Musical care in adolescence

Abstract

This chapter addresses musical care in adolescence from the perspective of how music can support adolescents’ critical developmental needs, including emotional self-regulation and identity development. The chapter approaches music as a multifaceted resource that is available in the lives of adolescents and often naturally functions as a healthy part of their psychosocial development. In contrast, the chapter also presents the authors’ notions of music as sometimes not functioning in helpful ways in adolescents’ lives. This leads to discussion of the importance of critically evaluating the potentially helpful and unhelpful uses of music and the role of professionals in helping adolescents to gain awareness of their music engagement patterns. From a disciplinary perspective, this chapter is grounded in a dialogue between music psychology research and music therapy clinical practice and research, further integrating perspectives from music sociology, music education, and adolescent development. The authors’ interdisciplinary understanding of musical care in adolescence draws mutually from their work in scientific research and practice. After introducing the authors’ approach, the chapter elaborates on how, why, and where music functions as a healthy resource for adolescents, in terms of emotional self-regulation and development of personal and social identity. Then the chapter introduces the authors’ research on identifying potentially unhealthy patterns of music engagement and presents examples of how this research knowledge can be applied into clinical work and how professionals can guide adolescents towards improved musical care. Reaching the best possible musical care for each adolescent is a dialogical journey, supported by research and professionals, yet authored by the young themselves.

Perspectives on Musical Care Throughout the Life Course: Introducing the Musical Care International Network

“…For example, discussants noted the challenges, such as performance anxiety, frequently experienced by individuals undertaking musical performance training and careers (Kenny, 2010; Nicholson et al, 2015; Zhukov, 2019). Some suggested that it is necessary not only to define what is meant by musical care but also to note what kinds of musical experiences should not be considered caring, and indeed examples of potential negative effects of musical activities in particular social contexts and from different historical perspectives (Daykin et al, 2017; Fischer & Greitemeyer, 2016; Gouk, 2017b; Saarikallio & McFerran, 2022).…”