Safeguarding Curricular Self-Experiences in Undergraduate Music Therapy Education and Training

Hiller, James; Belt, Courtney; Gardstrom, Susan C.; Willenbrink-Conte, Joy

doi:10.1093/mtp/miaa027

Cited by 4 publications

(2 citation statements)

References 18 publications

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“…The musical thinking of individual adolescents is creative, independent, general, and critical [ 9 , 24 ]. In learning, they can look at problems comprehensively and can draw inferences from one case to the conclusion of a certain problem and draw parallels.…”

Section: Discussionmentioning

confidence: 99%

Effect of Multivoice Chorus on Interpersonal Communication Disorder

Lei

2022

Occupational Therapy International

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Objective. As a type of music therapy, multipart chorus does not have high requirements for participants, and the basic level can be high or low. For college students, it is more likely to participate. Exploring the effect of multivoice chorus intervention on college students’ mental health can provide reference for school psychological correction work. This study uses multivoice chorus as a means, combined with certain group psychological counseling techniques, to try to explore a new model for improving the mental health of college students. Method. Fifty college students in prison were selected as subjects and randomly divided into the control group and experimental group. The multivoice chorus method was used to conduct an intervention test on the mental health of the college students in the experimental group, and the observation was carried out for 3 months. Before and after the intervention, the anxiety self-rating scale, the trust scale, the social avoidance and distress scale, the shyness scale, the UCLA loneliness scale, and the college student psychological test personality subtest were used for psychological testing and evaluation. Results/Discussion. College students can actively recognize and reflect on their own behavior, and objectively evaluate others. Through the cognition and management of emotions, college students can handle personal emotions well in interpersonal communication. In the later stage of multivoice chorus, they can help each other, establish a mutual assistance system, help each other, and discuss and learn interpersonal communication skills together, so that college students can learn good interpersonal communication experience and skills from others in various interactions, achieve self-help, and promote college students to work together. In the process of interfering with interpersonal communication disorder, simple psychological counseling has also improved the phenomenon of interpersonal communication disorder, but the experimental effect is far from the effect of the combination of music education and psychological counseling, and it is relatively unstable in the stability test. In the specific operation, in the purely psychological counseling process, college students with interpersonal barriers do not actively cooperate with the intervention, the operating atmosphere is relatively dull, and the teachers are time-consuming and labor-intensive during the psychological counseling process, but the results are minimal. The only effect is also worn out within a few weeks, and the stability is poor. It can be seen that music education has played a pivotal role as a medium in the intervention of interpersonal communication disorders, which can make the intervention process easier, more effective, and more stable.

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Section: Discussionmentioning

confidence: 99%

Effect of Multivoice Chorus on Interpersonal Communication Disorder

Lei

2022

Occupational Therapy International

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“…From the current development, college students' mental health has become a very concerned problem. In the teaching process of colleges and universities, we need to choose teaching methods that are more close to students' real life to promote the development of college students' mental health [ 3 ]. From the relevant investigation and analysis, college students are interested in learning music, which provides an effective basis for college students to use music to treat psychological problems [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

Analysis of the Effectiveness of Music Therapy on Mental Health of College Students

Wen-qin

2022

Journal of Healthcare Engineering

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Music therapy is a relatively mature marginal subject at present, and it is also a relatively common treatment method. This kind of treatment can better help college students get rid of bad psychology and guide their psychology to develop in a healthy direction. Mental health is one of the important indicators to measure the comprehensiveness of human quality and plays an important role in the sustainable development of human beings. Music therapy plays a very important role in college students’ mental health education. As a marginal subject, music therapy combines music, medicine, and psychology, which is beneficial to alleviate students’ bad emotions and psychological problems, and helps college students form a sound personality. Using music therapy can let college students vent their emotions in a suitable environment and atmosphere and then guide them correctly. This paper introduces the effectiveness of music therapy in college students’ mental health education and then puts forward important measures to promote the implementation of music therapy in college students’ mental health education.

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Music Therapy Pre-internship Education and Training: Support for a Methods-Based Approach

Gardstrom

Hiller

Heiderscheit

et al. 2021

Music Therapy Perspectives

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As music therapists, music is our primary realm of understanding and action and our distinctive way of joining with a client to help them attain optimal health and well-being. As such, we have adopted and advocate for a music-focused, methods-based (M-B) approach to music therapy pre-internship education and training. In an M-B approach, students’ learning is centered on the 4 music therapy methods of composing, improvising, re-creating, and listening to music and how these music experiences can be designed and implemented to address the health needs of the diverse clientele whom they will eventually encounter as practicing clinicians. Learning is highly experiential, with students authentically participating in each of the methods and reflecting on these self-experiences as a basis for their own clinical decision-making. This is differentiated from a population based (P-B) approach, wherein students’ attention is directed at acquiring knowledge about the non-musical problems of specific “clinical populations” and the “best practice” music interventions that are presumed to address these problems. Herein, we discuss both approaches, identifying the limitations of a P-B perspective and outlining the benefits of an M-B curriculum and its relevance to 21st-century music therapy practice.

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Safeguarding Curricular Self-Experiences in Undergraduate Music Therapy Education and Training

Cited by 4 publications

References 18 publications

Effect of Multivoice Chorus on Interpersonal Communication Disorder

Effect of Multivoice Chorus on Interpersonal Communication Disorder

Analysis of the Effectiveness of Music Therapy on Mental Health of College Students

Music Therapy Pre-internship Education and Training: Support for a Methods-Based Approach

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