Making Music, Making Friends: Long-Term Music Therapy with Young Adults with Severe Learning Disabilities

Autor/inn/en	Pavlicevic, Mercédès; O'Neil, Nicky; Powell, Harriet; Jones, Oonagh; Sampathianaki, Ergina
Titel	Making Music, Making Friends: Long-Term Music Therapy with Young Adults with Severe Learning Disabilities
Quelle	In: Journal of Intellectual Disabilities, 18 (2014) 1, S.5-19 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-6295
DOI	10.1177/1744629513511354
Schlagwörter	Severe Intellectual Disability; Music Therapy; Young Adults; Focus Groups; Psychological Needs; Parents; Professional Personnel; Self Esteem; Friendship; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Musiktherapie; Young adult; Junger Erwachsener; Eltern; Personalbestand; Self-esteem; Selbstaufmerksamkeit; Freundschaft; Ausland; Großbritannien
Abstract	This collaborative practitioner research study emerged from music therapists' concerns about the value of improvisational, music-centred music therapy for young adults with severe learning disabilities (SLDs), given the long-term nature of such work. Concerns included the relevance, in this context, of formulating, and reporting on, therapeutic aims, development, change; and working in "goal-oriented" way. Focus groups with the young adults' families and a range of professionals suggest that, rather than leading to developmental change, long-term shared therapeutic musicking provides young adults with ongoing opportunities for experiencing confidence and self-esteem, with feelings of shared acceptance and success, and also provides young adults and their families with opportunities for developing and sustaining friendships. In addition, families experienced meeting other parents and carers in the communal reception area as supportive and countering their isolation. Focus groups assigned intrapersonal, relational and social values to long-term music therapy for young adults with SLDs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01