Music Therapy Perspectives最新文献_第5页

An Exploratory Thematic Analysis of Factors That Influence Sleep in Music Therapy Undergraduate Students 音乐治疗本科学生睡眠影响因素的探索性专题分析

IF 1.2

Music Therapy Perspectives Pub Date : 2023-02-14 DOI: 10.1093/mtp/miac031

Ananya Muralidharan, Michael J. Silverman

{"title":"An Exploratory Thematic Analysis of Factors That Influence Sleep in Music Therapy Undergraduate Students","authors":"Ananya Muralidharan, Michael J. Silverman","doi":"10.1093/mtp/miac031","DOIUrl":"https://doi.org/10.1093/mtp/miac031","url":null,"abstract":"\u0000 Sleep has an essential role in the health, wellbeing, and ability to learn of undergraduate college and university students (UCUS). Due to high credit loads, the music curriculum, and music therapy competencies, music therapy students may experience difficulties obtaining adequate sleep. Therefore, the purpose of this study was to understand factors that enable or inhibit sleep in undergraduate music therapy students. We conducted semi-structured interviews with 14 junior and senior level music therapy UCUS at public institutions in the United States. We used an inductive approach to thematic analysis to analyze data and incorporated member checking and trustworthiness to clarify and verify the results. We identified three themes (supported by seven subthemes) as factors that impacted the sleep of undergraduate music therapy students: (a) academic schedule and expected time commitment; (b) intrinsic motivation to become better student music therapists; and (c) wellness-based education and personal factors. The results of this study provide insight into the various factors that might adversely affect sleep in undergraduate music therapy students and have consequences on their health, wellbeing, and learning. Implications for students and educators, limitations of the study, and suggestions for future research are provided.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46303692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Virtual Parent Coaching of Music Interventions for Young Autistic Children in Mexico 墨西哥青少年自闭症儿童音乐干预的虚拟家长指导

IF 1.2

Music Therapy Perspectives Pub Date : 2023-01-02 DOI: 10.1093/mtp/miac030

Eugenia Hernandez-Ruiz

{"title":"Virtual Parent Coaching of Music Interventions for Young Autistic Children in Mexico","authors":"Eugenia Hernandez-Ruiz","doi":"10.1093/mtp/miac030","DOIUrl":"https://doi.org/10.1093/mtp/miac030","url":null,"abstract":"\u0000 The coronavirus disease (COVID-19) pandemic disrupted education, peer interactions, and social access for a large percentage of learners and created increased stress and workloads for parents, particularly in families of autistic children, who lost access to specialized services. Providing parents with resources to support their children at home became a necessity. This exploratory study investigated the feasibility of a parent coaching model of music interventions through virtual sessions in a low-resource country. Eight families participated in six 1-hr weekly sessions where the music therapist shared music interventions for young autistic children through videoconferencing. Results show that parent coaching in a virtual setting is feasible, useful, and acceptable for parents. All parents improved in their ability to modify the environment to address child’s needs, adequately respond to their child’s communication attempts, and provide opportunities for engagement and natural reinforcement. Parents found the coaching important, useful, and supportive. Initial recommendations for practice include providing guidelines for safe sessions; adapting to family needs, strengths, and culture; relaying information quickly and concisely; and ensuring that parents can access local services to continue their parenting journey.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48255146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Performing Normal: Restless Reflections on Music’s Dis/Abling Potential 表演正常：对音乐的消解潜力的不安思考

IF 1.2

Music Therapy Perspectives Pub Date : 2022-09-01 DOI: 10.1093/mtp/miab015

C. Bruce

引用次数: 1

Who Is Being Silenced?: Sociocultural and Privilege Dynamics Within Music Therapy Education 谁在沉默？：音乐治疗教育中的社会文化与特权动态

IF 1.2

Music Therapy Perspectives Pub Date : 2022-09-01 DOI: 10.1093/mtp/miac023

Debra Jelinek Gombert

{"title":"Who Is Being Silenced?: Sociocultural and Privilege Dynamics Within Music Therapy Education","authors":"Debra Jelinek Gombert","doi":"10.1093/mtp/miac023","DOIUrl":"https://doi.org/10.1093/mtp/miac023","url":null,"abstract":"\u0000 This phenomenological study brought a critical lens to the views and contexts of seven music therapists. Semi-structured interviews examined participants’ experiences of the sociocultural and privilege dynamics within music therapy education. Purposive sampling allowed the researcher to center the perspectives of participants who collectively described themselves with intersections of the following identities: black, white, Latinx, Chinese, South East Asian, male, female, non-binary, disabled, non-disabled, straight, pansexual, and one self-identified dyke. An iterative inductive analysis revealed several emergent themes related to inequity and the decentering of minoritized voices within music therapy: the theme A Very White Lens focused on a Eurocentric approach in education and practice that, by failing to acknowledge and center a variety of perspectives, reduces equitable access to both students and clients; Silenced Experiences of Minoritized Voices included participant experiences of anti-Blackness, white privilege, and white fragility within music therapy; When Does Culture Matter? captured responses to and the dangers of an approach that ignores cultural differences; and How We Talk About Culture included concerns and suggestions about the structure of the discourse around cultural intersections, privilege, and race in music therapy education and practice. These findings bring to light some of the structures of power and privilege at the core of music therapists’ education and training. Themes highlighted in this paper center the experiences of individuals who belong to minoritized populations and in so doing, emphasize the need to listen to a greater diversity of voices in the conversation about equity and inclusion in music therapy.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47723156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Intersections of Race, Burnout, and Self-Care in Social Justice and Music Therapy 种族、倦怠和自我关怀在社会正义和音乐治疗中的交叉

IF 1.2

Music Therapy Perspectives Pub Date : 2022-09-01 DOI: 10.1093/mtp/miac002

Ami Kunimura

{"title":"The Intersections of Race, Burnout, and Self-Care in Social Justice and Music Therapy","authors":"Ami Kunimura","doi":"10.1093/mtp/miac002","DOIUrl":"https://doi.org/10.1093/mtp/miac002","url":null,"abstract":"Burnout, race, self-care, and social justice are multidimensional and dynamic topics that have multiple intersections and implications for music therapists. Exploring the relationship between race and burnout is necessary because centuries of racism have created health and occupational inequities for people of color and because retaining a diverse workforce is essential for quality client care. This is especially important for music therapy, where professionals of color are underrepresented in a field that serves a diverse clientele with music, a culturally centered art form. This article will first explore current research on race and 2 types of burnout. Occupational burnout is a current public health issue and activist burnout is a major barrier to sustaining social movements. These 2 types of burnout may overlap and may be symptoms of larger systemic and social issues. Although self-care is needed to navigate both occupational burnout and activist burnout, self-care is not just a means of burnout prevention and stress management. In the context of race and social justice, self-care takes on deeper meanings and purposes that can be further supported by the principles of moral courage and moral resilience to cultivate progress, strength, equity, and inclusion in the music therapy profession. Self-care can symbolize freedom and compassion, and new perspectives will be offered on acknowledging self-care as an ethical responsibility and honoring self-care as an inherent human right.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41355119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

(Un)Learning from Experience: An Exposition of Minoritized Voices on Music Therapy Training （Un）从经验中学习：未成年声音在音乐治疗训练中的阐释

IF 1.2

Music Therapy Perspectives Pub Date : 2022-09-01 DOI: 10.1093/mtp/miac024

F. Myerscough, Denise Wong

{"title":"(Un)Learning from Experience: An Exposition of Minoritized Voices on Music Therapy Training","authors":"F. Myerscough, Denise Wong","doi":"10.1093/mtp/miac024","DOIUrl":"https://doi.org/10.1093/mtp/miac024","url":null,"abstract":"\u0000 Having met teaching at a local university around inclusive healthcare practice, the authors came together to write a reflective exploration of our experiences as minoritized music therapy trainees in the United Kingdom (UK). This subject has received limited attention in music therapy publications, in particular with the attention to the intersectionality of multiple and/or different axes of oppression. Originally from Hong Kong, Denise came to the UK a decade ago; she shared her experiences in navigating incidents of discrimination and microaggression while living in the UK. Francis considered how their experience of training was impacted by their positioning as someone transgender (trans), queer, and disabled, and by other aspects of their life history. We devised an interview schedule upon which to base a shared discussion and identified themes arising, which we analyze here. The themes discussed are self, self-experience & self-presentation; insider–outsider; inequity & minoritized labor; landscape of minority stress; power & institutional culture; fear & negative impacts; communication & feedback; positive experiences; and personal growth & reflexivity. In particular, we emphasize the importance of reflexivity both at the trainers’ individual level and the level of the wider training institution. This requires a commitment to sustained learning and improvement within and beyond training across the profession.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44428806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Lived Experience Perspectives on Ableism Within and Beyond Music Therapists’ Professional Identities 音乐治疗师职业身份内外残疾的生活体验视角

IF 1.2

Music Therapy Perspectives Pub Date : 2022-09-01 DOI: 10.1093/mtp/miac001

C. Shaw, Victoria Churchill, S. Curtain, Allison Davies, Brede Davis, Zoe Kalenderidis, Emily Langlois Hunt, Benjamin McKenzie, Megan Murray, G. Thompson

{"title":"Lived Experience Perspectives on Ableism Within and Beyond Music Therapists’ Professional Identities","authors":"C. Shaw, Victoria Churchill, S. Curtain, Allison Davies, Brede Davis, Zoe Kalenderidis, Emily Langlois Hunt, Benjamin McKenzie, Megan Murray, G. Thompson","doi":"10.1093/mtp/miac001","DOIUrl":"https://doi.org/10.1093/mtp/miac001","url":null,"abstract":"\u0000 The 10 authors contributing to this reflective essay are comprised of music therapy practitioners, academics, and students with lived experience of disability, neurodivergence, or/and chronic physical and mental health conditions. We will discuss the impact of ableism in our music therapy work, both for participants and for music therapists. Beyond outright discrimination of people with disability, ableism is typically linked to an agenda to normalize and cure. In contrast, music therapists working from a position of post-ableist music therapy seek to collaboratively provide conditions and musical experiences that are less disabling and restrictive through addressing barriers and facilitating connections. We will discuss how including post-ableist perspectives might also create safer spaces for music therapists with lived experience of disability, neurodivergence, and/or chronic physical and mental health conditions. In this critical commentary, we wish to move from a deficit understanding of therapists with lived experience that is often implicit in codes of ethics and standards of practice, to one that celebrates the richness and knowledge that our experience brings. To embed post-ableist perspectives into our profession at all levels, we will discuss the implications for student training and supervision when accessibility is centered in practicum and classroom learning activities. In conclusion, we aim to make apparent the fact that therapists can and do come in all forms and with all backgrounds and that recognizing health diversity in our profession benefits us all.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43861321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Music Therapists’ Experiences of Therapeutic Relationships with Clients with Marginalized Gender Identities and Sexual Orientations 音乐治疗师与边缘化性别认同和性取向客户的治疗关系体验

IF 1.2

Music Therapy Perspectives Pub Date : 2022-09-01 DOI: 10.1093/mtp/miac026

Sarah Biedka

{"title":"Music Therapists’ Experiences of Therapeutic Relationships with Clients with Marginalized Gender Identities and Sexual Orientations","authors":"Sarah Biedka","doi":"10.1093/mtp/miac026","DOIUrl":"https://doi.org/10.1093/mtp/miac026","url":null,"abstract":"\u0000 This phenomenological inquiry investigated the ways in which music therapists perceive and discuss their music therapy relationships (MTRs) with people with marginalized gender identities and sexual orientations. Five participants completed semi-structured interviews that were transcribed and analyzed with reflexive emphasis on member checking and data triangulation. First-level analysis utilized values coding and second-level analysis refined values themes to distill individual participant essences (Saldaña, 2016). The coding manual for qualitative researchers. SAGE). Subsequent horizontalization across participants was then used to discern collective participant essences (Saldaña, 2016). The coding manual for qualitative researchers. SAGE). Critical feminist, queer, disability, anti-oppressive, and humanist theory lenses shaped the foundation and perception of the project with particular attention to intersectionality, intersubjectivity, and power dynamics in relationships. Findings included commentary on MT/client identities and balance in relationships; contextual influences on MT processes; necessity of cultural humility (CH) and cultural sustainability (CS) and respect for identity complexity; and the role of implicit/explicit communication in MTRs. Crucially, participants and the researcher endorse a non-clinical view of people with marginalized gender identities and sexual orientations, and the researcher urges introspection regarding identity, supervision, and the space that MTs and clients occupy within the MTR construct. Discussion, recommendations for future research and applications to MT theory, research, and practice are provided.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49385481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Voices of Change: Learning from the Lived Experiences of Minoritized Music Therapists 变革之声：学习未成年音乐治疗师的生活经验

IF 1.2

Music Therapy Perspectives Pub Date : 2022-09-01 DOI: 10.1093/mtp/miac027

Sangeeta Swamy, Adenike Webb

引用次数: 3

Understanding the Experience of Discussing Race and Racism During Clinical Supervision for Black Music Therapy Students 理解黑人音乐治疗学生在临床监督中讨论种族和种族主义的经验

IF 1.2

Music Therapy Perspectives Pub Date : 2022-09-01 DOI: 10.1093/mtp/miab027

Janae Phaedra Imeri, J. Jones

{"title":"Understanding the Experience of Discussing Race and Racism During Clinical Supervision for Black Music Therapy Students","authors":"Janae Phaedra Imeri, J. Jones","doi":"10.1093/mtp/miab027","DOIUrl":"https://doi.org/10.1093/mtp/miab027","url":null,"abstract":"\u0000 The experiences of Black music therapy students discussing race and racism in clinical supervision were explored in this study. Participants included 5 Black music therapy students with at least one semester of supervised fieldwork. Recruitment occurred through varied methods utilizing professional networks and snowballing. Data included written survey responses and individual interviews. Utilizing a thematic analysis approach, researchers reviewed that each participant’s dataset generated preliminary codes. Next, researchers grouped codes and compared groupings across datasets. Researchers reached an agreement on 7 themes. Theme 1 addressed the immense vulnerability it takes for Black students to discuss race in and out of supervision. Theme 2 described defensive behaviors from white supervisors, staff members, and peers in response to discussing race. Theme 3 revealed the significance of validating that racism happens to Black students. Theme 4 noted the power supervisors wield over Black students, the privilege white supervisors possess, instances of racism from supervisors, and retaliation from supervisors in response to conversations of race. Theme 5 uncovered a pattern of white supervisors “acknowledging” their privilege and not acting on this self-discovery. Theme 6 examined participants’ feeling like an outsider and supporting themselves in their education. Theme 7 addressed exasperation due to an unchanging oppressive system. Findings connect to the emerging literature on culturally responsive supervision, provide new insights into the supervision of Black music therapy students, and identify the need for change.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42927478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0