Relevant bibliographies by topics / Music therapy students

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Music therapy students'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Music therapy students"

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Scheiby, Benedikte B., and Inge Nygaard Pedersen. "Inter Music Therapy in the Training of Music Therapy Students." Norsk Tidsskrift for Musikkterapi 8, no. 1 (1999): 58–71. http://dx.doi.org/10.1080/08098139909477954.

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Lim, H. A., and C. M. Befi. "Music Therapy Career Aptitude and Generalized Self-Efficacy in Music Therapy Students." Journal of Music Therapy 51, no. 4 (2014): 382–95. http://dx.doi.org/10.1093/jmt/thu029.

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Amir, Dorit, and Ehud Bodner. "Music therapy students' reflections on their participation in a music therapy group." Nordic Journal of Music Therapy 22, no. 3 (2013): 243–73. http://dx.doi.org/10.1080/08098131.2012.762035.

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Gooding, Lori F., and D. Gregory Springer. "Music Therapy Knowledge and Interest: A Survey of Music Education Majors." Journal of Music Therapy 57, no. 4 (2020): 455–74. http://dx.doi.org/10.1093/jmt/thaa020.

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Abstract Music teachers play an important role in exposing students to career options in the field of music. As a result, there is a need to explore music education students’ interest in and knowledge of music therapy. The purpose of this study was to investigate music education students’ exposure to, knowledge of, and willingness to promote music therapy as a career option for prospective collegiate students. A survey was given to 254 music education majors from four research institutions, two with and two without music therapy degree programs. Participants answered demographic, yes/no, Liker
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Jackson, N. A., and S. C. Gardstrom. "Undergraduate Music Therapy Students' Experiences as Clients in Short-Term Group Music Therapy." Music Therapy Perspectives 30, no. 1 (2012): 65–82. http://dx.doi.org/10.1093/mtp/30.1.65.

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An, So Yoon and Kim, Eun Jew. "A Survey of College Music Students' Perceptions of Music Therapy." Korean Journal of Music Therapy 20, no. 2 (2018): 101–25. http://dx.doi.org/10.21330/kjmt.2018.20.2.101.

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Lindvang, Charlotte. "Group Music Therapy – a part of the music therapy students’ training at Aalborg University." Group Analysis 48, no. 2_suppl (2015): 36–41. http://dx.doi.org/10.1177/0533316415583262g.

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Kim, Youngshin. "A qualitative study of music therapy students' experiences of clinical music improvisation in music therapy improvisation class." Korean Journal of Music Therapy 12, no. 2 (2010): 1–32. http://dx.doi.org/10.21330/kjmt.2010.12.2.1.

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Warren, Rebecca J. "The Impact of Invisible Illness and Invisible Disability on Music Therapy Practica Students." Journal of Music Therapy 57, no. 2 (2020): 193–218. http://dx.doi.org/10.1093/jmt/thaa004.

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Abstract A variety of factors affect the success of music therapy students in practica. Many music therapy students may have invisible illnesses or invisible disabilities (II/ID) that affect their work. II/ID have physical or psychological effects but are not apparent to an observer. Such illnesses may include chronic illnesses, mental illnesses, and developmental disabilities. Although researchers have studied the success of post-secondary students with II/ID and the success of music therapy students without II/ID, there is a lack of research on music therapy students who identify with having
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Sutja, Akmal, and Rully Andi Yaksa. "Pengaruh Relaxation Music Therapy (RMT) Pada Kecemasan Akademik." Psychocentrum Review 3, no. 1 (2021): 52–62. http://dx.doi.org/10.26539/pcr.31572.

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This study aimed to evaluate the effect of relaxation music therapy (RMT) to reduce academic anxiety before carrying out the final academic exam. The type of this research is Pre-Experiment with one group pretest-posttest design. The subjects in this study were 51 final year students preparing for their final academic examinations at Universitas Jambi, using purposive sampling. The instrument used was an anxiety scale. Data analysis used nonparametric statistical techniques using the Wilcoxon Signed-Ranks Test and the Rasch Model. The results show that there is an effect of RMT to reduce acade
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Dissertations / Theses on the topic "Music therapy students"

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Jarachovic, Jacquelyn Sarah. "Vocal Health Education for Preservice Music Education Students." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588190950179913.

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Kim, Seung-A. "PREDICTORS OF ACCULTURATIVE STRESS AMONG INTERNATIONAL MUSIC THERAPY STUDENTS IN THE U.S." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/81191.

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Music Therapy<br>Ph.D.<br>The purpose of the study was to examine factors such as the number of years lived in the U.S., English proficiency, neuroticism, openness, and music therapy student academic stress (MTSAS) that predict acculturative stress among international music therapy students studying in the U.S. An on-line survey was conducted with a U.S. sample of international music therapy students. Among the 134 participants who originally came from 25 countries returned the survey, 97 with complete data (88 women and 9 men; 38 undergraduate and 59 graduate students) were included in the ma
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Rodriguez, Delilah. "Music Integration Therapy| An Instructional Tool for Students with Special Needs." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10640904.

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<p> Students with special needs are required by law to have an individualized education plan based on their unique educational needs. Special education teachers understand these needs and provide students with instructional strategies that allow them to succeed. Music has often been used to provide students with disabilities alternative ways to learn new content; however, the use of music integration therapy in the special education setting as well as its impact on the engagement behaviors on students with special needs is not widely documented in current educational research. A collective cas
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Simons, Jasmine. "Use of the Diagnostic and Statistical Manual-5 Among Current Music Therapy Students." UKnowledge, 2014. http://uknowledge.uky.edu/music_etds/37.

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The Diagnostic and Statistical Manual (DSM) provides updates of diagnostic criteria and it is crucial that clinicians from all relevant fields are aware of new terminology. Music therapists are increasingly being added to interdisciplinary teams and need to efficiently communicate with other professionals. This study aimed to discover if current music therapy students are familiar with the DSM-5 before they enter their professional practice. Music therapy students from two American Music Therapy Association-approved universities completed a survey aimed to assess their use and knowledge of the
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Hattingh, Marica Susanna. "Students’ experiences at community placements : drawing from a Community Music Therapy framework." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/37391.

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This study explores the experiences of a group of music therapy students in setting up and working at three community placements: a residential home for the mentally disabled, an HIV/Aids clinic at a state hospital and a shelter for homeless boys. The study investigates how these students made use of a Community Music Therapy framework in conducting, reflecting on and discussing the music therapy work at these placements. The research was conducted utilizing qualitative research methodology and data were in the form of three semi-structured interviews which were conducted with the six st
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Oklan, Ari M. "Reauthoring Narratives with Alternative Education Students Using Recorded Music Expressive Arts." Thesis, Alliant International University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10278105.

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<p> Alternative education students face many interacting challenges that put them at significant risk of dropping out of school (Carver &amp; Lewis, 2010), as well as deleterious health and psychological outcomes, and intergenerational cycles of sociopolitical disadvantage (Laird, Kienzel, Debell &amp; Chapman, 2007). Despite the persistent national epidemic of school dropout, few studies have investigated treatments for alternative education students, often characterized as &ldquo;difficult to reach&rdquo; given the chronic substance abuse, low motivation, and poor attendance typical of this
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Fu, Chang-Chi Musetta. "Music therapy and women's health effects of music-assisted relaxation on women graduate students' stress and anxiety levels /." Diss., Connect to online resource - MSU authorized users, 2008.

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Scheppmann, Margaret R. "FACTORS INFLUENCING MUSIC THERAPY CAREER CHOICE IN THE UNITED STATES: A STUDY OF STUDENT VALUES AND EXPECTANCIES." UKnowledge, 2019. https://uknowledge.uky.edu/music_etds/147.

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The understanding of why students decide to become music therapists is valuable information for music therapy educators and policy makers and published information is lacking. The use of expectancy-value theory provides a framework to understand student choices. Researchers can better understand why students purse a career in music therapy by examining students’ abilities, beliefs, expectancies, and values related to the choice. The purpose of this study was to examine why current undergraduate and equivalency students want to be music therapists. Music therapy students (N = 129) throughout th
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Iwamasa, Dawn A. "The effect of music-assisted relaxation training on measures of state anxiety and heart rate under music performance conditions for college music students." Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2324.

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The purpose of this study was to examine the effects of a music-assisted relaxation training program as a treatment method for college music students suffering from performance anxiety. A total of 40 participants were randomly assigned to the experimental (n=20) and wait-list control (n=20) groups. The experimental group received six music-assisted relaxation training sessions while the wait-list control group received no contact. Dependent measures included pre- and post-test State Trait Anxiety Inventory (ST AI) scores and heart rate measurements during individual jury examinations (performa
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Doran, Kirk. "A descriptive study of the assessment of music aptitude in students with mental retardation /." This electronic address not available when searched on Jan. 25, 2005, 1998. http://www.isr.bucknell.edu/catlinks/kdwebthesis.html.

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Books on the topic "Music therapy students"

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Adolescents, music and music therapy: Methods and techniques for clinicians, educators and students. Jessica Kingsley Publishers, 2010.

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Carroll, Debbie. Clinical improvisation techniques in music therapy: A guide for students, clinicians and educators. Charles C. Thomas, Publisher, Ltd., 2013.

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Lloyd, Pat. Let's all listen: Songs for group work in settings that include students with learning difficulties and autism. Jessica Kingsley, 2007.

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Self-esteem, recovery and the performing arts: A textbook and guide for mental health practitioners, educators and students. Charles C. Thomas, 2011.

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Douglass, Donna. Self-esteem, recovery and the performing arts: A textbook and guide for mental health practitioners, educators and students. Charles C. Thomas, 2011.

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Edwards, Jane. Conceptualizing Music Therapy. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.32.

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New students of music therapy soon find that the most common inquiry about their field of study is “What is music therapy?” They may also be asked questions such as “Does that work?” Even experienced practitioners in the field can find these questions annoyingly routine in meeting new colleagues. In answering these questions, providing a definition of music therapy is important. There are multiple constructs through which the functions and capacities of music therapy can be usefully discussed. Five of these areas are elaborated in theOxford Handbook of Music Therapy; music therapy contexts and
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Wigram, Tony, and Denise E. Grocke. Receptive Methods in Music Therapy: Techniques and Clinical Applications for Music Therapy Clinicians, Educators and Students. Jessica Kingsley Publishers, 2007.

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(Editor), Felicity Baker, and Tony Wigram (Editor), eds. Songwriting: Methods, Techniques And Clinical Applications For Music Therapy Clinicians, Educators And Students. Jessica Kingsley Publishers, 2005.

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1970-, Baker Felicity, and Wigram Tony, eds. Songwriting: Methods, techniques and clinical applications for music therapy clinicians, educators, and students. Jessica Kingsley Publishers, 2005.

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Wigram, Tony. Improvisation: Methods and Techniques for Music Therapy Clinicians, Educators, and Students. Jessica Kingsley Publishers, 2004.

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Book chapters on the topic "Music therapy students"

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Torres, María Luisa Montánchez, and Verónica Juárez Ramos. "Music Therapy." In Advances in Early Childhood and K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3111-1.ch008.

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The use of music as a therapeutic discipline has become well established in schools over the course of many years. Music therapy has very positive, therapeutic results on children with any type of special educational need but in particular students with autism spectrum disorder (ASD) and intellectual disabilities (IDs). This chapter looks at inclusive education and research-based instructional strategies within the realm of music as a pedagogical alternative when working with students with ASD and IDs in the general education classroom. The chapter presents two case studies—one involving a student with ASD and another involving a student with an ID. Solutions and recommendations on further implementation and research of music therapy in inclusive classroom settings are provided.
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Dalton, Thomas A., and Robert E. Krout. "Using Music Therapy-Based Songwriting to Support Bereaved Students." In Supporting Bereaved Students at School. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190606893.003.0012.

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This chapter focuses on therapeutic songwriting approaches and techniques for supporting bereaved students. Music therapy-based songwriting offers grieving students a myriad of opportunities to validate, identify, normalize, and express thoughts and emotions, as well as to understand, feel, remember, integrate, and grow. An overview of the “VINE principle” (validation, identification, normalization, and expression of feelings and emotions) is provided as a useful way to support healthy grieving. The Grief Process Scale is an evidence-based measure of five grief process areas (understanding, feeling, remembering, integrating, and growing) and has been used in music therapy to document changes in core behaviors, thoughts and feelings regarding a child’s loved one, and how the child is coping since the death. Recommendations for those leading music interventions are included, as well as song resources and tips for non-music therapists.
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Lubet, Alex. "Music, Music Therapy, Disability Studies, Bioethics, and Health Humanities." In Teaching Health Humanities, edited by Olivia Banner, Nathan Carlin, and Thomas R. Cole. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190636890.003.0020.

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This essay describes two disability-related courses—Disability Ethics and Music, Disability, and Society—which have become de facto requirements (one or both courses) for graduate students in music therapy. Music therapists comprise much of the majority of students in these courses who come from healthcare fields. This essay contemplates, in Disability Ethics, the roles of music/musicians/music therapists in bioethics and the role of bioethics in music therapy. In Music, Disability, and Society, students learn that music-making—presumably a talent or hyperability—offers a uniquely valuable perspective on disability. Disability Ethics proposes that mainstream bioethics takes too narrow a view of its potential reach. It marginalizes those professionals beyond doctors, nurses, policymakers, and administrators, such as health workers and other practitioners in mind–body praxis—including, for example, music teachers—who might benefit from its teachings, methods, and research and who at the same time themselves might have a beneficial impact on those teachings and methods. Music, Disability, and Society proposes that, through contemplating the place of talent in culture, the socially constructed aspects of disability are illuminated.
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Vēra, Iveta, and Olga Blauzde. "Kuldīgas novada izglītības darbinieku viedoklis par mūzikas terapijas nepieciešamību." In Mūzikas terapija II : pētniecība, pieredze, prakse, atmiņas: zinātnisko rakstu krājums. LiePA, 2021. http://dx.doi.org/10.37384/mt.2021.064.

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Aim of the research: To find out the opinion of educational personnel of Kuldīga county about the necessity of music therapy for reducing various disorders and problems for students in general education establishments. Methods of research: Theoretical research methods: research and analysis of literature, cognitive sources. Empirical research methods: educa-tional personnel survey, interviews with music therapists, interview with an employee of the administration of educational institutions. Data processing and analysis methods: graphical data processing, descriptive statistics technique. Results of the research: Description of educational system in Latvia, the support of teamwork, behavioural disorders, problems among students and the role of music therapy in their reduction. The empirical study identified the opinion of Kuldīga county educational personnel about the necessity of music therapy for reducing various disorders and problems for students in general education establishments in the county. Applicability of the paper: Work can be used for further topic researches as an informative and educational tool for art/music therapists and education system`s workers. Master's thesis can be used by both emerging and existing music therapists, art therapy students, educational staff, support staff for educational institutions, educators, and students` parents.
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Derrington, Philippa. "‘What’s the WiFi code in here?’: Connecting with adolescents in music therapy." In Handbook of Music, Adolescents, and Wellbeing. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198808992.003.0015.

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Introducing the third section of the Handbook, which broadly addresses connectedness, music, and adolescents, this chapter focuses on the context of a secondary school in the United Kingdom for students with social, emotional, and mental health needs, and explores how music therapy can help young people find creative new ways of connecting. The importance of the music therapy space, the resources, and communication with teaching staff are highlighted alongside a person-centred and psychodynamic approach. One resource, the video camera, is presented as having an important role in connecting with young people in sessions. Discussed and illustrated through case examples, the camera is shown to offer young people different ways of experiencing and re-experiencing, interacting, sharing control, witnessing, and being witnessed, leading to positively adaptive interconnectedness and emotional wellbeing.
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Roga, Maija, and Mirdza Paipare. "Mūzikas terapija pēcdzemdību depresijas mazināšanai." In Mūzikas terapija II : pētniecība, pieredze, prakse, atmiņas: zinātnisko rakstu krājums. LiePA, 2021. http://dx.doi.org/10.37384/mt.2021.080.

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In recent years, the topic of postpartum depression has become more and more relevant, but despite this, research on the effectiveness of music therapy and its possibilities in reducing postpartum depression is limited, but in Latvia this type of research in music therapy has not been conducted, so this study could be useful to other students of music therapy and other fields. The results of the study could be useful to GPs (family doctor) and gynecologists to prescribe the most appropriate method of treatment for the patient. The aim of the article is to reflect the progress and results of a study that explored and reviewed the possibilities of music therapy for the reduction of postpartum depression. The study included 40 women with postpartum depression - 20 in the study and 20 in the control group. The study group members participated in twelve music therapy sessions.
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Humberstone, James. "Drum Programming Minus One (Beginner)." In The Music Technology Cookbook. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197523889.003.0004.

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This chapter describes a lesson that uses a software step sequencer and portable speaker to teach students how to construct rhythmic patterns (or “beats”) uncomplicated by pitch, thereby learning about rhythmic values and patterns within meter. In the process of learning how to make beats, students will learn about concepts such as tempo and meter. By neglecting pitch, students can more easily grasp complex aspects of rhythm, such as individual rhythmic values (eighth note, 16th note, etc.). This is a lesson minus-one (or zero, if you prefer) because it is a pure constructivist approach to teaching drum programming. It can be used with young kids, or kids who might not have used music technology before.
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Conference papers on the topic "Music therapy students"

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Gelichak, S. M., and I. I. Nikolaeva. "Music therapy as a way to correct negative emotional states school children at music lessons." In All-Russian scientific-practical conference of young scientists, graduate students and students. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-139.

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Kawahara, Hideki, Eri Haneishi, and Kaori Hagiwara. "Realtime feedback of singing voice information for assisting students learning music therapy." In 2017 International Conference on Orange Technologies (ICOT). IEEE, 2017. http://dx.doi.org/10.1109/icot.2017.8336098.

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Xiong, Yi. "A Brief Analysis of the Positive Effects of Music Therapy on College Students’ Psychological Health." In Proceedings of the 3rd International Conference on Economics and Management, Education, Humanities and Social Sciences (EMEHSS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/emehss-19.2019.21.

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Yulisetyaningrum, Nurlaily Prasetyawati, and Eka Pratiwi. "The Effect of Therapy Music of Natural Sound to Anxiety in the Last Batch Students." In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.097.

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Pu Cheng and Rong Chen. "Notice of Retraction: Study on therapeutic effect of music therapy on patients with dental anxiety of College Students." In 2010 International Conference on E-Health Networking, Digital Ecosystems and Technologies (EDT 2010). IEEE, 2010. http://dx.doi.org/10.1109/edt.2010.5496628.

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Babić, Matea, and Maria-Helena Ružić. "Music therapy - rehabilitation of patients and stroke." In NEURI 2015, 5th Student Congress of Neuroscience. Gyrus JournalStudent Society for Neuroscience, School of Medicine, University of Zagreb, 2015. http://dx.doi.org/10.17486/gyr.3.2212.

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Ormuž, Tena, and Josipa Brčić. "Music therapy as a complementary approach with premature infants." In NEURI 2015, 5th Student Congress of Neuroscience. Gyrus JournalStudent Society for Neuroscience, School of Medicine, University of Zagreb, 2015. http://dx.doi.org/10.17486/gyr.3.2217.

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