{"title":"为什么音乐专业的学生要参加辅导?英国某音乐学院原因的纵向研究","authors":"R. Matei, J. Ginsborg","doi":"10.1177/00224294231168622","DOIUrl":null,"url":null,"abstract":"Music students in tertiary education struggle with a range of health-related problems. We investigated students’ self-referrals for counseling at a UK conservatoire to explore trends in students’ attendance at counseling sessions over time and identify their reasons for seeking and continuing to attend counseling. We conducted a secondary analysis of data collected from 645 students by two in-house counselors at the conservatoire between 2000 and 2016. We obtained analogous data on all students registered during the same period for comparison and conducted nonparametric tests of association between the groups. A total of 645 students attended a mean of eight ( Mdn = 4) counseling sessions over the 16-year period: 63% were female, 79% were from the UK, and 72.5% were undergraduate students. The percentages of students attending counseling increased from 2 (1%) in 2000–2001 to 71 (13%) in 2015–2016. The presenting concerns of almost one in 10 students who sought counseling were related to self-esteem, self-confidence, ego strength, and coping ability. Their main reasons for continuing to attend counseling were also to do with self and identity, relationships, academic concerns, loss, abuse, and anxiety. Female students, postgraduate students, and those studying singing were most likely to attend counseling sessions.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Why Do Music Students Attend Counseling? A Longitudinal Study of Reasons in One UK Conservatoire\",\"authors\":\"R. Matei, J. Ginsborg\",\"doi\":\"10.1177/00224294231168622\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Music students in tertiary education struggle with a range of health-related problems. We investigated students’ self-referrals for counseling at a UK conservatoire to explore trends in students’ attendance at counseling sessions over time and identify their reasons for seeking and continuing to attend counseling. We conducted a secondary analysis of data collected from 645 students by two in-house counselors at the conservatoire between 2000 and 2016. We obtained analogous data on all students registered during the same period for comparison and conducted nonparametric tests of association between the groups. A total of 645 students attended a mean of eight ( Mdn = 4) counseling sessions over the 16-year period: 63% were female, 79% were from the UK, and 72.5% were undergraduate students. The percentages of students attending counseling increased from 2 (1%) in 2000–2001 to 71 (13%) in 2015–2016. The presenting concerns of almost one in 10 students who sought counseling were related to self-esteem, self-confidence, ego strength, and coping ability. Their main reasons for continuing to attend counseling were also to do with self and identity, relationships, academic concerns, loss, abuse, and anxiety. Female students, postgraduate students, and those studying singing were most likely to attend counseling sessions.\",\"PeriodicalId\":47469,\"journal\":{\"name\":\"Journal of Research in Music Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2023-04-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in Music Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/00224294231168622\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Music Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/00224294231168622","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Why Do Music Students Attend Counseling? A Longitudinal Study of Reasons in One UK Conservatoire
Music students in tertiary education struggle with a range of health-related problems. We investigated students’ self-referrals for counseling at a UK conservatoire to explore trends in students’ attendance at counseling sessions over time and identify their reasons for seeking and continuing to attend counseling. We conducted a secondary analysis of data collected from 645 students by two in-house counselors at the conservatoire between 2000 and 2016. We obtained analogous data on all students registered during the same period for comparison and conducted nonparametric tests of association between the groups. A total of 645 students attended a mean of eight ( Mdn = 4) counseling sessions over the 16-year period: 63% were female, 79% were from the UK, and 72.5% were undergraduate students. The percentages of students attending counseling increased from 2 (1%) in 2000–2001 to 71 (13%) in 2015–2016. The presenting concerns of almost one in 10 students who sought counseling were related to self-esteem, self-confidence, ego strength, and coping ability. Their main reasons for continuing to attend counseling were also to do with self and identity, relationships, academic concerns, loss, abuse, and anxiety. Female students, postgraduate students, and those studying singing were most likely to attend counseling sessions.
期刊介绍:
The quarterly Journal of Research in Music Education comprises reports of original research related to music teaching and learning. The wide range of topics includes various aspects of music pedagogy, history, and philosophy, and addresses vocal, instrumental, and general music at all levels, from early childhood through adult.