scholarly journals A student music therapist's exploration of her cultural identities in relation to music therapy practice in a specialist music therapy centre in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Hee Hyun Han
Keyword(s):  
Music Therapy ◽  
Thematic Analysis ◽  
Culturally Diverse ◽  
Secondary Analysis ◽  
Cultural Identities ◽  
Review Of The Literature ◽  
Cultural Backgrounds ◽  
Complex Interactions ◽  
Aotearoa New Zealand ◽  
Self Examination

<p>This heuristic research explores a student music therapist’s (SMT’s) journey of discovery with respect to her cultural identities in relation to music therapy (MT) practice with clients from diverse cultural backgrounds. A review of the literature was undertaken to investigate issues of identity in relation to MT practice. In order to analyse and evaluate the SMT’s experience of working with culturally diverse clients, secondary analysis of the student’s reflexive journal was used to identify the relationships between the SMT’s cultural identities and her MT practice with clients. Four main themes emerged during the process of thematic analysis of data: experiencing strong feelings as an SMT; observing individual reactions as an SMT and interpreting clients’ reactions; making connections and disconnections with clients; and learning to adapt and refine the use of MT methods. The research emphasised how a student can learn about practice and research through reflexive self-examination, and raised awareness of the complex interactions of identities of therapist and client that occur in MT practice.</p>

scholarly journals A student music therapist's exploration of her cultural identities in relation to music therapy practice in a specialist music therapy centre in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Hee Hyun Han
Keyword(s):  
Music Therapy ◽  
Thematic Analysis ◽  
Culturally Diverse ◽  
Secondary Analysis ◽  
Cultural Identities ◽  
Review Of The Literature ◽  
Cultural Backgrounds ◽  
Complex Interactions ◽  
Aotearoa New Zealand ◽  
Self Examination

<p>This heuristic research explores a student music therapist’s (SMT’s) journey of discovery with respect to her cultural identities in relation to music therapy (MT) practice with clients from diverse cultural backgrounds. A review of the literature was undertaken to investigate issues of identity in relation to MT practice. In order to analyse and evaluate the SMT’s experience of working with culturally diverse clients, secondary analysis of the student’s reflexive journal was used to identify the relationships between the SMT’s cultural identities and her MT practice with clients. Four main themes emerged during the process of thematic analysis of data: experiencing strong feelings as an SMT; observing individual reactions as an SMT and interpreting clients’ reactions; making connections and disconnections with clients; and learning to adapt and refine the use of MT methods. The research emphasised how a student can learn about practice and research through reflexive self-examination, and raised awareness of the complex interactions of identities of therapist and client that occur in MT practice.</p>

scholarly journals Attachment theory and music therapy: What was the relevance of attachment theory to a student’s music therapy programme for ‘at-risk’ mothers and their babies?

2021 ◽  
Author(s):  
◽  
Helen Ridley
Keyword(s):  
At Risk ◽  
Music Therapy ◽  
Attachment Theory ◽  
Secondary Analysis ◽  
Education Programme ◽  
Music Therapist ◽  
Student Placement ◽  
Positive Mother ◽  
Qualitative Secondary Analysis ◽  
Therapy Programme

<p>This qualitative secondary analysis research project sought to explore the relevance of attachment theory as it might apply to a music therapy programme set up and run within a residential service for ‘at risk’ mothers and their babies. The explicit purpose of the music therapy programme was to assist the mothers in bonding with their babies. The researcher was a student music therapist on placement at the facility, involved in weekly one-to-one sessions with a total of nineteen young women and their babies, over the time that each was resident at the facility. The music therapist also ran some weekly group sessions (mothers with babies) as part of the facility’s mandatory education programme. The music therapy programme took place over twenty-two weeks, with a two week break after the first ten weeks. The research analysis commenced on completion of the programme. Thematic analysis was used to look at two types of data; data from the placement (including clinical notes and personal reflective journal), and literature on attachment theory. There was an initial review of selected literature on attachment theory and music therapy. The researcher/student music therapist then carried out an inductive qualitative secondary analysis of the data that had been generated as a standard part of her practice over the period of the student placement. This was followed by a further examination of attachment theory literature to confirm key aspects of the theory. The findings from the inductive analysis were then looked at in the light of those identified key features of attachment theory. The research findings showed many strong links between key concepts of attachment theory, and the patterns that emerged from the placement data, manifesting on a number of different levels. However some patterns might be more usefully explained and/or elucidated by other theories. Findings suggested that attachment theory provided a useful framework and language for observing and understanding the interactive behaviours and external and personal structures that appeared to work for or against mother-infant bonding. In addition, the music therapy programme seemed a particularly suitable vehicle for promoting positive mother-infant bonding. However it was found that although the music therapy programme may have been helpful in a positive mother-infant bonding process, there was no evidence to suggest that this would necessarily extend to promoting a secure attachment relationship, given the personal, structural and legal factors associated with the high ‘at-risk’ context. An attachment-based music therapy programme may well have a more useful role to play in a lower risk context where mothers and babies remained for longer in the facility, and where the programme could continue throughout the women’s transition into the community and beyond.</p>

scholarly journals Promoting positive interactions between midwives and obstetricians at the primary/secondary interface

2021 ◽  
Vol 57 ◽  
pp. 41-48
Author(s):  
Rachel Cassie ◽  
Christine Griffiths ◽  
George Parker
Keyword(s):  
New Zealand ◽  
Thematic Analysis ◽  
Maternity Care ◽  
Interprofessional Collaboration ◽  
Theoretical Perspective ◽  
Positive Interactions ◽  
Health Board ◽  
District Health ◽  
Interprofessional Communication ◽  
Aotearoa New Zealand

Background: Interprofessional communication is a critical component of safe maternity care. The literature reports circumstances in Aotearoa New Zealand and overseas when interprofessional collaboration works well between midwives and obstetricians, as well as descriptions of unsatisfactory communication between the two professions. Aim: To explore and define effective collaboration between midwives and obstetricians at the primary/secondary interface in maternity care, in order to generate suggestions to foster positive collaboration. Method: Eight primary care midwives, three obstetricians and two obstetric registrars from a single District Health Board in Aotearoa New Zealand were interviewed about their interactions at the primary/secondary interface and their understanding, and use, of the Referral Guidelines. The theoretical perspective was Appreciative Inquiry. Data were analysed using thematic analysis. Findings: Results indicate usually positive interprofessional interactions. Dominant emergent themes are the need to negotiate differing philosophies, to clarify blurred boundaries that sometimes lead to lack of clear lines of responsibility, and the importance of three-way conversations. Of the three themes, this article focuses on three-way communication between midwife, obstetrician/registrar and woman. Participants reported that, when effective three-way communication between woman, midwife and obstetrician occurred, philosophical difference could be negotiated, blurred boundaries clarified and understanding of the respective roles of the LMC midwife and the obstetric team promoted. Participants value the Referral Guidelines but report some limitations to their applicability. Conclusion: Effective three-way communication promotes good maternity care. This study has identified ways to support optimal communication.

Cultures in Cyberspace: Communications System Design as Social Sculpture

2016 ◽  
Author(s):  
Anna Couey
Keyword(s):  
Technological Change ◽  
American Indian ◽  
System Design ◽  
Culturally Diverse ◽  
Concept Design ◽  
Cultural Meanings ◽  
Cultural Backgrounds ◽  
Communications Network ◽  
Art Practices ◽  
Communications System

Cultures in Cyberspace was a temporary communications network organized by the author in 1992 to connect five culturally diverse online communities in conversation: American Indian Telecommunications/Dakota BBS (US), Arts Wire (US), ArtsNet (Australia), the WELL (US), and Usenet (international). Produced at a time of impending transformational technological change, the project provided a platform for people to participate in co-creating cyberspace, bringing their cultural backgrounds, stories and histories to the table. Cultures in Cyberspace was based on the premise that social, political and cultural meanings are made possible or not depending on who is connected to whom and the forms of communication that are supported and prioritized. The chapter discusses the art practices and socio-political context that informed the project, as well as its concept, design, implementation, and content. It includes participants' contemporary reflections on questions raised by the project.

scholarly journals Medical students’ affective reactions to workplace experiences: qualitative investigation in a Chinese cultural context

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Huei-Ming Yeh ◽  
Wan-Hsi Chien ◽  
Daniel Fu-Chang Tsai ◽  
Tim Dornan ◽  
Ling-Ping Lai ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Environments ◽  
Compassion Fatigue ◽  
Cultural Context ◽  
Cultural Hegemony ◽  
Affective Reactions ◽  
Cultural Backgrounds ◽  
Thick Description ◽  
Complex Interactions ◽  
Workplace Experiences

Abstract Background Compassion fatigue, unprofessional behavior, and burnout are prompting educators to examine medical students’ affective reactions to workplace experiences. Attributes of both students and learning environments are influenced by their socio-cultural backgrounds. To prevent ‘educational cultural hegemony’, opinion leaders have advocated research in under-represented cultural contexts, of which Asia is a prime example. This study aimed to broaden the discourse of medical education by answering the question: how do students react affectively to workplace experiences in a Chinese cultural context? Methods In 2014, the authors recruited five female and seven male Taiwanese clerkship students to make 1–2 audio-diary recordings per week for 12 weeks describing affective experiences, to which they had consciously reacted. The authors analyzed transcripts of these recordings thematically in the original Mandarin and prepared a thick description of their findings, including illustrative extracts. An English-speaking education researcher helped them translate this into English, constantly comparing the interpretation with the original, untranslated data. Results (Mis) matches between their visions of future professional life and clerkship experiences influenced participants’ affective reactions, thoughts, and behaviors. Participants managed these reactions by drawing on a range of personal and social resources, which influenced the valence, strength, and nature of their reactions. This complex set of interrelationships was influenced by culturally determined values and norms, of which this report provides a thick description. Conclusion To avoid educational cultural hegemony, educators need to understand professional behavior in terms of complex interactions between culturally-specific attributes of individual students and learning environments. Trial registration The ethics committee of the National Taiwan University (NTU) Hospital gave research ethics approval (20130864RINB).

The Dynamics of Acculturation Among Older Immigrants in Australia

2020 ◽  
Vol 51 (6) ◽  
pp. 424-441
Author(s):  
Shuang Liu ◽  
Sharon Dane ◽  
Cindy Gallois ◽  
Catherine Haslam ◽  
Tran Le Nghi Tran
Keyword(s):  
Cultural Identity ◽  
Cultural Identities ◽  
Ethnic Culture ◽  
Way Of Life ◽  
Cultural Backgrounds ◽  
Acculturation Strategies ◽  
Older Immigrants ◽  
The Social ◽  
Depth Interviews ◽  
Over Time

This study explores different acculturation pathways that older immigrants follow, and the social/cultural identities they claim (or do not claim), as they live and age in Australia. Data were collected from 29 semi-structured, in-depth interviews with older immigrants (65+ years) from nine cultural backgrounds. We used participants’ self-defined cultural identity to explore how these cultural identities were enacted in different contexts. Mapping self-defined cultural identity with narratives about what participants do in relation to ethnic and host cultures, we found three dynamic acculturation pathways: (a) identifying with the ethnic culture while embracing aspects of Australian culture, (b) identifying with Australian culture while participating in the ethnic culture, and (c) identifying with both cultures while maintaining the way of life of the ethnic culture. These pathways show that acculturation strategies are not necessarily consistent with self-defined identity, within the same individual or over time. Rather, the participants’ narratives suggest that their life in the settlement country involves ongoing negotiation across people, culture, and relationships. The findings highlight the importance for acculturation research to be situated in the context in which immigrants find themselves, to capture the nuances of these dynamic acculturation experiences.

Sign in / Sign up

Export Citation Format

Share Document