scholarly journals How Does My Music Therapy Practice, in a Transition School Focused on Supporting Adolescents with Mental Health Needs, Relate to the Key Competencies of the New Zealand Curriculum?

2021 ◽  
Author(s):  
◽  
Laura Joy Halligan
Keyword(s):  
Mental Health ◽  
New Zealand ◽  
Music Therapy ◽  
Secondary Analysis ◽  
Health Needs ◽  
Mental Health Needs ◽  
Music Therapist ◽  
Key Competencies ◽  
Ways Of Being ◽  
The Way

<p>This exegesis outlines research about the way the key competencies of the New Zealand curriculum related to music therapy practice at a transition school for adolescents with mental health needs. Secondary analysis of data, informed by grounded theory methods, was carried out in order to develop a theory about the relationship between music therapy and the key competencies. The competencies, which are focused on supporting students to develop broad skills that will help them in their education and throughout their lives, guided all work with students at the school, including music therapy practice. While educative in nature, the competencies also seemed to have some naturally therapeutic purposes, and this study focused on understanding how they related to music therapy in practice. Data that had been collected in the natural environment of the school to meet the requirements of the placement as a student music therapist were analysed. The findings showed that there was a significant relationship between music therapy practice and the competencies. This contributed an additional perspective and dimension to the way the competencies could be addressed with students. In particular, music therapy provided students with opportunities to try out different ways of being with each other and supported them to experience feelings of hope and empowerment.</p>

scholarly journals Coming up trumps: A student music therapist supports young people with high or very high complex special needs to develop the key competencies

2021 ◽  
Author(s):  
◽  
Sarah Hall
Keyword(s):  
Young People ◽  
Music Therapy ◽  
Special Needs ◽  
Secondary Analysis ◽  
Educational Benefits ◽  
Music Therapist ◽  
School Music ◽  
Depth Study ◽  
Key Competencies ◽  
Very High

<p>This exploratory study aimed to discover and highlight the techniques and strategies that supported young people with high or very high complex special needs to develop the key competencies during music therapy sessions at a special school. Music therapy was carried out on an individual basis in a naturalistic manner and clinical notes were produced to record details that seemed important in each session. This data was then reviewed retrospectively in a process known as secondary analysis, employing both deductive and inductive modalities to search for and draw out links to the key competencies. A process of coding data within each key competency category revealed emerging themes and found that a number of musical, verbal and/or physical techniques and strategies supported the five key competencies during therapy. The categories, themes and codes have been defined and described with examples from the data, and a clinical vignette is included for further explanation. The data demonstrated the holistic nature of music therapy in that many techniques and strategies worked to support all five key competencies, even when the focus was a single competency. The findings are discussed with reference to, and in light of, current literature and suggested that the techniques and strategies used within my music therapy practice strongly relate to the key competencies and provide a unique context for their development. It is noted that the findings cannot be generalised to other settings and populations. However, this in-depth study may provide insight into the potential educational benefits and links between music therapy practice and the key competencies for those working with young people who have high or very high complex special needs.</p>

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 Computerized cognitive behavioural therapy for gender minority adolescents: Analysis of the real-world implementation of SPARX in New Zealand

2020 ◽  
pp. 000486742097684
Author(s):  
Mathijs FG Lucassen ◽  
Karolina Stasiak ◽  
Theresa Fleming ◽  
Christopher Frampton ◽  
Yael Perry ◽  
...  
Keyword(s):  
Mental Health ◽  
New Zealand ◽  
Cognitive Behavioural Therapy ◽  
Behavioural Therapy ◽  
Health Needs ◽  
Health Questionnaire ◽  
Mental Health Needs ◽  
Male And Female ◽  
Cognitive Behavioural ◽  
Patient Health

Objective: SPARX is a form of computerized cognitive behavioural therapy in serious game format funded via the Ministry of Health to be freely available in New Zealand. At registration users identify themselves as male, female, transgender or intersex. We aimed to establish whether adolescent transgender users of SPARX, compared to adolescent male and female users, were more likely to have high mental health needs at baseline and were more likely to complete SPARX. We also sought to determine changes in transgender adolescents’ depressive symptoms after using SPARX. Methods: Quantitative analysis of 5 years of usage data from the nation-wide delivery of SPARX in New Zealand. Results: There were 9079 adolescents who completed the registration process and used SPARX, 2.3% ( n = 207) identified as transgender. The majority of transgender registrants (69.0%) completing a baseline Patient Health Questionnaire – modified for Adolescents were categorized as having high mental health needs, significantly more so than male and female registrants ( p < 0.001). Over half of all SPARX registrants completed the first module of the program, with subsequently lower proportions of transgender registrants completing Module 4 ( p = 0.005) and Module 7 (i.e. the last module, p = 0.048). Of those registrants completing a baseline and subsequent Patient Health Questionnaire – modified for Adolescents, both male ( n = 247) and female ( n = 630) registrants, on average, had improvements in their scores (2.68 and 3.15, respectively), whereas transgender registrants ( n = 14) did not (−0.43) ( p = 0.048). Conclusion: This is the first study describing the impact of an e-therapy on transgender young people. The analysis of data from this free self-help intervention suggests that transgender adolescents seeking treatment for depression have particularly high mental health needs, and an existing well tested tool may be less effective for them than it is for others. Taken together the results appear to suggest targeted efforts may be required for transgender adolescents.

Epidemiological Studies on Mental Health Needs of Asian Population in New Zealand

2006 ◽  
Vol 52 (5) ◽  
pp. 408-412 ◽  
Author(s):  
Shailesh Kumar ◽  
Samson Tse ◽  
Antonio Fernando ◽  
Sai Wong
Keyword(s):  
Mental Health ◽  
New Zealand ◽  
Epidemiological Study ◽  
Asian Population ◽  
Epidemiological Studies ◽  
Health Needs ◽  
Age Group ◽  
Mental Health Needs ◽  
The Third ◽  
Adverse Experiences

Background: New Zealand has recently experienced a massive and rapid influx of Asian migrants. The Asian population has doubled in 10 years and is now the third-largest ethnic group. Materials: Databases reviewed include Medline, NZ government reports and NZ media releases. Discussion: Despite the significant growth in the Asian population, most of whom are in a vulnerable age group for mental morbidity and are exposed to adverse experiences, accurate and systematically obtained information on the mental health of Asians is lacking. Conclusion: This paper argues for a need to conduct a well-designed epidemiological study on the mental health needs of Asians in New Zealand. Recommendations on how to pursue this epidemiological study are provided.

scholarly journals How did the Key Competencies of the New Zealand Curriculum Feature in Student Music Therapy Practice for Children with Autism Spectrum Disorder?

2021 ◽  
Author(s):  
◽  
Emmett Sutherland
Keyword(s):  
Autism Spectrum Disorder ◽  
New Zealand ◽  
Music Therapy ◽  
Secondary Analysis ◽  
Children With Autism ◽  
Well Being ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Clinical Notes ◽  
Key Competencies

<p>This study aimed to discover how the key competencies featured in student music therapy with three children who have autism spectrum disorder. Individual music therapy was carried out in the natural environment of a primary school and clinical notes were developed to record events and reflections on the sessions. This data was then retrospectively analysed in a process known as secondary analysis which used inductive and deductive techniques. A process of thematically analysing data revealed that the three children with autism spectrum disorder demonstrated the key competencies in diverse ways in music therapy, such as through letting their personalities shine (managing self) and relating from shared histories and relationships (relating to others), and that I assisted the development of the key competencies for children in equally diverse ways, such as, by being well-being focused, giving openly and making music therapy child-led. A clinical vignette is used to illustrate the findings. Additionally, it is suggested that the unique ways in which the key competencies are used in arts education and music therapy could be considered to a greater extent in the New Zealand Curriculum definitions of the competencies.</p>

scholarly journals Coming up trumps: A student music therapist supports young people with high or very high complex special needs to develop the key competencies

2021 ◽  
Author(s):  
◽  
Sarah Hall
Keyword(s):  
Young People ◽  
Music Therapy ◽  
Special Needs ◽  
Secondary Analysis ◽  
Educational Benefits ◽  
Music Therapist ◽  
School Music ◽  
Depth Study ◽  
Key Competencies ◽  
Very High

<p>This exploratory study aimed to discover and highlight the techniques and strategies that supported young people with high or very high complex special needs to develop the key competencies during music therapy sessions at a special school. Music therapy was carried out on an individual basis in a naturalistic manner and clinical notes were produced to record details that seemed important in each session. This data was then reviewed retrospectively in a process known as secondary analysis, employing both deductive and inductive modalities to search for and draw out links to the key competencies. A process of coding data within each key competency category revealed emerging themes and found that a number of musical, verbal and/or physical techniques and strategies supported the five key competencies during therapy. The categories, themes and codes have been defined and described with examples from the data, and a clinical vignette is included for further explanation. The data demonstrated the holistic nature of music therapy in that many techniques and strategies worked to support all five key competencies, even when the focus was a single competency. The findings are discussed with reference to, and in light of, current literature and suggested that the techniques and strategies used within my music therapy practice strongly relate to the key competencies and provide a unique context for their development. It is noted that the findings cannot be generalised to other settings and populations. However, this in-depth study may provide insight into the potential educational benefits and links between music therapy practice and the key competencies for those working with young people who have high or very high complex special needs.</p>

scholarly journals The relationship between music therapy goals, health goals and education goals in a transition school for adolescents with mental health needs

2021 ◽  
Author(s):  
◽  
Alice Jackways
Keyword(s):  
Mental Health ◽  
Music Therapy ◽  
School Context ◽  
Health Needs ◽  
Mental Health Needs ◽  
Therapy Goals ◽  
Health Goals ◽  
Education And Health ◽  
Education Goals ◽  
The Relationship

<p>This exegesis explores the relationship between music therapy goals, health goals and education goals in a transition school for adolescents with mental health needs. Secondary analysis of data uncovered language and goals from the schools Individual Education Plans and Individual Therapeutic Plans. The language and goals from each plan were compared and set against language and goals derived from student music therapist’s music therapy goals. The research showed that although goals set by teachers and therapists in the school addressed different areas of education and health, they were in fact linked. The team worked collaboratively to support students to reach health and education goals. Music therapy supported both health and education goals in the school context. This study presents a community perspective on education and health goals in a school context. Adolescents may need support from teachers and therapists to reach education and health goals in New Zealand schools.</p>

Clinical capacity of Australian and New Zealand psychiatrists who work with people with intellectual and developmental disabilities

2019 ◽  
Vol 27 (5) ◽  
pp. 506-512 ◽  
Author(s):  
Kimberley Davies ◽  
Claire Eagleson ◽  
Janelle Weise ◽  
Rachael C Cvejic ◽  
Julian N Trollor
Keyword(s):  
Mental Health ◽  
New Zealand ◽  
Developmental Disability ◽  
Online Survey ◽  
Clinical Work ◽  
Work Hours ◽  
Health Needs ◽  
Intellectual And Developmental Disabilities ◽  
Mental Health Needs ◽  
Intellectual And Developmental Disability

Objective: To describe the characteristics and clinical capacity of Australian and New Zealand psychiatrists working in intellectual and developmental disability mental health (IDDMH). Method: Consultant psychiatrists (n=71) with an interest or expertise in IDDMH completed an online survey about their roles, experience and time spent in intellectual developmental disability (IDD)-related activities. Results: Psychiatrists had worked in IDDMH for a median of 11.34 years and half (53.5%) reported expertise in the area. One-fifth of psychiatrists reported IDDMH as their main area of practice. The majority of respondents (85.1%) reported that they were working clinically with people with IDD. Respondents practicing clinically worked a median of 8 hours in clinical and 3 hours in non-clinical IDD-related work per week. Conclusions: Surveyed psychiatrists had considerable experience in IDDMH. However, their work in IDDMH represented a relatively small proportion of their overall work hours, and a minority of respondents were responsible for a large proportion of clinical work. Exploring ways to broaden capacity is crucial to ensuring the mental health needs of people with IDD are met.

Effectiveness of Primary Health Care Services in Addressing Mental Health Needs of Minority Refugee Population in New Zealand

2017 ◽  
Vol 38 (4) ◽  
pp. 290-300 ◽  
Author(s):  
Jagamaya Shrestha-Ranjit ◽  
Elizabeth Patterson ◽  
Elizabeth Manias ◽  
Deborah Payne ◽  
Jane Koziol-McLain
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Primary Health Care ◽  
New Zealand ◽  
Health Care Services ◽  
Health Needs ◽  
Mental Health Needs ◽  
Care Services ◽  
Primary Health ◽  
Primary Health Care Services
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