scholarly journals An Intergenerational Singing Group: A Community Music Therapy Qualitative Research Project and Graduate Student Mentoring Initiative

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Guylaine Vaillancourt ◽  
Danna Da Costa ◽  
Evie (Yi) Han ◽  
Gloria Lipski
Keyword(s):  
Graduate Students ◽  
Music Therapy ◽  
Well Being ◽  
Clinical Group ◽  
Community Music ◽  
Lower Income ◽  
Community Art ◽  
Urban City ◽  
Group A ◽  
Income Neighborhood

This study describes the implementation and investigation of a community music therapy (CoMT) intergenerational singing group. Participants were a non-clinical group of adults aged 20 to 65 years old. Weekly sessions were held over a 10-week period at a community art studio in a lower-income neighborhood within a large Canadian urban city. Participants reported experiencing increased self-expression, a sense of accomplishment, improved respiration, and feelings of general well-being. They developed new relationships and social and community networks, however participants mentioned limitations regarding the sustainability of this community development. They also indicated challenges with the multilingual repertoire. Three professional music therapy graduate students, acting as co-researchers, were introduced to and mentored in implementing community music therapy practice and research. Potential implications and recommendations for further research are discussed.

Researching the musical lifecourse in music therapy, community music and music education: Unique roles, convergences and blurring of philosophies and practices

2021 ◽  
Vol 14 (1) ◽  
pp. 21-40 ◽  
Author(s):  
Valerie Peters ◽  
Deborah Seabrook ◽  
Lee Higgins
Keyword(s):  
Music Education ◽  
Music Therapy ◽  
Research Methods ◽  
Well Being ◽  
Community Music ◽  
Multiple Perspectives ◽  
Musical Engagement ◽  
Different Populations ◽  
Methodological Approaches ◽  
Health And Well Being

This article presents a diversity of approaches and a heterogeneity of research methods used, where the aim is to contribute to understandings of how musical engagement across the lifecourse may foster health and well being. Multiple perspectives and methodological approaches located in the disciplines of music therapy, community music and music education will be described, including identifying affordances and constraints associated with documenting lifelong and lifewide musical pathways. The research presented examines how lifelong musical engagement in different contexts might contribute to health and well being for different populations. The authors describe and situate their disciplines, present different methodological approaches that might contribute to lifecourse research in music and provide examples of particular projects.

Musical Creativity and Well-Being

2021 ◽  
Author(s):  
Raymond MacDonald ◽  
Graeme Wilson ◽  
Felicity Baker
Keyword(s):  
Music Education ◽  
Music Therapy ◽  
Social Engagement ◽  
Spinal Injury ◽  
Well Being ◽  
Community Music ◽  
General Music ◽  
Beneficial Effects ◽  
Music Making ◽  
Musical Engagement

Participating in musical activities involves an immersive spectrum of psychological and social engagement. Connections between musical participation and health have been discussed for centuries, and relationships between the processes of music making and well-being outcomes have garnered considerable research interest. This chapter reviews studies investigating such associations to identify how creative aspects of musical engagement in particular can be understood to enhance health. The chapter begins by offering some suggestions about why these processes may have beneficial effects. Three key contexts for beneficial musical engagement (music education, music therapy, and community music) are examined: an organization (Limelight) that delivers music activities for individuals from disadvantaged groups; group improvisation music therapy sessions for individuals with cancer; and songwriting sessions for individuals following spinal injury. The relative contributions of creative process and creative product are considered, and psychological concepts such as identity, flow, agency, and scaffolding are suggested as important. The discussion extrapolates wider implications of this work to include general music making beyond clinical, educational, and community contexts.

scholarly journals Supporting Well-being at a Community Day Care Centre for Adults with Other Abilities Using Music Therapy

2021 ◽  
Author(s):  
◽  
Hafren Thomson
Keyword(s):  
Music Therapy ◽  
Research Question ◽  
Secondary Analysis ◽  
Well Being ◽  
Community Music ◽  
Care Centre ◽  
Community Settings ◽  
Reflective Journal ◽  
Regular Practice ◽  
Day Care Centre

<p>This qualitative research investigates the music therapy approaches taken in order to support well-being at a day centre for adults with disabilities. Music therapy at the day centre involved individual and group sessions, engaging in music with the wider community, developing trust and supporting each other. The research centred on secondary analysis of music therapy practice text, collected during a five-month period at the day centre. Literature about music / music therapy being able to support well-being in community settings, especially in relation to the practice of community music therapy, was reviewed. The research question 'How did I support well-being at a community day centre for adults with other abilities using music therapy?' was established. Secondary analysis was the methodology used for this study, involving no disruption to regular practice as a student therapist and being low-risk for music therapy participants. A thematic analysis of texts was undertaken and this was developed from; research text, supervision text and a reflective journal of my practice. Analysis involved coding and sorting text and developing meaningful themes. The findings of the analysis demonstrated three core themes which involved supporting well-being: encouraging a sense of fun, promoting a sense of purpose and developing togetherness.</p>

scholarly journals Supporting Well-being at a Community Day Care Centre for Adults with Other Abilities Using Music Therapy

2021 ◽  
Author(s):  
◽  
Hafren Thomson
Keyword(s):  
Music Therapy ◽  
Research Question ◽  
Secondary Analysis ◽  
Well Being ◽  
Community Music ◽  
Care Centre ◽  
Community Settings ◽  
Reflective Journal ◽  
Regular Practice ◽  
Day Care Centre

<p>This qualitative research investigates the music therapy approaches taken in order to support well-being at a day centre for adults with disabilities. Music therapy at the day centre involved individual and group sessions, engaging in music with the wider community, developing trust and supporting each other. The research centred on secondary analysis of music therapy practice text, collected during a five-month period at the day centre. Literature about music / music therapy being able to support well-being in community settings, especially in relation to the practice of community music therapy, was reviewed. The research question 'How did I support well-being at a community day centre for adults with other abilities using music therapy?' was established. Secondary analysis was the methodology used for this study, involving no disruption to regular practice as a student therapist and being low-risk for music therapy participants. A thematic analysis of texts was undertaken and this was developed from; research text, supervision text and a reflective journal of my practice. Analysis involved coding and sorting text and developing meaningful themes. The findings of the analysis demonstrated three core themes which involved supporting well-being: encouraging a sense of fun, promoting a sense of purpose and developing togetherness.</p>

Advocating for Transgender and Non-Binary Affirmative Spaces in Graduate Education

2020 ◽  
Author(s):  
Douglas Knutson ◽  
Em Matsuno ◽  
Chloe Goldbach ◽  
Halleh Hashtpari ◽  
Nathan Grant Smith
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Undergraduate Students ◽  
Ecological Model ◽  
Well Being ◽  
Educational Success ◽  
Post Secondary Education ◽  
Identity Exploration ◽  
Post Secondary ◽  
Social Ecological

Nearly 50% of graduate students report experiencing emotional or psychological distress during their enrollment in graduate school. Levels of distress are particularly high for transgender and non-binary graduate students who experience daily discrimination and marginalization. Universities and colleges have yet to address and accommodate the needs and experiences of transgender and non-binary graduate students. Given the multitude of challenges these students may face, educational settings should not present additional barriers to educational success and well-being. In an effort to improve graduate education for transgender and non-binary students, we add to the existing scholarship on affirming work with transgender undergraduate students by addressing the unique concerns of graduate students. We utilize a social-ecological model to identify sources of discrimination in post-secondary education and to provide transgender- and non-binary-affirming recommendations at structural, interpersonal, and individual levels. For practitioners who wish to do personal work, we provide guidance for multicultural identity exploration. A table of recommendations and discussion of ways to implement our recommendations are provided.

Community Music and Music Therapy

2018 ◽  
Author(s):  
Stuart Wood ◽  
Gary Ansdell
Keyword(s):  
Music Therapy ◽  
Community Music

This chapter outlines the historical and current relationship between community music and music therapy—in particular the seeming overlap between community music and the newer sub-discipline of music therapy called community music therapy. The chapter argues for a re-imagining of certain key areas of joint concern and potential linked to the broader shared agenda of working musically with people. These topics indicate a way for community music and music therapy to align and collaborate in a relationship that can be both ‘joint’ and ‘several’—ensuring that the work remains creative, effective, responsible, and professional for people and their communities.

Recommendations for Safety Education and Training for Graduate Students Directing Field Projects

2021 ◽  
Vol 9 (1) ◽  
pp. 74-80 ◽  
Author(s):  
Kaitlyn E. Davis ◽  
Pascale Meehan ◽  
Carla Klehm ◽  
Sarah Kurnick ◽  
Catherine Cameron
Keyword(s):  
Graduate Students ◽  
Well Being ◽  
Education And Training ◽  
Community Collaboration ◽  
Graduate Schools ◽  
Safety Education ◽  
Specific Training ◽  
Recent Graduate ◽  
Archaeological Methods ◽  
And Training

AbstractGraduate schools provide students opportunities for fieldwork and training in archaeological methods and theory, but they often overlook instruction in field safety and well-being. We suggest that more explicit guidance on how to conduct safe fieldwork will improve the overall success of student-led projects and prepare students to direct safe and successful fieldwork programs as professionals. In this article, we draw on the experiences of current and recent graduate students as well as professors who have overseen graduate fieldwork to outline key considerations in improving field safety and well-being and to offer recommendations for specific training and safety protocols. In devising these considerations and recommendations, we have referenced both domestic and international field projects, as well as those involving community collaboration.

scholarly journals Peripandemic psychiatric emergencies: impact of the COVID-19 pandemic on patients according to diagnostic subgroup

2021 ◽  
Vol 271 (2) ◽  
pp. 259-270
Author(s):  
Johanna Seifert ◽  
Catharina Meissner ◽  
Anna Birkenstock ◽  
Stefan Bleich ◽  
Sermin Toto ◽  
...  
Keyword(s):  
Psychiatric Treatment ◽  
Somatoform Disorders ◽  
Presentation Rate ◽  
Well Being ◽  
Control Group ◽  
Medical Care System ◽  
Persecutory Delusions ◽  
Vulnerable Patients ◽  
Group A ◽  
Repeat Visits

AbstractOn March 11th, 2020, the outbreak of coronavirus disease 2019 (COVID-19) was declared a pandemic. Governments took drastic measures in an effort to reduce transmission rates and virus-associated morbidity. This study aims to present the immediate effects of the pandemic on patients presenting in the psychiatric emergency department (PED) of Hannover Medical School. Patients presenting during the same timeframe in 2019 served as a control group. A decrease in PED visits was observed during the COVID-19 pandemic with an increase in repeat visits within 1 month (30.2 vs. 20.4%, pBA = 0.001). Fewer patients with affective disorders utilized the PED (15.2 vs. 22.2%, pBA = 0.010). Suicidal ideation was stated more frequently among patients suffering from substance use disorders (47.4 vs. 26.8%, pBA = 0.004), while patients with schizophrenia more commonly had persecutory delusions (68.7 vs. 43.5%, pBA = 0.023) and visual hallucinations (18.6 vs. 3.3%, pBA = 0.011). Presentation rate of patients with neurotic, stress-related, and somatoform disorders increased. These patients were more likely to be male (48.6 vs. 28.9%, pBA = 0.060) and without previous psychiatric treatment (55.7 vs. 36.8%, pBA = 0.089). Patients with personality/behavioral disorders were more often inhabitants of psychiatric residencies (43.5 vs. 10.8%, pBA = 0.008). 20.1% of patients stated an association between psychological well-being and COVID-19. Most often patients suffered from the consequences pertaining to social measures or changes within the medical care system. By understanding how patients react to such a crisis situation, we can consider how to improve care for patients in the future and which measures need to be taken to protect these particularly vulnerable patients.

scholarly journals Coping Strategies by University Students in Response to COVID-19: Differences between Community and Clinical Groups

2021 ◽  
Vol 10 (11) ◽  
pp. 2499
Author(s):  
Víctor-María López-Ramos ◽  
Benito León-del-Barco ◽  
Santiago Mendo-Lázaro ◽  
María-Isabel Polo-del-Río
Keyword(s):  
Mental Health ◽  
Coping Strategies ◽  
Mental Health Problems ◽  
Clinical Sample ◽  
Characteristic Curve ◽  
Well Being ◽  
Clinical Group ◽  
Cognitive Avoidance ◽  
Coping Response ◽  
Community Group

Last year, the COVID-19 pandemic had severe consequences on the health and well-being of millions of people. Different studies try to identify the main effects that the crisis and several lockdowns have had on the citizens’ mental health. This research analyses the coping strategies generated by students from a community group and a clinical group in response to this crisis, using the Coping Responses Inventory—Adult Form (CRI-A) by Moos with a sample of 1074 students of Universidad de Extremadura. Multivariate analysis and receiver operating characteristic curve analysis have been carried out, revealing, amongst other things, a greater predisposition of the clinical sample towards factors such as seeking guidance and support, cognitive avoidance or emotional discharge. Results show that students with prior mental health problems perform an unhealthy coping response based on avoidance strategies. This group of students suffers a double source of distress and anxiety, one derived from their prior psychopathologic problems and the stress of the lockdown and another one originating from an inefficient coping response, which makes coping strategies raise levels of distress and anxiety.

Music Therapy Pre-internship Education and Training: Support for a Methods-Based Approach

2021 ◽  
Author(s):  
Susan C Gardstrom ◽  
James Hiller ◽  
Annie Heiderscheit ◽  
Nancy L Jackson
Keyword(s):  
Music Therapy ◽  
Best Practice ◽  
Clinical Decision Making ◽  
Well Being ◽  
Clinical Decision ◽  
Education And Training ◽  
Population Based ◽  
Music Therapists ◽  
Training Support ◽  
And Training

Abstract As music therapists, music is our primary realm of understanding and action and our distinctive way of joining with a client to help them attain optimal health and well-being. As such, we have adopted and advocate for a music-focused, methods-based (M-B) approach to music therapy pre-internship education and training. In an M-B approach, students’ learning is centered on the 4 music therapy methods of composing, improvising, re-creating, and listening to music and how these music experiences can be designed and implemented to address the health needs of the diverse clientele whom they will eventually encounter as practicing clinicians. Learning is highly experiential, with students authentically participating in each of the methods and reflecting on these self-experiences as a basis for their own clinical decision-making. This is differentiated from a population based (P-B) approach, wherein students’ attention is directed at acquiring knowledge about the non-musical problems of specific “clinical populations” and the “best practice” music interventions that are presumed to address these problems. Herein, we discuss both approaches, identifying the limitations of a P-B perspective and outlining the benefits of an M-B curriculum and its relevance to 21st-century music therapy practice.

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