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dc.contributor.advisorBrooks, Darlene M.
dc.creatorWinter, Patricia J.
dc.date.accessioned2020-11-05T16:15:43Z
dc.date.available2020-11-05T16:15:43Z
dc.date.issued2013
dc.identifier.other870266737
dc.identifier.urihttp://hdl.handle.net/20.500.12613/3836
dc.description.abstractThere has been a limited amount of research on the use of experiential education with music therapy students. Most of the research conducted has focused on the experiences of graduate level students. The purpose of this mixed methods study was to understand the potential effect of experiential music therapy education on undergraduate and graduate equivalency students' reported empathy and self-esteem. Five undergraduate and five graduate equivalency students were enrolled in a music therapy course in which they were asked to role-play the therapist and the client in mock music therapy sessions. Undergraduate participants completed the Davis Interpersonal Reactivity Index (IRI) and the Janis-Field Feelings of Inadequacy Scale (Janis-Field) as pre and posttest measures. Undergraduates also provided responses to elicited journal questions and participated in a semi-structured telephone interview. Graduate participants completed the IRI and the Janis-Field as a posttest measure after the completion of the semester, provided responses to elicited journal questions, and participated in a semi-structured telephone interview. There were no significant changes from pretest to posttest for undergraduate students and no significant relationships between the posttest scores of undergraduate and graduate participants. Qualitative data analysis for undergraduate and graduate students indicated that participants were able to identify changes in their own empathy and self-esteem as a result of the role-playing experiences. Implications for further research are discussed.
dc.format.extent194 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation
dc.subjectMusic
dc.subjectExperiential Education
dc.subjectMusic Therapy
dc.titleEffects of experiential music therapy education on student's reported empathy and self-esteem: A mixed methods study
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberDileo, Cheryl
dc.contributor.committeememberFlanagan, Edward
dc.contributor.committeememberAnderson, Christine L.
dc.description.departmentMusic Therapy
dc.relation.doihttp://dx.doi.org/10.34944/dspace/3818
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-11-05T16:15:43Z


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