| 1. |
- Rudstam, Gabriella, et al.
(författare)
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Trauma-focused group music and imagery with women suffering from PTSD/Complex PTSD : A randomized controlled study
- 2022
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Ingår i: European Journal of Trauma & Dissociation. - : Elsevier. - 2468-7499. ; 6:3
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundWomen with a history of physical, sexual, and/or emotional abuse often suffer from post-traumatic stress disorder (PTSD) or complex posttraumatic stress disorder (CPTSD). Meta-analyses report that cognitive behavioural therapies (CBTs), followed by eye movement desensitization and reprocessing (EMDR) are the most studied psychotherapies for trauma treatment. Focus primarily lies on individual therapy – even though some studies on group therapy for trauma treatment also exist. Few studies exist regarding other alternative therapy forms, such as art-based psychotherapies or body-focused therapies.AimThis study investigated effects from the group music and imagery (GrpMI) method – a type of receptive music therapy – on trauma-related symptoms in women suffering from PTSD or CPTSD after physical, psychological, and/or sexual abuse.Material and methodsUsing a randomized controlled parallel-group design, a sample of 45 women were either assigned to a treatment group (T) who received 12 weekly treatment sessions of GrpMI or to a waiting list control group (WLC). Self-report scales were administered immediately before and after the intervention and at a three-month follow-upResultsA two-way mixed ANOVA showed a large group-by-time interaction effect on PTSD symptom severity (F(1, 42) = 8.68, p = .005 and Cohen's d = 0.94). A repeated-measures ANOVA showed a large effect within the T group (F(1, 20) = 16.6, p = .001, dav = 1.02), and the improvement remained at follow-up. The drop-out rate in the T group was as low as 4.5%.ConclusionThe findings suggest that GrpMI may be efficacious for treating women with PTSD/CPTSD, but further controlled studies with larger samples are warranted. The study is registered at ClinicalTrials.gov (Registration number: NCT03503526)
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| 2. |
- Saarikallio, Suvi, et al.
(författare)
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Music as a resource for psychological health for music professionals: A Nordic survey
- 2020
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Ingår i: Nordic Journal of Arts, Culture and Health. ; 2:1
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: Interest in the health relevance of music has been growing rapidly, yet few studies have addressed the protective role of music for music professionals themselves. In the current study, we investigated music professionals’ (music teachers, music therapists, musicians and academics) health, particularly their uses of music as a resource for their psychological health.Design: An online survey (N = 504) for music professionals was conducted across four Nordic countries. Participants responded to questions on music as a resource for psychological health and assessed their general levels of health and health behaviors. Their self-reported health was compared to similar prior data from the general Danish population (N = 14,022).Findings: Music professionals demonstrated high levels of self-reported health and health behaviors and approved of the idea of music as a resource for their psychological health. The most important psychological function of music for them was that music provided affective experiences. Music also provided feelings of belonging and supported mood regulation, but did not really offer relaxation or help to concentrate. Music teachers and therapists reported significantly higher use of music as a personal resource for psychological health than musicians and academics.Value: The results provide new insights into music playing a dual role – professional and personal resource – for different types of music professionals. The findings have relevance for how to address music in the training of musicians and create grounds for dialogue about the role of music for music professionals in comparison to laymen.
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| 3. |
- Uddholm, Mats, 1955-
(författare)
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Om professionella aktörers musikpedagogiska definitionsmakt : En kulturhistorisk studie av samband mellan musikpedagogisk teori och definitionsmakt
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to illuminate which role theories of music education can have in the dialectic between discourse and competence in the practice of music pedagogy. The thesis stems from a problem-oriented project that resulted in the formulation of the following research question: how can the connection between music education theory and the power of definition be described and problematized from a cultural-historical perspective using Vygotsky's thesis of Semiotic Thinking? In his research on the dual function of language Vygotsky makes a distinction between the usage of concepts and conceptualization. In this study this distinction has been crucial to determining the relationship between music education theory and the power of definition as practised in music pedagogy. The research project comprised a background study and three sub-studies. The focus of the background-study was the conditions for musical learning and development in persons with severe cognitive dysfunctions. The first sub-study dealt with how social workers in this area of special education conceptualise their view of music in relation to their understanding of music activities in their own practice. The second sub-study aimed to explore which concepts music-therapists use in their meta-reflections on musical situations in this area of special education. The purpose of the third sub-study was to formulate a theoretical perspective on the relationship between music education theory and the power of definition using Vygotsky's hypothesis of semiotic thinking. The main conclusions are: first, that music education theory can be understood as a structural coupling between the power of definition that is embedded in music-pedagogical discourse as a whole, and the power of definition possessed by music pedagogues; second, that the development of the power of definition in the practice of music pedagogy is a creative process that in turn entails a critical questioning of music education theory.
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