Crynodeb
Background and Aims
Music therapists are increasingly broadening their field of practice to develop training programmes/learning opportunities in the UK and internationally for professionals to develop skills in using interactive therapeutic music-making with clients. Such groups aim to support health and wellbeing of participants through the use of music-making. The aims of this research were to understand the trainee experience and to find out whether the activities for which they were trained were embedded/sustained in practice.
The lived experience of Palestinians who received Blended Learning training in running interactive therapeutic music-making groups in Palestine is explored in this study.
Rationale
Although such projects are increasing in numbers, there is no published evaluation of such work. This paper is the first to evaluate the experience of those who received this training.
Methods
Thirteen practitioners who completed the training between 2015-19 were interviewed twice in a two year period. Semi-structured interviews/ focus groups were used to collect qualitative data relating to their experience of the training and subsequent use of skills.
Results
Thematic analysis uncovered 4 themes: ‘motivation and expectation’, acquisition of new skills, personal and professional impact and challenges. Undertaking this training developed practitioners’ abilities in applying child-centred principles to their work in general and also facilitated them considering their own relationships and communication styles.
Conclusions
Training providers need to assess with care recruitment and goals of such trainings if they intend for the skills obtained to become embedded in work patterns. They could consider broadening their goals to include personal development as these were very much part of the outcomes of the training.
Music therapists are increasingly broadening their field of practice to develop training programmes/learning opportunities in the UK and internationally for professionals to develop skills in using interactive therapeutic music-making with clients. Such groups aim to support health and wellbeing of participants through the use of music-making. The aims of this research were to understand the trainee experience and to find out whether the activities for which they were trained were embedded/sustained in practice.
The lived experience of Palestinians who received Blended Learning training in running interactive therapeutic music-making groups in Palestine is explored in this study.
Rationale
Although such projects are increasing in numbers, there is no published evaluation of such work. This paper is the first to evaluate the experience of those who received this training.
Methods
Thirteen practitioners who completed the training between 2015-19 were interviewed twice in a two year period. Semi-structured interviews/ focus groups were used to collect qualitative data relating to their experience of the training and subsequent use of skills.
Results
Thematic analysis uncovered 4 themes: ‘motivation and expectation’, acquisition of new skills, personal and professional impact and challenges. Undertaking this training developed practitioners’ abilities in applying child-centred principles to their work in general and also facilitated them considering their own relationships and communication styles.
Conclusions
Training providers need to assess with care recruitment and goals of such trainings if they intend for the skills obtained to become embedded in work patterns. They could consider broadening their goals to include personal development as these were very much part of the outcomes of the training.
| Iaith wreiddiol | Saesneg |
|---|---|
| Tudalennau (o-i) | 1-13 |
| Nifer y tudalennau | 13 |
| Cyfnodolyn | International Journal of Music, Health and Wellbeing |
| Cyfrol | 00 |
| Rhif cyhoeddi | 00 |
| Dyddiad ar-lein cynnar | 31 Maw 2023 |
| Statws | Cyhoeddwyd - 4 Mai 2023 |