Potential spaces
Supporting the development of relationships between classroom practitioners and children with complex needs in Belarus through music therapy consultation
Bibliographic Data
| ID | 5404835 |
|---|---|
| Authors | Lisa Margetts, Adam Ockelford (0000-0001-6826-6719), David Hargreaves, David J Hargreaves (0000-0002-2726-7229), Julie Sutton (0000-0002-4870-3368) |
| Year | 2021 |
| Volume | 30 |
| Issue | 4 |
| Pages | 338-356 |
| Publication date | 2021-08-08 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Nordisk Tidsskrift for Musikkterapi (JOURNAL) |
| Journal identifiers | ISSN: 0803-9828 • E-ISSN: 1944-8260 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/08098131.2020.1806913 |
| OpenAlex | W3164478766 |
| Language | EN |
| Citations received | 2 |
| References cited | 28 |
Introduction: Following positive outcomes of music therapy-based skills-sharing projects undertaken there in 2009, this doctoral research responded to a locally identified need by classroom practitioners at a Belarusian Development Centre seeking to develop relationships with children with complex needs.Method The study employed a convergent mixed-methods, pre- and post-intervention design. Winnicott's theory of the holding environment provided the theoretical framework for a new evaluation instrument which underpinned the structure of a specifically designed staff development programme. Eight staff participants evaluated their usual musical interaction with a child with complex needs (pre-intervention). Following engagement with the staff development programme (intervention), they then undertook ten filmed individual music sessions with the same child (post-intervention). Sessions were filmed and two self-chosen extracts pre- and post-intervention were self-rated and peer-rated against the descriptors of the evaluation instrument. Participants then reflected on the experience with the child in interviews.Results Results focus on that part of the qualitative data set that describes ways in which Winnicott's theory of holding was accessible and applicable in supporting optimisation of teacher-pupil relationships. Outcomes showed that the experience of Winnicott's "holding" in the learning process supported participants to engage with a process of change, facilitating potential spaces for play and development in relationships within the research group and between staff and children.Discussion Participants required support to maintain two levels of awareness in their learning – this internal process of change in perceiving, attuning to and empathising with the child which then underpinned growth in their concrete musical interactional skills
Developmental psychology · Focus group · Intervention (counseling · Medical education · Music therapy · Pedagogy · Play Therapy · Process (computing · Psychotherapist · Qualitative research · Set (abstract data type · Applied Psychology · Computer Science · Early Childhood Education and Development · Educational and Psychological Assessments · Medicine · Music Therapy and Health · Psychology
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| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |