scholarly journals How can music therapy support men at a specialist treatment unit in a prison setting in Aotearoa New Zealand?

2021 ◽  
Author(s):  
◽  
Carlos Riegelhaupt-Landreani
Keyword(s):  
New Zealand ◽  
Music Therapy ◽  
Special Treatment ◽  
Exploratory Research ◽  
Treatment Unit ◽  
Prison Setting ◽  
Aotearoa New Zealand ◽  
Global Pandemic ◽  
Clinical Journal ◽  
Specialist Treatment

<p>This study aimed to explore how the use of music therapy can support prisoners in a specialist treatment unit at a prison in Aotearoa New Zealand. The research was initially designed using action research methodology to evaluate how I, a music therapy student, can support men at a special treatment unit in a prison setting in Aotearoa New Zealand. Seven weeks into my placement a rapidly escalating response to the Covid-19 global pandemic put my placement on hold indefinitely. In response to the challenges of not being able to attend placement, the research framework was changed to exploratory research. My question evolved into a theoretical exploratory study seeking to find out how music therapy can provide support in prisons. Documentation of music therapy is scarce in the New Zealand context; thus, the exploration was guided by a broad international literature search. Thematic analysis was used to develop themes about the reviewed literature and from reflective data identified in my clinical journal. The findings provide a broad scope of understanding of how music therapy is used in prisons and three main themes were identified in the analysis. These were: the ecologies of music in prisons, practicing self-care, and awareness of theory in developing specific aims and goals. The results show that music can support prison populations in various ways depending on which context takes place; from an musicological viewpoint music facilitates the expression of cultural spheres, whereas from a medical standpoint, therapeutic approaches to music therapy provide effective rehabilitation and treatment for psychological ailments. Ample theoretical, clinical, and cultural preparation should be taken into account by therapists before embarking on any work into the prison environment.</p>

scholarly journals How can music therapy support men at a specialist treatment unit in a prison setting in Aotearoa New Zealand?

2021 ◽  
Author(s):  
Carlos Riegelhaupt-Landreani
Keyword(s):  
New Zealand ◽  
Music Therapy ◽  
Special Treatment ◽  
Exploratory Research ◽  
Treatment Unit ◽  
Prison Setting ◽  
Aotearoa New Zealand ◽  
Global Pandemic ◽  
Clinical Journal ◽  
Specialist Treatment

<p>This study aimed to explore how the use of music therapy can support prisoners in a specialist treatment unit at a prison in Aotearoa New Zealand. The research was initially designed using action research methodology to evaluate how I, a music therapy student, can support men at a special treatment unit in a prison setting in Aotearoa New Zealand. Seven weeks into my placement a rapidly escalating response to the Covid-19 global pandemic put my placement on hold indefinitely. In response to the challenges of not being able to attend placement, the research framework was changed to exploratory research. My question evolved into a theoretical exploratory study seeking to find out how music therapy can provide support in prisons. Documentation of music therapy is scarce in the New Zealand context; thus, the exploration was guided by a broad international literature search. Thematic analysis was used to develop themes about the reviewed literature and from reflective data identified in my clinical journal. The findings provide a broad scope of understanding of how music therapy is used in prisons and three main themes were identified in the analysis. These were: the ecologies of music in prisons, practicing self-care, and awareness of theory in developing specific aims and goals. The results show that music can support prison populations in various ways depending on which context takes place; from an musicological viewpoint music facilitates the expression of cultural spheres, whereas from a medical standpoint, therapeutic approaches to music therapy provide effective rehabilitation and treatment for psychological ailments. Ample theoretical, clinical, and cultural preparation should be taken into account by therapists before embarking on any work into the prison environment.</p>

scholarly journals A Kiwi Odyssey: Music Therapy University Training in New Zealand Takes Flight

2003 ◽  
Vol 3 (1) ◽  
Author(s):  
Robert E. Krout
Keyword(s):  
New Zealand ◽  
Music Therapy ◽  
Clinical Training ◽  
Ethnically Diverse ◽  
Full Time ◽  
Music Therapist ◽  
Aotearoa New Zealand ◽  
The Many ◽  
University Training ◽  
Therapy Programme

This article looks at the new postgraduate music therapy programme at Massey University in New Zealand, and at how it has developed as this country's first full-time tertiary course in music therapy. Music therapy in New Zealand has a history going back almost 30 years, and the new programme builds on the fine traditions established over that time. The emphasis and challenge have been to craft a programme that weaves the many skills required to become a competent music therapist with the unique flavour of what music therapy is and can become in the ethnically diverse and rich cultures of Aotearoa - New Zealand. Particular attention and discussion are given regarding the issue of supervised clinical training.

scholarly journals ‘Journey to musicking’: Resourcing people to music outside the therapy room

2021 ◽  
Author(s):  
◽  
Katie Boom
Keyword(s):  
New Zealand ◽  
Music Therapy ◽  
Qualitative Data ◽  
Ecological Model ◽  
Community Music ◽  
Music Therapist ◽  
Aotearoa New Zealand ◽  
Therapy Room ◽  
Neurological Conditions

<p>This action research study investigates resourcing people to engage in musicking outside the therapy room. Both the practice and research took place within a residential hospital for people with neurological conditions, situated in Aotearoa New Zealand. Music-centred music therapy, community music therapy, resource-oriented music therapy and the ecological model of music influenced this research. Following three action cycles, the qualitative data collected throughout was thematically analysed. This analysis revealed a framework referred to as the ‘journey to musicking’, which identifies six resources people needed to engage in music: opportunity; motivation; confidence; skills; practical needs; and a problem-solving toolkit. The role of the music therapist in resourcing people in these areas is framed as the role of a tuakana, drawing on an indigenous Māori model predominantly used in education and mentoring programmes: ‘tuakana-teina’. ‘Tuakana-teina’ in this study is defined as a music therapist-participant relationship that is empowering, collaborative and inclusive of the possibility of reciprocity. The personal resources (kete) needed by the tuakana music therapist are also explored, while empowerment and sustainability are highlighted as foundational principles to resourcing people. These principles, especially empowerment, are linked to the Māori concept of restoring rangatiratanga. This research provides a rich qualitative account of practicing music therapy in an empowering, ecological way in Aotearoa New Zealand.</p>

scholarly journals Understanding Early Fire Learning and Experiences in Aotearoa New Zealand

2021 ◽  
Author(s):  
Amelia Jane Rhodes
Keyword(s):  
New Zealand ◽  
Research Question ◽  
Exploratory Research ◽  
Growing Up ◽  
Safety Education ◽  
Fire Use ◽  
Qualitative Survey ◽  
Aotearoa New Zealand ◽  
Safety Research ◽  
Current Emphasis

<p>The current study presents exploratory research on how people in Aotearoa New Zealand learn about fire growing up, and how they think and feel about fire as adults. The research aims to fill the empirical gap in research on fire and fire learning. An anonymous qualitative survey was conducted with 40 community participants through the crowd sharing platform Prolific Academic. Participants also answered the Fire Setting Scale, used as a descriptive measure to determine the range of fire interest scores among the sample; scores were well spread and the sample slightly negatively skewed. Thematic analysis was used and six themes comprising 13 subthemes were developed to answer the two research questions; 1. How do adults in Aotearoa NZ learn about fire growing up? and 2. How do adults in Aotearoa NZ think and feel about fire now? The first question was answered with four themes comprising ten subthemes. The first theme discussed participants’ descriptions of their notable reactions to fire memories, the second described the development of norms about fire and fire use, the third learning how and where fire can be used through direct experiences, and the fourth discussed participants descriptions of learning about fire mechanisms and safety. Research question two was answered with two themes and three subthemes, the first theme discussed the idea that in regard to fire, knowledge is power. The second theme looked at participants’ emotional congruence with fire and identified these emotions as existing on somewhat of a continuum. The findings determined that the current emphasis on social learning theory among the fire literature is not without basis, and that parental modelling and reinforcement, as well as sensory reinforcements, play a large role in the way individuals experience and learn about fire. It is also clear from this study that there is a wide variety in the levels of fire safety education delivered to young people in Aotearoa New Zealand. Further research is needed with comparative groups to determine how different learning and perceptions may influence an individuals’ fire use in adulthood. </p>

Understanding fire learning experiences in Aotearoa New Zealand

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Amelia Jane Rhodes ◽  
Nichola Tyler
Keyword(s):  
New Zealand ◽  
Design Methodology ◽  
Exploratory Research ◽  
Content Type ◽  
Sensory Experiences ◽  
Fire Use ◽  
Qualitative Survey ◽  
Aotearoa New Zealand ◽  
Practical Implications

Purpose This paper aims to present exploratory research on how people in Aotearoa New Zealand experience and learn about fire, and how they think and feel about fire as adults. Design/methodology/approach A qualitative survey with a sample of 40 young adults aged 18–23 years in Aotearoa New Zealand were recruited through Prolific Academic. Reflexive thematic analysis was used to construct themes across participants experiences. Findings Four themes were constructed that described participants’ learning about fire and were named influence of context and internal responses to fire, development of normative beliefs about fire, learning how and when fire can be used and learning about fire safety. Two themes were developed that described participants thoughts and feelings about fire as an adult. These were named knowledge is power and emotional congruence with fire. Results highlight the significant role of parental modelling, reinforcement and sensory experiences in the way individuals experience and learn about fire. Practical implications Understanding fire learning is important for establishing which experiences may lead to appropriate and inappropriate fire use which in turn can inform fire prevention initiatives. Originality/value To the best of the authors’ knowledge, this research represents one of the first studies to directly examine fire learning in the general population.

scholarly journals Tino Rangatiratanga and Well-being: Māori Self Determination in the Face of Covid-19

2021 ◽  
Vol 6 ◽  
Author(s):  
Annie Te One ◽  
Carrie Clifford
Keyword(s):  
New Zealand ◽  
Well Being ◽  
Self Determination ◽  
Aotearoa New Zealand ◽  
Global Pandemic ◽  
The Face

The New Zealand government has been globally praised for its response to Covid-19. Despite the global accolades, little attention has been given to the swift and innovative Māori response to Covid-19. This paper will detail some of this rapid Māori response to Covid-19 in Aotearoa New Zealand and argue the response can be understood as key examples of Māori exercising tino rangatiratanga (self-determination), independent of the government’s measures and policies. We suggest that this exploration of tino rangatiratanga during Covid-19 demonstrates central aspects of Māori well-being that move beyond a government focus on statistics as the key measure of well-being and how tikanga Māori (Māori values) are being used to develop successful responses to the global pandemic.

scholarly journals Building Relationships in a Youth Justice Residence in Aotearoa New Zealand: Experiences of a Music Therapy Student

2021 ◽  
Author(s):  
◽  
Meg Stone
Keyword(s):  
At Risk ◽  
New Zealand ◽  
Action Research ◽  
Music Therapy ◽  
Local Context ◽  
At Risk Youth ◽  
Youth Justice ◽  
Building Relationships ◽  
Aotearoa New Zealand ◽  
Barriers And Challenges

<p>Using Action Research, I explored my experience as a music therapy student in the process of developing relationships in a Youth Justice Residence in Aotearoa New Zealand. I reviewed a body of literature on therapeutic relationships within arts therapies and broader therapeutic traditions, music therapy with at-risk-youth, and social-justice perspectives in music therapy. Data was generated by means of journals and supervision notes and was analysed using thematic analysis through three cycles of action research. All names of the young people were changed to protect their anonymity. Findings showed that building relationships in this context involved having knowledge about the context and the population, self-knowledge and reflexivity, an ability to work across difference, and shared music-making.  While the research was primarily being undertaken to improve practice, student research can offer a valuable addition to the field of music therapy, which is a relatively new field that requires more research to fully understand its benefits and challenges in various contexts and with different populations. This study may support other practitioners in their own process of relationships building with youth-at-risk within the local context of Aotearoa New Zealand, and may illustrate strategies that support this within the context of youth justice residence, as well as barriers and challenges involved.</p>

scholarly journals Building Relationships in a Youth Justice Residence in Aotearoa New Zealand: Experiences of a Music Therapy Student

2021 ◽  
Author(s):  
◽  
Meg Stone
Keyword(s):  
At Risk ◽  
New Zealand ◽  
Action Research ◽  
Music Therapy ◽  
Local Context ◽  
At Risk Youth ◽  
Youth Justice ◽  
Building Relationships ◽  
Aotearoa New Zealand ◽  
Barriers And Challenges

<p>Using Action Research, I explored my experience as a music therapy student in the process of developing relationships in a Youth Justice Residence in Aotearoa New Zealand. I reviewed a body of literature on therapeutic relationships within arts therapies and broader therapeutic traditions, music therapy with at-risk-youth, and social-justice perspectives in music therapy. Data was generated by means of journals and supervision notes and was analysed using thematic analysis through three cycles of action research. All names of the young people were changed to protect their anonymity. Findings showed that building relationships in this context involved having knowledge about the context and the population, self-knowledge and reflexivity, an ability to work across difference, and shared music-making.  While the research was primarily being undertaken to improve practice, student research can offer a valuable addition to the field of music therapy, which is a relatively new field that requires more research to fully understand its benefits and challenges in various contexts and with different populations. This study may support other practitioners in their own process of relationships building with youth-at-risk within the local context of Aotearoa New Zealand, and may illustrate strategies that support this within the context of youth justice residence, as well as barriers and challenges involved.</p>

scholarly journals Editorial - Curriculum matters in an extraordinary year

2020 ◽  
Vol 16 ◽  
pp. 1-5
Author(s):  
Jane Abbiss ◽  
Keyword(s):  
New Zealand ◽  
Presidential Election ◽  
Potential Interest ◽  
Black Lives Matter ◽  
Aotearoa New Zealand ◽  
Global Pandemic ◽  
The Us ◽  
Curriculum Research ◽  
Us Presidential Election

This year, 2020, has been an extraordinary year. It has seen the escalation of COVID-19 to global pandemic status, the Black Lives Matter movement, the Aotearoa New Zealand election in October (delayed by a month due to the COVID-19 pandemic) and the US Presidential election in November. These events highlight a range of issues that are of potential interest to curriculum researchers and scholars and provide fruitful areas for ongoing curriculum research and exploration.

scholarly journals Understanding Early Fire Learning and Experiences in Aotearoa New Zealand

2021 ◽  
Author(s):  
Amelia Jane Rhodes
Keyword(s):  
New Zealand ◽  
Research Question ◽  
Exploratory Research ◽  
Growing Up ◽  
Safety Education ◽  
Fire Use ◽  
Qualitative Survey ◽  
Aotearoa New Zealand ◽  
Safety Research ◽  
Current Emphasis

<p>The current study presents exploratory research on how people in Aotearoa New Zealand learn about fire growing up, and how they think and feel about fire as adults. The research aims to fill the empirical gap in research on fire and fire learning. An anonymous qualitative survey was conducted with 40 community participants through the crowd sharing platform Prolific Academic. Participants also answered the Fire Setting Scale, used as a descriptive measure to determine the range of fire interest scores among the sample; scores were well spread and the sample slightly negatively skewed. Thematic analysis was used and six themes comprising 13 subthemes were developed to answer the two research questions; 1. How do adults in Aotearoa NZ learn about fire growing up? and 2. How do adults in Aotearoa NZ think and feel about fire now? The first question was answered with four themes comprising ten subthemes. The first theme discussed participants’ descriptions of their notable reactions to fire memories, the second described the development of norms about fire and fire use, the third learning how and where fire can be used through direct experiences, and the fourth discussed participants descriptions of learning about fire mechanisms and safety. Research question two was answered with two themes and three subthemes, the first theme discussed the idea that in regard to fire, knowledge is power. The second theme looked at participants’ emotional congruence with fire and identified these emotions as existing on somewhat of a continuum. The findings determined that the current emphasis on social learning theory among the fire literature is not without basis, and that parental modelling and reinforcement, as well as sensory reinforcements, play a large role in the way individuals experience and learn about fire. It is also clear from this study that there is a wide variety in the levels of fire safety education delivered to young people in Aotearoa New Zealand. Further research is needed with comparative groups to determine how different learning and perceptions may influence an individuals’ fire use in adulthood. </p>

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