Dvorak Abbey L, Hernandez-Ruiz Eugenia, Jang Sekyung, Kim Borin, Joseph Megan, Wells Kori E
University of Kansas.
J Music Ther. 2017 Jul 1;54(2):196-227. doi: 10.1093/jmt/thx005.
Music therapy students negotiate a complex relationship with music and its use in clinical work throughout their education and training. This distinct, pervasive, and evolving relationship suggests a developmental process unique to music therapy.
The purpose of this grounded theory study was to create a theoretical model of music therapy students' developmental process, beginning with a study within one large Midwestern university.
Participants (N = 15) were music therapy students who completed one 60-minute intensive interview, followed by a 20-minute member check meeting. Recorded interviews were transcribed, analyzed, and coded using open and axial coding.
The theoretical model that emerged was a six-step sequential developmental progression that included the following themes: (a) Personal Connection, (b) Turning Point, (c) Adjusting Relationship with Music, (d) Growth and Development, (e) Evolution, and (f) Empowerment. The first three steps are linear; development continues in a cyclical process among the last three steps. As the cycle continues, music therapy students continue to grow and develop their skills, leading to increased empowerment, and more specifically, increased self-efficacy and competence.
Further exploration of the model is needed to inform educators' and other key stakeholders' understanding of student needs and concerns as they progress through music therapy degree programs.
音乐治疗专业的学生在整个教育和培训过程中，要处理与音乐及其在临床工作中的应用之间的复杂关系。这种独特、普遍且不断演变的关系暗示了音乐治疗所特有的发展过程。
本扎根理论研究的目的是创建一个音乐治疗专业学生发展过程的理论模型，研究始于美国中西部一所大型大学。
参与者（N = 15）为音乐治疗专业的学生，他们完成了一次60分钟的深入访谈，随后是一次20分钟的成员核对会议。对录制的访谈进行转录、分析，并使用开放式编码和轴心式编码进行编码。
得出的理论模型是一个六步连续发展进程，包括以下主题：（a）个人联系，（b）转折点，（c）调整与音乐的关系，（d）成长与发展，（e）演变，以及（f）赋权。前三步是线性的；发展在最后三步中以循环过程持续。随着循环的继续，音乐治疗专业的学生不断成长并发展他们的技能，从而增强赋权，更具体地说，增强自我效能感和能力。
需要对该模型进行进一步探索，以帮助教育工作者和其他关键利益相关者理解学生在攻读音乐治疗学位课程过程中的需求和担忧。
