Journal Article From the Editor Get access Laura E Beer, PhD, MT-BC Laura E Beer, PhD, MT-BC lbeer@maryville.edu Search for other works by this author on: Oxford Academic PubMed Google Scholar Music Therapy Perspectives, Volume 41, Issue 1, Spring 2023, Pages 1–2, https://doi.org/10.1093/mtp/miad010 Published: 31 March 2023
期刊文章来自编辑获取访问Laura E Beer，博士，MT-BC Laura E Beer，博士，MT-BC lbeer@maryville.edu搜索作者的其他作品:牛津学术PubMed谷歌学者音乐治疗观点，第41卷，第1期，2023年春季，1 - 2页，https://doi.org/10.1093/mtp/miad010出版:2023年3月31日
{"title":"From the Editor","authors":"Laura E Beer","doi":"10.1093/mtp/miad010","DOIUrl":"https://doi.org/10.1093/mtp/miad010","url":null,"abstract":"Journal Article From the Editor Get access Laura E Beer, PhD, MT-BC Laura E Beer, PhD, MT-BC lbeer@maryville.edu Search for other works by this author on: Oxford Academic PubMed Google Scholar Music Therapy Perspectives, Volume 41, Issue 1, Spring 2023, Pages 1–2, https://doi.org/10.1093/mtp/miad010 Published: 31 March 2023","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135289244","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}
{"title":"The music therapy assessment manual: A guide to data-based decision making","authors":"Garret Hunter Baumler, Abbey L. Dvorak","doi":"10.1093/mtp/miac028","DOIUrl":"https://doi.org/10.1093/mtp/miac028","url":null,"abstract":"","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42602451","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}
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.
{"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":" ","pages":""},"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}
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.
{"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":" ","pages":""},"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}
This analysis aims to bring disability issues and the realities of systemic ableism to the center of discourse and action related to music therapy and social justice. An account of my evolving understanding of how ableism shaped my relationship with music draws attention to the importance of understanding the subtle yet palpable ways that ableism can invade even the most positive aspects of disabled peoples’ lives and, therefore, contribute in disturbing ways to the perpetuation of normalcy as the human ideal. I begin by providing some essential context to center my activist disability identity and the struggle that underpins the current analysis. I then engage with the performance of normal and explore my discovery of disability as possibility—a discovery that ultimately made space for significant transformation. An explanation of critical disability studies and ableism as important transformative influences follows, and I conclude by articulating some possible implications for music therapy education and training, research, and practice.
{"title":"Performing Normal: Restless Reflections on Music’s Dis/Abling Potential","authors":"C. Bruce","doi":"10.1093/mtp/miab015","DOIUrl":"https://doi.org/10.1093/mtp/miab015","url":null,"abstract":"\u0000 This analysis aims to bring disability issues and the realities of systemic ableism to the center of discourse and action related to music therapy and social justice. An account of my evolving understanding of how ableism shaped my relationship with music draws attention to the importance of understanding the subtle yet palpable ways that ableism can invade even the most positive aspects of disabled peoples’ lives and, therefore, contribute in disturbing ways to the perpetuation of normalcy as the human ideal. I begin by providing some essential context to center my activist disability identity and the struggle that underpins the current analysis. I then engage with the performance of normal and explore my discovery of disability as possibility—a discovery that ultimately made space for significant transformation. An explanation of critical disability studies and ableism as important transformative influences follows, and I conclude by articulating some possible implications for music therapy education and training, research, and practice.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43789441","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}
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.
{"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":" ","pages":""},"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}
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.
{"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":" ","pages":""},"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}
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.
{"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":" ","pages":""},"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}
C. Shaw, Victoria Churchill, S. Curtain, Allison Davies, Brede Davis, Zoe Kalenderidis, Emily Langlois Hunt, Benjamin McKenzie, Megan Murray, G. Thompson
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.
{"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":" ","pages":""},"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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：