Music to counter violence: a preventative approach for working with adolescents in schools

Nöcker-Ribaupierre, Monika; Wölfl, Andreas

doi:10.1080/08098131.2010.489997

Cited by 30 publications

(14 citation statements)

References 2 publications

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“…Spatial structure, temporal structuring, perceptual organization, psychomotor disorders, psychomotricity, and literacy (Martín Domínguez, 2008) are also important issues for a high percentage of people who are detained in prisons. Several studies have reported social and emotional benefits derived from a sense of enjoyment and confidence when making music together (Cohen, 2007(Cohen, , 2009Noecker-Ribaupierre & Woelfl, 2010;Henley et al, 2012). The Flamenco box-drum workshop is used to develop an individual identity through the development of a group identity.…”

Section: Discussionmentioning

confidence: 98%

Developing A Musical Workshop with Young Inmates at Rehabilitation and Reintegration Centers

Pérez-Aldeguer

2015

Procedia - Social and Behavioral Sciences

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Based on the importance of education as an essential tool for the rehabilitation and social reintegration of inmates and the use of music as a means to discovering new forms of interaction, this paper stems from a previous research aimed to enhance the identity and self-esteem of 27 young offender men. A total of 40 sessions of a Flamenco box-drum workshop were carried out and the participants completed an adaptation of the Aspects of Identity Questionnaire (AIQ-IV) and the Rosenberg scale before and after the workshop. Results indicated a significant difference (p < .00) between pretest and posttest measurements of identity. Self-esteem, however, showed no statistically significant changes. This paper presents the development of a musical workshop with young inmates concluding about the importance of music education as a tool to promote a positive interaction for personal growth.

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Section: Discussionmentioning

confidence: 98%

Developing A Musical Workshop with Young Inmates at Rehabilitation and Reintegration Centers

Pérez-Aldeguer

2015

Procedia - Social and Behavioral Sciences

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“…In the early 1990s the DrumPower-Program was developed in a clinical context in Germany and transferred to the school context in 2000 (Wölfl and Uffelmann 1993;Aichele and Wölfl 1995;Nöcker-Ribaupierre and Wölfl 2010, Wölfl 2001, 2012, 2015. It is based on an integrative approach founded in developmental psychology and combining psychodynamic, humanistic, systemic and exercise-centred methods.…”

Section: Drumpower: a Music Therapy Programme For Preventing Violencementioning

confidence: 99%

DrumPower – music for a better community in the classroom: Group music therapy programme for violence prevention, social integration and empowerment in schools – suggestions from Community Music Therapy approaches

Wölfl¹

2016

International Journal of Community Music

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Prevention of violence is one of the major social responsibilities of the twentyfirst century, requiring effective preventative measures at many levels. Music as a non-verbal and emotive medium provides general and specific means for promoting aggression regulation, social integration and empowerment. Different music 66 active participation improvisation conflict resolution Community Music Therapy therapeutic procedures seem to be useful and the ideas of Community Music Therapy can expand the methodical approaches in German Music Therapy. This article presents a specific music therapy programme for the prevention of violence in school classes, which has been scientifically elaborated upon over the past few years in Germany. After describing the programme, called DrumPower, the article will conclude with the question as to what extent the different approaches can be useful to each other in the future.

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“…Identified manuscripts included several papers in which the support relationship between music therapist and teachers was suggested rather than described (Bunt, 2003;Kim, 2009;McFerran & Wölfl, 2015;Nocker-Ribaupierre & Wolfl, 2010) as well as articles that highlighted the perspectives of other members of the school community and included mention of teacher support practices (Rickson & Twyford, 2011;Ropp, Caldwell, Dixon, Angell, & Vogt, 2006;Twyford, 2012). Papers that outlined music therapy work in a special education or alternative school setting and referred specifically to skill sharing between music therapist and teacher were also included.…”

Section: Identification Of Publications For Reviewmentioning

confidence: 99%

What About the Teacher? A Critical Interpretive Synthesis on Literature Describing Music Therapist/Teacher Consultation in Schools

Steele

Crooke²,

McFerran³

2020

Voices

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Abstr Abstract actThis article presents findings from a critical interpretive synthesis of the literature pertaining to music therapist teacher support. Descriptions of music therapists providing support to teachers were identified in 40 publications and subject to a process of critical interrogation. Through this process, three tensions were identified that had the potential to impact negatively on teachers' sustainment of outcomes from the music therapist teacher support experience. These included the challenge of a prevailing focus on students rather than teachers, an underlying tension between descriptions of education and therapy, and a lack of teacher-driven learning intentions. Within the following paper we argue for a shift from a focus on the needs of students to the agency of teachers to maximise possibilities for achieving sustained outcomes from future music therapist teacher support programs. We further propose widening the scope of music therapist support in schools to better align with the professional role of teachers.

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Music to counter violence: a preventative approach for working with adolescents in schools

Cited by 30 publications

References 2 publications

Developing A Musical Workshop with Young Inmates at Rehabilitation and Reintegration Centers

Developing A Musical Workshop with Young Inmates at Rehabilitation and Reintegration Centers

DrumPower – music for a better community in the classroom: Group music therapy programme for violence prevention, social integration and empowerment in schools – suggestions from Community Music Therapy approaches

What About the Teacher? A Critical Interpretive Synthesis on Literature Describing Music Therapist/Teacher Consultation in Schools

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