Show simple item record

dc.contributor.authorRichardson, Tracy G.
dc.date.accessioned2011-07-20T14:18:32Z
dc.date.accessioned2015-10-01T18:54:08Z
dc.date.available2011-07-20T14:18:32Z
dc.date.available2015-10-01T18:54:08Z
dc.date.issued2011-07-20T14:18:32Z
dc.identifier.urihttp://hdl.handle.net/10484/1816
dc.description.abstractSongwriting has been used as an effective intervention for persons with a wide range of therapeutic needs. However, a literature search revealed that songwriting is underrepresented in the music therapy research literature, indicating that music therapists may perceive they do not have the abilities to effectively use songwriting interventions in therapy sessions. The purposes of this study were: (a) to investigate the impact of a songwriting training session on the songwriting knowledge, self-efficacy, and behavior of music therapists; (b) to evaluate the songwriting training program; and (c) to explore the impact of the training on perceived barriers and clinical practice. Participants were 32 board-certified music therapists who chose to attend a songwriting training session between November 2009 and April 2010. The 32 participants completed a pre-test, attended a five-hour songwriting training session, and completed a post-test. However, only 17 of the 32 persisted through all phases of the study by submitting the follow-up test six weeks after the training. Results showed a statistically significant increase in songwriting knowledge, self-efficacy, and behavior from pre-test to follow-up. Additionally, change in knowledge was found to predict change in self-efficacy from pre-test to post-test but not from pre-test to follow-up. Participants reported being highly satisfied with the training. Thematic analysis of open-ended questions confirmed the quantitative results, with participants indicating a positive impact of songwriting training on perceived barriers and clinical practice. Implications for clinical practice and recommendations for future research are discussed.
dc.description.statementofresponsibilityTracy G. Richardson
dc.language.isoen_US
dc.subject.lcshMusic therapy
dc.subject.lcshSelf-efficacy.
dc.subject.lcshMusic therapists
dc.subject.lcshComposition (Music)
dc.subject.lcshCounseling.
dc.titleTHE IMPACT OF TRAINING ON MUSIC THERAPISTS’ SONGWRITING KNOWLEDGE, SELF-EFFICACY, AND BEHAVIOR
dc.typeDissertation
dc.date.graduationmonthMay
dc.date.published2011
dc.description.committeechairLeggett, Debra
dc.description.committeemembersThomas Johnson
dc.description.committeemembersRandall Mitchell
dc.description.degreeDoctor of Philosophy
dc.description.departmentDepartment of Communication Disorders, Counseling, School, and Educational Psychology
dc.description.imprintCunningham Memorial library, Terre Haute, Indiana State University
dc.description.itemidetd20110720-005
dc.description.levelDoctoral
dc.description.noteTitle from document title page. Document formatted into pages: contains 105p.: ill. Includes Abstract and Appendix.
refterms.dateFOA2021-06-02T11:11:47Z


Files in this item

Thumbnail
Name:
Richardson, Tracy.PDF
Size:
795.9Kb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record