Melbourne Conservatorium of Music, The University of Melbourne, Australia.
Int J Qual Stud Health Well-being. 2013 Aug 7;8:20570. doi: 10.3402/qhw.v8i0.20570.
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.
患有严重智力障碍（ID）的学生和所有儿童一样，有权参与能够认识到他们独特资源和需求的教育机会。由于他们在沟通方面存在特殊挑战，与专注的沟通伙伴建立积极的关系对于成功至关重要。事实上，学校中积极关系的力量与学生的整体幸福感息息相关。本文通过双人种志视角的个案研究，以录像分析为基础，从多视角的观点来生成阐释学现象学研究结果，深入探讨了一位患有严重 ID 的年轻人与其音乐治疗师之间的关系。还汇集了四位相关健康研究人员的声音，为作者对这一现象的知情评论提供信息。结果表明，本质在于随着时间的推移，与他人建立一种专注、响应和创造性的关系。在录像中确定了四个音乐参与的原则，对于通过音乐建立有意义的关系至关重要：音乐治疗师倾听；音乐治疗师对结构负责；从年轻人那里寻求自发的开始；关系是随着时间的推移建立起来的。这些概念在讨论积极关系所支撑的学生幸福感的背景下得到了阐述，积极关系有助于学生在多元化的学校环境中充分发挥潜力。
