How musical engagement promotes well-being in education contexts: the case of a young man with profound and multiple disabilities.
Students with profound intellectual disabilities disorders (IDDs) have the right to participate in educational opportunities that recognize their unique resources and needs, as do all children. Because of their specific communication challenges, positive relationships with attentive communication partners are critical for success. In fact, the power of positive relationships in schools is recognized to be connected to student well-being more broadly. This article examines the case of one young man with profound IDD and his relationship with his music therapist using a duo-ethnographic informed paradigmatic case study. Video analysis based on multi-voice perspectives is used to generate hermeneutic phenomenological findings to closely examine the relationship between a young man with profound IDD and a music therapist. The voices of four allied health researchers were also gathered to inform the authors' construction of an informed commentary on the phenomenon. The results suggest that the essence lay in a combination of attentive, responsive and creative being with the other person over time. Four principles of musical engagement were identified in the video footage as critical to the meaningful relationships through music: the music therapist listens; the music therapist takes responsibility for structure; spontaneous initiation is sought from the young person; and the relationship is built over time. These concepts are contextualized within a discussion of student well-being that is underpinned by positive relationships and leads to students achieving their full potential within diverse school contexts.
Melbourne Conservatorium of Music, The University of Melbourne, Australia. k.mcferran@unimelb.edu.au
Katrina S
KS
McFerran
Helen
H
Shoemark
D000293:Adolescent; D000488:Allied Health Personnel / Q000523:psychology; D001288:Attention; D003142:Communication; D003405:Creativity; D002658:Developmental Disabilities / Q000628:therapy; D005260:Female; D006304:Health Status; D006801:Humans; D008607:Intellectual Disability / Q000628:therapy*; D007398:Interpersonal Relations; D008297:Male; D009146:Music / Q000523:psychology*; D009147:Music Therapy / Q000379:methods*; D011788:Quality of Life; D013334:Students; D035862:Vulnerable Populations
Students; intellectual disability disorder; multiple disabilities; multiple perspectives; musical relationships; paradigmatic case study; video analysis; vulnerable students; well-being