Diversifying approaches to music therapy in schools
Tracks
Stream 4
| Saturday, September 7, 2024 |
| 10:30 AM - 10:50 AM |
| Room 4 |
Speaker
Dr Megan Steele
Diversifying approaches to music therapy in schools
Biography
Dr Meg Steele is Director of Creative Schools Support and also coordinator of placements at The University of Melbourne. She has more than 20 years experience working in schools as a music therapist, teacher and researcher. She is an experience practice supervisor for school-based RMTs who has published and presented frequently on this topic.
Dr Katrina McFerran
Professor
The University Of Melbourne
Diversifying approaches to music therapy in schools
Abstract Overview
During 2024 we conducted a survey and interviews exploring the perspectives of RMTs working in Australian school settings and will present the results of this research in the presentation. The results illuminate a diversity of practices in a range of school settings including primary and pre-primary as well as secondary schools in mainstream, alternative and special settings.
Many of the RMTs who responded elected regulation to be one of the key foci of their programs when completing the survey. In subsequent interviews, we asked them to elaborate on their understanding of regulation and to provide examples of how they addressed this aim with diverse students. We considered these examples in relation to critical theories that suggest regulation is a form of social control that can be enacted against oppressed minority groups to encourage behaviour that is more aligned with the norm. This is contrasted with a more developmental approach that sees self and emotion regulation as essential to psychosocial competency, without which students would struggle to succeed in later life. We argue that both perspectives warrant consideration.
In addition to examining the pros and cons of aligning with regulation as a primary goal for music therapy practice in schools, we will share descriptions of the diverse practices being developed by RMTs in Australia. It has been inspiring to examine the creativity with which professionals respond to the unique demands of their school and expands on more common traditional and contemporary practices.
Many of the RMTs who responded elected regulation to be one of the key foci of their programs when completing the survey. In subsequent interviews, we asked them to elaborate on their understanding of regulation and to provide examples of how they addressed this aim with diverse students. We considered these examples in relation to critical theories that suggest regulation is a form of social control that can be enacted against oppressed minority groups to encourage behaviour that is more aligned with the norm. This is contrasted with a more developmental approach that sees self and emotion regulation as essential to psychosocial competency, without which students would struggle to succeed in later life. We argue that both perspectives warrant consideration.
In addition to examining the pros and cons of aligning with regulation as a primary goal for music therapy practice in schools, we will share descriptions of the diverse practices being developed by RMTs in Australia. It has been inspiring to examine the creativity with which professionals respond to the unique demands of their school and expands on more common traditional and contemporary practices.
Biography
Prof Kat McFerran is Head of Creative Arts Therapies at the University of Melbourne. She is an experienced researcher who has focused on young people, particularly in school settings. She has published over 100 articles, 6 books and more than 30 book chapters on related topics.
