How does my music therapy practice, in a transition school focused on supporting adolescents with mental health needs, relate to the key competencies of the New Zealand curriculum? : an exegesis presented in partial fulfilment of the requirements for the degree of Master of Music Therapy at Massey University, Wellington, New Zealand
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Date
2012
DOI
Open Access Location
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Massey University
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The Author
Abstract
This
exegesis
outlines
research
about
the
way
the
key
competencies
of
the
New
Zealand
curriculum
related
to
music
therapy
practice
at
a
transition
school
for
adolescents
with
mental
health
needs.
Secondary
analysis
of
data,
informed
by
grounded
theory
methods,
was
carried
out
in
order
to
develop
a
theory
about
the
relationship
between
music
therapy
and
the
key
competencies.
The
competencies,
which
are
focused
on
supporting
students
to
develop
broad
skills
that
will
help
them
in
their
education
and
throughout
their
lives,
guided
all
work
with
students
at
the
school,
including
music
therapy
practice.
While
educative
in
nature,
the
competencies
also
seemed
to
have
some
naturally
therapeutic
purposes,
and
this
study
focused
on
understanding
how
they
related
to
music
therapy
in
practice.
Data
that
had
been
collected
in
the
natural
environment
of
the
school
to
meet
the
requirements
of
the
placement
as
a
student
music
therapist
were
analysed.
The
findings
showed
that
there
was
a
significant
relationship
between
music
therapy
practice
and
the
competencies.
This
contributed
an
additional
perspective
and
dimension
to
the
way
the
competencies
could
be
addressed
with
students.
In
particular,
music
therapy
provided
students
with
opportunities
to
try
out
different
ways
of
being
with
each
other
and
supported
them
to
experience
feelings
of
hope
and
empowerment.
Description
Keywords
Music therapy