Occupational Therapy and Arts Therapies
Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/25
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Item An open door to the job market? Music therapy students’ reflections on practice placement in Norway(Queen Margaret University, 2024-07-08) Krüger, Viggo; Trefall, Ingrid; Gåskjenn, Håkon Albert; Derrington, PhilippaThis study explores the transition between learning at university and learning in a work context through practice placement. It was conducted at the University of Bergen (UiB), which offers a five-year programme in music therapy. Practice placement is integrated at all levels of the programme, starting with observation of music therapy, to a placement where students work more autonomously. The aim of this study was to learn from the experiences of students participating in the programme, as their insights are crucial for informing the programme’s content. Our question was: How do students from the UiB five-year integrated music therapy programme reflect on their internship experiences, and how can we understand their reflections from a work-based learning perspective? To investigate this, we conducted two focus groups, each with five students. Following a thematic analysis of the data, three main themes and six sub-themes were developed: 1. Developing an identity as a music therapist (1.1. Gaining a professional identity, 1.2. Finding a voice in interdisciplinary meetings); 2. An open door to the job market (2.1. Learning from experience, 2.2. Developing new networks); and 3. Challenges with the music therapy practice placement (3.1. Feeling side-lined, 3.2. Lack of a broader teaching model). The themes, grounded in the empirical findings, are discussed from a sociocultural perspective, drawing on concepts such as apprenticeship learning, community of practice, and weak ties. This article concludes with implications for practice and suggestions for further research.Item ‘What’s the WiFi code in here?’: Connecting with adolescents in music therapy(Oxford University Press, 2019-06-06) Derrington, Philippa; McFerran, Katrina; Derrington, Philippa; Saarikallio, SuviIntroducing the third section of the Handbook, which broadly addresses connectedness, music, and adolescents, this chapter focuses on the context of a secondary school in the United Kingdom for students with social, emotional, and mental health needs, and explores how music therapy can help young people find creative new ways of connecting. The importance of the music therapy space, the resources, and communication with teaching staff are highlighted alongside a person-centred and psychodynamic approach. One resource, the video camera, is presented as having an important role in connecting with young people in sessions. Discussed and illustrated through case examples, the camera is shown to offer young people different ways of experiencing and re-experiencing, interacting, sharing control, witnessing, and being witnessed, leading to positively adaptive interconnectedness and emotional wellbeing.Item Musiktherapie in Schulen in Großbritannien - Fokus auf Inklusion(Waxmann, 2018-08-06) Derrington, Philippa; Jordan, Anne-Katrin; Pfeifer, Eric; Stegemann, Thomas; Lutz Hochreutener, SandraItem The arts therapist in public: The dichotomy of clinical and performative improvising(GAMUT, 2017-10-03) Haire, Nicky; White, Becky; Derrington, PhilippaThis paper presents a video of a performance at 'Concurrent♯2' in Edinburgh, 2017. it is followed by artist statements made in response to watching the piece. The authors' set in context the work and its development.Item Interdisciplinary dialogues in music, health and wellbeing: Difficulties, challenges and pitfalls(ISME, 2016-12-12) Tsiris, Giorgos; Derrington, Philippa; Sparks, P.; Spiro, N.; Wilson, G.