Alison Short
Biographic Data
| ID | 3865519 |
|---|---|
| NAME | Alison Short |
| GIVEN NAMES | Alison |
| FAMILY NAME | Short |
| SIGNATURE | SHORT A |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 24 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 2 |
Evidence-based training in professional music therapy
Background: Across health-care education, practitioners are expected to engage in evidence-based practice. Students are taught to find and use credible evidence. Educators also need to consider evidence about teaching practices and how to best teach music therapy knowledge and skills. Scant evidence exists in this area.Objective: This paper explores evidence-based teaching practices in music therapy training programs to understand existing knowle…
Why collaborate in music therapy? Exploring advances in relation to interprofessional publication practices
Background: Based in humanities and influenced by individual research practices, the profession of music therapy has limited evidence of collaboration compared to medical, nursing and allied health fields. Reviewing collaborative practices in other fields provides a rationale for interprofessional collaborative practices in music therapy.Objective: The presentation aims to compare interprofessional collaborative practices across music therapy and…
Teaching cultural sensitivity in music therapy
Background: In the context of multicultural communities worldwide, culturally diverse clients seek music therapy sessions. Cultural sensitivity is needed in practising the specialist Bonny Method of Guided Imagery and Music (GIM); therefore, GIM therapists need to be well prepared to understand their cultural needs. Beyond an often-applied “trial and error” authentic approach, relevant frameworks exist and music therapists can be trained in how t…
Achieving patient‐centred care
BACKGROUND: The patient-as-professional concept acknowledges the expert participation of patients in interprofessional teams, including their contributions to managing and coordinating their care. However, little is known about experiences and perspectives of these teams. OBJECTIVE: To investigate (i) patients' and carers' experiences of actively engaging in interprofessional care by enacting the patient-as-professional role and (ii) clinicians' …
Integrating words, images, and text in BMGIM
An innovative application of the Bonny Method of Guided Imagery and Music (BMGIM) was researched involving six clients who had undergone complex cardiac surgery. This psychodynamic method led patients through a reflective and exploratory experience combining imagery, selected classical music, and sensitive verbal interventions into an experience rather like an unfolding waking dream with a musical soundtrack. Text produced during these audiotaped…
Integrated care in the emergency department
Integrated care in the emergency department
Integrating words, images, and text in BMGIM
An innovative application of the Bonny Method of Guided Imagery and Music (BMGIM) was researched involving six clients who had undergone complex cardiac surgery. This psychodynamic method led patients through a reflective and exploratory experience combining imagery, selected classical music, and sensitive verbal interventions into an experience rather like an unfolding waking dream with a musical soundtrack. Text produced during these audiotaped…
Integrated care in the emergency department
Integrating words, images, and text in BMGIM
An innovative application of the Bonny Method of Guided Imagery and Music (BMGIM) was researched involving six clients who had undergone complex cardiac surgery. This psychodynamic method led patients through a reflective and exploratory experience combining imagery, selected classical music, and sensitive verbal interventions into an experience rather like an unfolding waking dream with a musical soundtrack. Text produced during these audiotaped…
Achieving patient‐centred care
BACKGROUND: The patient-as-professional concept acknowledges the expert participation of patients in interprofessional teams, including their contributions to managing and coordinating their care. However, little is known about experiences and perspectives of these teams. OBJECTIVE: To investigate (i) patients' and carers' experiences of actively engaging in interprofessional care by enacting the patient-as-professional role and (ii) clinicians' …
Evidence-based training in professional music therapy
Background: Across health-care education, practitioners are expected to engage in evidence-based practice. Students are taught to find and use credible evidence. Educators also need to consider evidence about teaching practices and how to best teach music therapy knowledge and skills. Scant evidence exists in this area.Objective: This paper explores evidence-based teaching practices in music therapy training programs to understand existing knowle…
Why collaborate in music therapy? Exploring advances in relation to interprofessional publication practices
Background: Based in humanities and influenced by individual research practices, the profession of music therapy has limited evidence of collaboration compared to medical, nursing and allied health fields. Reviewing collaborative practices in other fields provides a rationale for interprofessional collaborative practices in music therapy.Objective: The presentation aims to compare interprofessional collaborative practices across music therapy and…
Teaching cultural sensitivity in music therapy
Background: In the context of multicultural communities worldwide, culturally diverse clients seek music therapy sessions. Cultural sensitivity is needed in practising the specialist Bonny Method of Guided Imagery and Music (GIM); therefore, GIM therapists need to be well prepared to understand their cultural needs. Beyond an often-applied “trial and error” authentic approach, relevant frameworks exist and music therapists can be trained in how t…
Medicine (5 works) · Psychology (5 works) · Music therapy (4 works) · Music Therapy and Health (4 works) · Medical education (3 works) · Pedagogy (3 works) · Political science (3 works) · Psychotherapist (3 works) · Computer Science (2 works) · Interprofessional Education and Collaboration (2 works)