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Journal articles on the topic 'Music therapy students'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Blanco-Piñeiro, Patricia, M. Pino Díaz-Pereira, and Aurora Martínez. "Common postural defects among music students." Journal of Bodywork and Movement Therapies 19, no. 3 (2015): 565–72. http://dx.doi.org/10.1016/j.jbmt.2015.04.005.

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12

문지영. "A Phenomenological Study of Music Therapy Students’ Experiences of Music Psychotherapy in Music Psychotherapy Class." Korean Journal of Music Therapy 16, no. 2 (2014): 45–68. http://dx.doi.org/10.21330/kjmt.2014.16.2.45.

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13

Smith, Jacqueline C. "Hidden in Plain Sight: A Music Therapist and Music Educator in a Public School District." International Journal of Music Education 36, no. 2 (2017): 182–96. http://dx.doi.org/10.1177/0255761417712319.

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The purpose of this intrinsic case study was to clarify the roles of a music educator and music therapist in a North American public school district. This case was unique because some of the students with special needs received both music instruction and music therapy services, yet there was little collaboration between the two disciplines. In an effort to learn more about each music discipline and to add to the knowledge base of the connections between music education and music therapy I posed four research questions: (1) What were the goals of the music teacher and music therapist for the st

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14

Prickett, Carol A., and Madeline S. Bridges. "Familiarity with Basic Song Repertoire: Music Education/Therapy Majors versus Elementary Education Majors." Journal of Research in Music Education 46, no. 4 (1998): 461–68. http://dx.doi.org/10.2307/3345343.

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An audiotape of the tunes of 25 standard songs assumed to be known by everyone who has finished Grade 6 was played for 273 undergraduate music therapy and music education students and 306 elementary education students who were beginning a music skills class. Music majors identified significantly more tunes than did elementary education majors, but the means for both groups indicated that neither had developed a strong repertoire of standard songs outside the college classroom. Several songs that music educators have stated are very important for children to learn could not be identified by eve

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15

Meadows, Anthony, Anne Schempp, and Bronwen Landless. "Integrating Music Therapy Students into Interprofessional Education: Academic Program Development." Music Therapy Perspectives 38, no. 2 (2019): 135–42. http://dx.doi.org/10.1093/mtp/miz024.

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Abstract Interprofessional education (IPE) occurs when students from two or more professions associated with health or social care engage in learning with, from, and about each other. IPE addresses four essential competencies that not only seek to prepare students for interprofessional practice, but also strive to improve the overall quality of healthcare delivery for patients and their families. This article describes the development of an IPE program that fully integrates music therapy students into program-wide and program-to-program IPE events. We identify core components of IPE, describe

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16

Orieščiková, Helena. "Music philetics and its use with students." Pedagogika. Studia i Rozprawy 29 (2020): 137–45. http://dx.doi.org/10.16926/p.2020.29.09.

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Personally engaging musical experiences can be a driving moment, a motivating force in the development of the student. Their use in education and prevention can be of great importance. The emergence of music philetics theoretically makes it possible to anchor the issue of music experience in connection with music creation and to use inspiration from music therapy in the educational process, focus music experiences on the personal and social development of students and offer practical solutions for the implementation of music experience methods developing and enriching personalities of particul

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17

Wheeler, B. L. "Experiences and Concerns of Students During Music Therapy Practica." Journal of Music Therapy 39, no. 4 (2002): 274–304. http://dx.doi.org/10.1093/jmt/39.4.274.

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18

Wheeler, Barbara L., and Cindy Williams. "Students' thoughts and feelings about music therapy practicum supervision." Nordic Journal of Music Therapy 21, no. 2 (2012): 111–32. http://dx.doi.org/10.1080/08098131.2011.577231.

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19

Oldfield, Amelia. "Teaching Music Therapy Students on Practical Placements — Some Observations." Journal of British Music Therapy 6, no. 1 (1992): 13–17. http://dx.doi.org/10.1177/135945759200600104.

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In this article the author makes observations about some of the difficulties that music therapy students experience while they are on clinical placements. Suggestions are made about how to help and teach students during their clinical placements. After some general observations, the author talks at length about how to help the student with “clinical improvisation” and then considers two other important areas: “the ability to form a relationship with the client” and “learning to fit into a team of other professionals”.

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20

Curtis, S. L. "A Simulation Game for Students: The Music Therapy Game." Music Therapy Perspectives 5, no. 1 (1988): 111–13. http://dx.doi.org/10.1093/mtp/5.1.111.

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21

Sari, Nengke Puspita, and Sutri Yani. "Effectiveness of Therapy Classical Music Intervention to Stress in Writing Scientific Paper Among Students of Sapta Bakti Health Academy Bengkulu." Jurnal Sains Kesehatan 24, no. 1 (2017): 46–52. http://dx.doi.org/10.37638/jsk.24.1.46-52.

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Stress is a condition of physical and psychological stress due to the demands of the self and the environment. The many demands of the task and the scientific paper is a stressor that can cause stress for students. One method to overcome the stress that is with music therapy. This study aimed to determine differences in stress levels before and after music therapy at the final stage of a student who made scientific paper at Sapta Bakti Health Academy Bengkulu. The sampling technique in this study was Purposive Sampling with the number of respondents 31 people. This type of study was pre-experi

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22

Liu, Yueqiao. "RESEARCH ON MENTAL HEALTH INTERVENTION OF COLLEGE STUDENTS BASED ON MUSIC THERAPY." Revista Brasileira de Medicina do Esporte 27, spe (2021): 40–42. http://dx.doi.org/10.1590/1517-8692202127012020_0106.

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ABSTRACT Although contemporary college students are in an era of stable environment and rich economy, the society has stricter requirements on their study and work. College students face various pressures from themselves and society, and psychological problems emerge one after another. From the practice abroad, music therapy itself has fully demonstrated the alleviation and improvement of people’s mental health. Music is a part of human life, and its penetration and influence on human behavior is unparalleled by other cultural forces. Music does not only give people the enjoyment of beauty, bu

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23

Situmorang, Dominikus David Biondi. "Academic Anxiety sebagai Distorsi Kognitif terhadap Skripsi: Penerapan Konseling Cognitive Behavior Therapy dengan Musik." Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling 4, no. 2 (2019): 114. http://dx.doi.org/10.26858/jpkk.v4i2.5252.

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In Indonesia, undergraduate thesis is still a pretty scary end task for most students. Many of them do procrastination, keep away from supervisors, do non-productive things as a form of anxiety diversion, and the most extreme is to commit suicide as a result of excessive academic anxiety on undergraduate thesis. The education counselor as one of the college internal agents is expected to solve the problems that often occur every year. Based on Cognitive Behavior Therapy (CBT) counseling approach, the academic anxiety experienced by students is a cognitive distortion caused by maladaptive core

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24

Bodner, Ehud, and Einat Assa Polansky. "The attitudes of music therapy students and professionals regarding the emotional valence of improvisations in music therapy." Nordic Journal of Music Therapy 25, no. 3 (2015): 273–95. http://dx.doi.org/10.1080/08098131.2015.1067248.

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25

Schwartzberg, E. T., and M. J. Silverman. "Categorization by Competency of Studies Involving Music Therapy Students in the Journal of Music Therapy, 1964-2008." Music Therapy Perspectives 29, no. 1 (2011): 50–64. http://dx.doi.org/10.1093/mtp/29.1.50.

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26

Son, Hae Kyoung, Wi-Young So, and Myoungsuk Kim. "Effects of Aromatherapy Combined with Music Therapy on Anxiety, Stress, and Fundamental Nursing Skills in Nursing Students: A Randomized Controlled Trial." International Journal of Environmental Research and Public Health 16, no. 21 (2019): 4185. http://dx.doi.org/10.3390/ijerph16214185.

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Purpose: Nursing students often experience anxiety and stress when taking exams that test their fundamental nursing skills. Complementary alternative methods, such as aromatherapy and music therapy, have effectively alleviated such negative emotions among nursing students. However, few studies have examined the effects of combined therapy interventions or compared the effects of different interventions. This study identified the individual and combined effects of aromatherapy and music therapy on test anxiety, state anxiety, stress, and fundamental nursing skills among nursing students in Kore

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27

Yosephine, Yosephine, Monty P. Satiadarma, and Yohana Theresia. "PENGARUH TERAPI MUSIK TERHADAP PENURUNAN PERILAKU AGRESI PADA REMAJA." Jurnal Muara Ilmu Sosial, Humaniora, dan Seni 3, no. 2 (2019): 509. http://dx.doi.org/10.24912/jmishumsen.v3i2.3562.2019.

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Buss (dalam Baron & Richardson, 2004) mengatakan bahwa perilaku agresi merupakan sebuah tindakan yang bertujuan untuk menyakiti orang lain. Perilaku agresi paling tinggi berada pada masa perkembangan remaja, khususnya pada usia 14 sampai dengan 18 tahun (Farrel et al., 2005; Karriker-Jaffe, Foshee, Ennett, & Suchindran, 2009). Terapi musik merupakan proses penyembuhan yang menggunakan media musik untuk memenuhi kebutuhan fisik, emosional, kognitif, dan sosial pada individu di segala umur (AMTA, 2005). Terapi musik diprediksi dapat menurunkan perilaku agresi pada remaja, terbukti dari b

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28

O'Leary, Catherine. "Book Review: Receptive Methods in Music Therapy, Techniques and Clinical Applications for Music Therapy Clinicians, Educators and Students." British Journal of Music Therapy 21, no. 1 (2007): 31–33. http://dx.doi.org/10.1177/135945750702100107.

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29

Choi, Seul Gi, and Kyung Sun Kang. "The Effects of Cognitive-Behavior Music Therapy on Stage Fright of Music Major Students." Music Theory Forum 25, no. 2 (2018): 135–59. http://dx.doi.org/10.15571/mtf.2018.25.2.135.

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30

Tiszai, Luca, and Zsuzsanna Szűcs-Ittzés. "Community music therapy projects between musicians living with severe disabilities and adolescent music students." Nordic Journal of Music Therapy 25, sup1 (2016): 152–53. http://dx.doi.org/10.1080/08098131.2016.1180203.

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31

Johnson, Melissa A., Heather Coles, Laurie Keough, Betsey King, and Melissa Reed. "Co-Delivered Integrative Music and Language Therapy: Positive Outcomes Through Music Therapy and Speech-Language Pathology Collaboration." Perspectives of the ASHA Special Interest Groups 4, no. 2 (2019): 261–68. http://dx.doi.org/10.1044/2019_pers-sig2-2018-0006.

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Purpose Persons with aphasia can sometimes retain the ability to sing, and several studies have shown the effectiveness of using music to improve speech and language output. The purposes of this article were to discuss the theoretical principles and observed speech-language outcomes of a co-delivered integrative music and language therapy (CIMaLT) methodology for adults with chronic aphasia in a college-based clinic, to describe the interprofessional clinical education model used at the clinic, and to present a case example of CIMaLT implementation. Conclusion CIMaLT is an effective and feasib

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32

Gardstrom, S. C., and N. A. Jackson. "Personal Therapy for Undergraduate Music Therapy Students: A Survey of AMTA Program Coordinators." Journal of Music Therapy 48, no. 2 (2011): 226–55. http://dx.doi.org/10.1093/jmt/48.2.226.

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33

Lindvang, Charlotte. "Surveys on music therapy students’ own therapy as a part of the training." Nordic Journal of Music Therapy 25, sup1 (2016): 43–44. http://dx.doi.org/10.1080/08098131.2016.1179947.

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34

Agrawal, Amit, Arumugam Indira, PhanishreeV Pydimarry, et al. "Effectiveness of music therapy on academic performance of nursing students." International Journal of Academic Medicine 4, no. 3 (2018): 278. http://dx.doi.org/10.4103/ijam.ijam_32_18.

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35

Lan, Huei-Yi Whitney. "Academic and Cultural Adjustment Among Asian Students in Graduate Music Therapy Programs." Music Therapy Perspectives 38, no. 1 (2020): 89–98. http://dx.doi.org/10.1093/mtp/miz020.

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Abstract Institute of International Education (Open doors report on international educational exchange: International student enrollment trends, 1948/49–2017/18) data indicated that during the 2017–2018 academic year, 1,094,792 international students were studying at a college or university in the United States, of which 62% came from Asian countries such as China, Indonesia, Japan, Malaysia, South Korea, Taiwan, and Vietnam. Recognizing the importance of a diverse student body, universities have developed programs to assist international students in adapting to the U.S. culture and education

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36

Nawir, Mohammad, Mokh Ulil Hidayat, and Iskandar Iskandar. "MUSIK SEBAGAI MEDIA DAKWAH DALAM PEMBERDAYAAN SISWA TUNA GRAHITA NIPOTOWE PALU." Al-Mishbah | Jurnal Ilmu Dakwah dan Komunikasi 12, no. 2 (2017): 233. http://dx.doi.org/10.24239/al-mishbah.vol12.iss2.72.

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This paper deals with the use of music as media of preaching in empowering the students of Tuna Grahita Nipotowe Palu. The questions are what kind of music is it? How to use music as media of preaching? The result showed that music as media of preaching has great benefits for the students. The benefits include making them comfortable, motivated, cheerful, and happy. Music makes them active in every activities given by the instructor. Music also improves their memories and influences their psychology. Furthermore, music helps to empower the students, makes them have effective communication, and

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37

Situmorang, Dominikus David Biondi. "Academic Anxiety Terhadap Skripsi Sebuah Cognitive Distortion Dari Core Belief yang Maladaptif: Integrasi Konseling Cognitive Behavior Therapy dengan Music Therapy." Jurnal Bimbingan dan Konseling Terapan 2, no. 2 (2018): 103. http://dx.doi.org/10.30598/jbkt.v2i2.370.

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Thesis is a final project that is quite scary for most students in Indonesia. In the process of compilation, students often do things that are non-productive, such as procrastination and avoid supervisor. Sometimes, excessive academic anxiety of this thesis can lead students to do things beyond common sense, namely suicide. If examined in more depth based on counseling approach Cognitive Behavior Therapy (CBT), academic anxiety to the thesis experienced by students is a cognitive distortion caused by maladaptive core beliefs. Therefore, students who experience it need to get help so that their

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38

Kukiełczyńska-Krawczyk, Klaudia. "Report from the 6th International Conference for Music Therapy Students in Wrocław." Konteksty Kształcenia Muzycznego 5, no. 1(8) (2018): 111–15. http://dx.doi.org/10.5604/01.3001.0012.8056.

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39

Ballantyne, Julie, and Felicity A. Baker. "Leading together, learning together: Music education and music therapy students’ perceptions of a shared practicum." Research Studies in Music Education 35, no. 1 (2013): 67–82. http://dx.doi.org/10.1177/1321103x13488471.

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40

Nockolds, Judith. "Book Review: Adolescents, Music and Music Therapy: Methods and Techniques for Clinicians, Educators and Students." British Journal of Music Therapy 26, no. 1 (2012): 53–56. http://dx.doi.org/10.1177/135945751202600106.

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41

Jones, J. D., and A. M. Cevasco. "A Comparison of Music Therapy Students' and Professional Music Therapists' Nonverbal Behavior: A Pilot Study." Music Therapy Perspectives 25, no. 1 (2007): 19–24. http://dx.doi.org/10.1093/mtp/25.1.19.

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42

Lesiuk, Teresa. "Personality and music major." Psychology of Music 47, no. 3 (2018): 309–24. http://dx.doi.org/10.1177/0305735618761802.

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Early research investigating the personality of college-aged student and professional musicians examined traits of music performers, composers, and music teachers. Subsequent research studies followed with examinations of personality in university music programs, several of which employed the Myers-Briggs Personality Inventory (MBTI). The prevalence of MBTI types has not been examined amongst the diversity of music programs currently offered in many universities. The purpose of this study was to examine the prevalence of MBTI psychological type of university music students ( N = 217) across si

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43

Istiningsih, Tri. "TERAPI MUSIK TRADISIONAL UNTUK MENINGKATKAN KONSENTRASI, KEMANDIRIAN DAN HASIL BELAJAR SISWA ABK KELAS IV SDN INKLUSI SUMBERSARI I MALANG." Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) 1, no. 3 (2016): 225. http://dx.doi.org/10.22219/jp2sd.v1i3.2728.

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Abstract: This study are to describe the use and application of traditional music therapy in improving concentration, Independence, and Learning Outcomes in the fourth grade students ABK of SDN Sumbersari 1 Malang. This study used a qualitative approach. This research is Classroom Action Research (CAR). The subjects of this study were fourth grade students ABK at SDN Sumbersari 1 year 2012/2013 Malang. The results of this study indicate that traditional music therapy can improve concentration, independence and learning outcomes ABK fourth grade students at SDN Sumbersari 1 Malang. This is evid

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44

VanWeelden, K., J. Juchniewicz, and A. M. Cevasco. "Music Therapy Students' Recognition of Popular Song Repertoire for Geriatric Clients." Journal of Music Therapy 45, no. 4 (2008): 443–56. http://dx.doi.org/10.1093/jmt/45.4.443.

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45

Kennedy, R. "Music Therapy as a Supplemental Teaching Strategy for Kindergarten ESL Students." Music Therapy Perspectives 26, no. 2 (2008): 97–101. http://dx.doi.org/10.1093/mtp/26.2.97.

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46

Agni, Jeny Ayu Ratri Semara, Bambang Sarwono, and Suyanta Suyanta. "The Effectiveness of Classical Music Therapy and Progressive Muscle Relaxation Therapy on Anxiety Levels." Midwifery and Nursing Research 2, no. 1 (2020): 9–14. http://dx.doi.org/10.31983/manr.v2i1.5673.

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Background : Anxiety occurs when a person has difficulty in dealing with situations, problems and goals. One example of anxiety's situation is the anxiety experienced by students who will face the exam, the exam itself is an evaluation to assess the learning that has given the teachers to its students, the evaluation been assessed through exams. Efforts to reduced the anxiety one of them with progressive muscle relaxation therapy in which the body's response to anxiety will affect the mind and muscle tension. Then there is also an effort to decrease anxiety with music therapy to help express f

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47

Lengsi, Viona Tri, Afrina Mizawati, and Ps Kurniawati. "Progressive Muscle Relaxation, Classical Music Therapy To Reduce Stress Of End Students." Jurnal Kebidanan Midwiferia 7, no. 1 (2021): 27–40. http://dx.doi.org/10.21070/midwiferia.v7i1.673.

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Prolonged and unresolved stress conditions can affect the hemeostasis of the human body system which will cause physical and psychological disorders. This study aims to determine the differences in the effectiveness of progressive muscle relaxation and classical music therapy to reduce stress in the final year students at the Polytechnic Ministry of Health Bengkulu in 2020. The study used a Quasi Experiment design with a two-group pretest-posttest design conducted at the Polytechnic of the Ministry of Health Bengkulu. The sampling technique uses non-probability sampling with the type of purpos

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48

Cao, Wei, and Li Li Dong. "The Influence of Green Therapy." Applied Mechanics and Materials 84-85 (August 2011): 37–41. http://dx.doi.org/10.4028/www.scientific.net/amm.84-85.37.

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This paper, on the basis of research achievements of green therapy, uses questionaire survey to discuss the feasibility of music group therapy and then set relative activity courses. By analyzing the effects of these courses, the paper investigates the influence of group therapy on college students’ SCL – 90.

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49

Hsiao, Feilin, Xueli Tan, Jonathan “Jaytee” Tang, and Juan Chen. "Factors Associated with Music Therapy Board Certification Examination Outcomes." Music Therapy Perspectives 38, no. 1 (2019): 51–60. http://dx.doi.org/10.1093/mtp/miz017.

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Abstract The Music Therapy Board Certification (BC) Examination is a high-stakes test that affects test takers’ entry into the profession and reflects the quality of music therapy programs. Accumulating studies in the health sciences have identified the factors that contribute to first-time test takers’ success in passing credentialing examinations. However, these variables have not been investigated in music therapy. The purposes of this study are to investigate recent certificants’ perceptions and experiences of the BC examination and identify the predictors of success on the first attempt.

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50

VanWeelden, K., and J. Whipple. "Effect of Field Experiences on Music Therapy Students' Perceptions of Choral Music for Geriatric Wellness Programs." Journal of Music Therapy 41, no. 4 (2004): 340–52. http://dx.doi.org/10.1093/jmt/41.4.340.

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