenance of hookup culture itself.

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