Florida State University, USA.
University of Kentucky, USA.
J Music Ther. 2013 Fall;50(3):176-97. doi: 10.1093/jmt/50.3.176.
Recent research revealed diverse content and varying levels of quality in YouTube music therapy videos and prompted questions about viewers' discrimination abilities.
This study compares ratings of a YouTube music therapy session video by viewers with different levels of music therapy expertise to determine video elements related to perceptions of representational quality.
Eighty-one participants included 25 novices (freshmen and sophomores in an introductory music therapy course), 25 pre-interns (seniors and equivalency students who had completed all core Music Therapy courses), 26 professionals (MT-BC or MT-BC eligibility) with a mean of 1.75 years of experience, and an expert panel of 5 MT-BC professionals with a mean of 11 years of experience in special education. After viewing a music therapy special education video that in previous research met basic competency criteria and professional standards of the American Music Therapy Association, participants completed a 16-item questionnaire.
Novices' ratings were more positive (less discriminating) compared to experienced viewers' neutral or negative ratings. Statistical analysis (ANOVA) of novice, pre-intern, and professional ratings of all items revealed significant differences p, .05) for specific therapy content and for a global rating of representational quality. Experienced viewers' ratings were similar to the expert panel's ratings. Content analysis of viewers' reasons for their representational quality ratings corroborated ratings of therapy-specific content.
A video that combines and clearly depicts therapy objectives, client improvement, and the effectiveness of music within a therapeutic intervention best represent the music therapy profession in a public social platform like YouTube.
最近的研究揭示了 YouTube 音乐治疗视频内容的多样性和质量水平的差异，引发了人们对观众辨别能力的质疑。
本研究比较了不同音乐治疗专业水平的观众对 YouTube 音乐治疗视频的评分，以确定与代表性质量感知相关的视频元素。
81 名参与者包括 25 名初学者（音乐治疗入门课程的大一和大二学生）、25 名预实习生（完成所有核心音乐治疗课程的高年级学生和同等学历学生）、26 名专业人员（MT-BC 或 MT-BC 资格），平均有 1.75 年的经验，以及由 5 名具有 11 年特殊教育经验的 MT-BC 专业人员组成的专家小组。在观看了一段音乐治疗特殊教育视频后，该视频在前一项研究中符合基本能力标准和美国音乐治疗协会的专业标准，参与者完成了一份 16 项的问卷。
与经验丰富的观众的中立或负面评价相比，初学者的评价更为积极（辨别力较低）。对初学者、预实习生和专业人员对所有项目的评价进行的统计分析（ANOVA）显示，特定治疗内容和代表性质量的总体评价存在显著差异（p<.05）。经验丰富的观众的评价与专家小组的评价相似。观众对代表性质量评价的原因的内容分析证实了对特定治疗内容的评价。
在像 YouTube 这样的公共社交平台上，一个结合并清晰描述治疗目标、客户改善和治疗干预中音乐有效性的视频，最能代表音乐治疗专业。
