Music facilitation styles and behaviours across the health-care continuum: explanatory multiple case studies.

Background: Understanding how music group facilitators work across the health-care continuum has received sparse research attention.

Methods: An explanatory multiple case study design was used to identify approaches employed by experienced facilitators. Five music facilitators working in contrasting areas of practice were interviewed and video recorded engaging with the same groups at three timepoints.

Young peoples' lived experiences of multidisciplinary mental health assessment in an intensive day program.

Objective: We aimed to explore young peoples' lived experiences of multidisciplinary mental health assessment in an intensive mental health day program.

Method: Interpretative phenomenological analysis (IPA) was applied to data from semi-structured interviews with six males, aged 13-16 years. Member-checking interviews were conducted to ensure the trustworthiness of findings.

Music, Rhythm and Trauma: A Critical Interpretive Synthesis of Research Literature.

Recent theorizing about the connection between the brain and trauma (Perry, 2009; Porges, 2011; van der Kolk, 2015) has led to a burgeoning of interest in the provision of music-based programs with people who have had adverse experiences. Although there has been critique of the lack of scientific basis of these theories and their implications for practice (McLean, 2016), they remain popular with practitioners who are keen to introduce innovative and potentially beneficial approaches to the people with whom they work. Music therapists have a long tradition of working with traumatized clients, however, the brain-based rationales did not seem congruent with the less predictable and more idiosyncratic benefits reported, which seem to occur through more psychodynamic mechanisms of action.

Intentional music use to reduce psychological distress in adolescents accessing primary mental health care.

Rationale: Many young people turn to music as a way of exploring and managing their moods and emotions. The literature is replete with studies that correlate music preferences and mental health, as well as a small but increasing interest in uses of music to promote well-being. Recent studies have shown that music use is often unconscious, thus difficult to influence without therapeutic conversations.

Group Music Therapy as a Preventive Intervention for Young People at Risk: Cluster-Randomized Trial.

Background: Music forms an important part of the lives and identities of adolescents and may have positive or negative mental health implications. Music therapy can be effective for mental disorders such as depression, but its preventive potential is unknown.

Objective: The aim of this study was to examine whether group music therapy (GMT) is an effective intervention for young people who may be at risk of developing mental health problems, as indicated via unhealthy music use.

The Challenges of Using Self-Report Measures with People with Severe Mental Illness: Four Participants' Experiences of the Research Process.

This study aimed to explore four mental health consumers' experiences of completing self-report outcome measures in a research project. Participants were recruited from a community mental health organisation in Melbourne and were interviewed upon completion of a mixed methods research study where they were asked to complete a series of self-report outcome measures. Descriptive phenomenological micro-analysis was used to analyse interview data and is presented along with the researchers' observations during the data collection process.

Integrating Emotions Into the Critical Interpretive Synthesis.

Critical interpretive synthesis is a particular form of systematic review that critically examines the decisions made by authors while conducting and publishing about their research and practices. It differs from empirical syntheses of qualitative research by emphasizing the interpreted and constructed nature of this form of secondary analysis. In this article, we extend previous literature on critical interpretive syntheses by highlighting the integration of emotional responses when developing critical questions for interrogating the literature and interpreting results.

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.