Collaborative peer lyric writing during music therapy training: a tool for facilitating students' reflections about clinical practicum experiences

Baker, Felicity; Krout, Robert E.

doi:10.1080/08098131.2010.486132

Cited by 27 publications

(25 citation statements)

References 23 publications

(43 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…6,[27][28][29][30][31] Study design Nine (33%) of the included studies had a controlled design, with six (22%) having random assignment of participants to Skype or to a control, 10,12,13,19,21,25 with the remaining three studies (11%) having non-randomised assignment. 8,22,30 Five studies (19%) reported a pre-test / post-test design, 9,11,16,26,28 while three (11%) reported method-comparison studies.…”

Section: Study Purposementioning

confidence: 99%

“…We classified twelve (44%) of the included studies as "feasibility studies" (Table 3); [5][6][7][8][9][10][11][12][13][14][15][16][17] nine (33%) as "clinical studies" (Table 5); [18][19][20][21][22][23][24][25][26] and six articles (22%) as "clinical education" studies (Table 7). 6,[27][28][29][30][31] Study design Nine (33%) of the included studies had a controlled design, with six (22%) having random assignment of participants to Skype or to a control, 10,12,13,19,21,25 with the remaining three studies (11%) having non-randomised assignment.…”

Section: Study Purposementioning

confidence: 99%

“…The remaining two (7%) articles described international studies between Canada and Botswana, 30 and between Australia and the United States. 6 In total, thirteen countries were represented (Table 13) …”

Section: Countrymentioning

confidence: 99%

“…Nursing Students represented in three (11%) studies, 6,17,31 with one study reporting a mixed-methods design. 27 Six articles (22%) reported simple descriptive studies (Table 9).…”

mentioning

confidence: 99%

See 3 more Smart Citations

The clinical use of Skype—For which patients, with which problems and in which settings? A snapshot review of the literature

Armfield

Bradford

2015

International Journal of Medical Informatics

129

119

View full text Add to dashboard Cite

Section: Study Purposementioning

confidence: 99%

Section: Study Purposementioning

confidence: 99%

Section: Countrymentioning

confidence: 99%

“…Nursing Students represented in three (11%) studies, 6,17,31 with one study reporting a mixed-methods design. 27 Six articles (22%) reported simple descriptive studies (Table 9).…”

mentioning

confidence: 99%

See 2 more Smart Citations

The clinical use of Skype—For which patients, with which problems and in which settings? A snapshot review of the literature

Armfield

Bradford

2015

International Journal of Medical Informatics

129

119

View full text Add to dashboard Cite

“…Another very important part of a music therapist's training is to develop self-reflection skills, which are best achieved during clinical practice by working as a music therapist under supervision. For example, Baker and Krout (2011) have reported the findings of a pilot study, where music therapy students from Australia and the USA used song writing to share their experiences in clinical training. Although students were concerned about their beginner level of competency in music therapy, they also made it clear that they had nevertheless been able to learn a great deal from their clients, which was a new finding from the educators' point of view (Baker & Krout, 2011).…”

Section: Educational Aspects (Neurology and Neuropsychology)mentioning

confidence: 99%

Professional Competences of Music Therapists Working in Post-stroke Rehabilitation

Forsblom

Ala-Ruona²

2012

Voices

View full text Add to dashboard Cite

The aim of this qualitative study is to gain more insight into the skills and knowledge that music therapists feel they need, in order to work successfully with people who have had an acute stroke. For this purpose, six music therapists were interviewed about their own particular specialist education. Another interview topic for them was to recount their subjective experiences of poststroke rehabilitation work in hospitals and health care units during the course of two projects that they participated in. The first was a project that specifically used music listening during acute stroke rehabilitation; and the second was a project, which used more active music therapy techniques, like drumming during acute stroke rehabilitation.In the first project, patients who were bedridden in hospitals or health care units could listen to familiar songs that stimulated them in both a physical and cognitive way, and helped them to relax and regulate their moods better. In the second project different therapeutic approaches were observed and reflected upon during the piloting phase of the project and then an ideal combination of the activities was defined for the main phase. The resulting clinical music therapy model was thus created to specifically meet the special needs of stroke patients.Three crucial factors gleaned from the interviews that were seen to affect clinical thinking were: a) knowledge concerning the neurological basis of strokes; b) good patient interaction; and c) accurate observation of the physiological and psychological aspects of music therapy. In this way, these results provide a better understanding of the tacit knowledge possessed by music therapists who work within stroke rehabilitation.

show abstract

Trajectories of Change in Creative and Personal Factors in First‐Year Creative Arts Therapies Students

Diamant

Orkibi

2022

Journal of Creative Behavior

View full text Add to dashboard Cite

There is little research on the transformational processes of creative arts therapies (CATs) students during training compared to other healthcare professions. CATs training relies on arts‐based experiential learning that can develop the therapist’s creative self‐beliefs, psychological mindedness, and perspective‐taking. This single group pre–post study examined the changes in these unstudied, yet essential, creative and personal factors in a sample of 191 CATs students in the first year of their master’s degree program in Israel. It was hypothesized that students would report a statistically significant increase in creative and personal measures from the beginning to the end of their first year of training, but this hypothesis was only partially supported. There were different development trajectories in each CATs discipline in terms of creative identity, creative self‐efficacy, psychological mindedness, and perspective‐taking. The discussion sheds light on these results by considering the domain‐specific differences between the CATs disciplines and their respective training approaches, and through follow‐up interview data collected from trainers in each CATs track. This study thus contributes to a better understanding of the trajectories of change of these attributes in CATs students. Training programs should consider these results when building curricula, to nurture the balance between students’ artistic and helping competencies.

show abstract

Collaborative peer lyric writing during music therapy training: a tool for facilitating students' reflections about clinical practicum experiences

Cited by 27 publications

References 23 publications

The clinical use of Skype—For which patients, with which problems and in which settings? A snapshot review of the literature

The clinical use of Skype—For which patients, with which problems and in which settings? A snapshot review of the literature

Professional Competences of Music Therapists Working in Post-stroke Rehabilitation

Trajectories of Change in Creative and Personal Factors in First‐Year Creative Arts Therapies Students

Contact Info

Product

Resources

About