It is well documented that adverse or traumatic events in childhood can lead to increased incidences of serious mental and physical health diseases and disorders. It is also well documented that medical treatment, especially during childhood can be stressful and potentially traumatic, leading to Post-Traumatic Stress Disorder or Symptoms after treatment. This is especially true for lengthy and invasive medical treatment such as Hematopoietic Stem Cell Transplant (HSCT). A single music therapy intervention has been shown to effectively improve resilience in pediatric HSCT patients. But additional research is needed to understand the contribution music therapy interventions make to traumatic and stressful experiences and building resilience across time. This longitudinal two-phase multi-case study examined the patterns of potential trauma, toxic stress, and resilience during the HSCT process as well as the potential roles, functions, and contributions of music therapy interventions to the mitigation and prevention of toxic stress and trauma. The first phase, a retrospective multi-case study, resulted in the construction of a preliminary model of music therapy which identified patterns of stress and trauma and how the music therapy process interacts with these patterns. In the second phase, a purposeful sample of cases was used to confirm, clarify, and challenge the model utilizing Template Analysis. The outcome is the Music Therapy for Pediatric Medical Trauma, a proposed model of music therapy to focus treatment with the intention of mitigating toxic stress and trauma and build resilience in pediatric HSCT patients. / Music Therapy

Trauma-informed music education is an emerging research area receiving increased attention among music educators, music teacher educators, and researchers. The purpose of this qualitative single case study was to examine one middle school trauma-informed music program. Located in a large urban city of the Northeast region in the United States, Wish Middle School (pseudonym) is an independent Title I school. An educational provider, partner, and resource center for the local community, the school’s philosophy centers on trauma-informed education for all students with the mission to serve any middle school-aged student who resides within the school’s neighborhood. Data were collected over four months during the 2021-2022 academic school year. Data sources included interviews with current students, teachers, and administrators, classroom observations, and artifacts. Many of the findings from student-, teacher-, and administrator-participant data, align with existing music education research in student-center learning, social-emotional learning, teacher-student relationships, and caring learning environments. To add to extant literature, this study’s findings inform a more complete definition of trauma-informed music education, one focused on how music teachers and students interact and co-exist in a music classroom within a trauma-informed school. Music education that is trauma-informed at Wish Middle School requires both students and the music teacher to work together, informing, and responding to each other. I propose a working definition of trauma-informed music education in this study that includes (a) music teachers who develop an affirmative and proactive perspective on student growth through individualized instruction and foster a positive student-teacher relationship; (b) classroom experiences that balance students’ self-selected activities and activities that pose encouraging and empowering challenges to students; and (c) curriculum design emphasizing students’ preferences and incorporating opportunities for students to connect with each other in a safe learning environment. More research specifically on trauma-informed music education programs is needed to continue addressing the needs of students and teachers. Future research will benefit all music education stakeholders by developing evidence-based studies to better understand and further define a trauma-informed music education framework. / Music Education

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It was the purpose of this study to explore and analyze the effectiveness of music as an educative and therapeutic medium in the specific area of childhood blindness. Some general characteristics of childhood blindness are summarized. Indications for musical experiences, as related to the total educational scheme, are based upon the described characteristics. The case study has a three-fold purpose: (1) to describe the techniques, as related to the objectives, employed by the music worker; (2) to describe musical activities for a definite period; and (3) to evaluate the effectiveness of these activities.

In this study an attempt was made to measure the effects of verbal discussion on musical expressiveness. Subjects (N =30) were all members of a conservatory symphony orchestra. The subjects were divided into three groups: Group 1 was a listening and discussion group; Group 2 listening only; and Group 3 control group, no treatment. The study used a pre- and post-test design in which all the subjects were requested to play a given melody twice. Analysis of the data, using two-tailed t tests and ANOVAs, revealed no statistically significant differences among the three groups for the effect of verbal discussion on expressiveness. The subjects' self-reports, however, illustrated that they perceived a difference in their expressive playing.

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Patients receiving mechanical ventilation endure high levels of stress and anxiety due to the invasiveness of the procedure. These critically ill patients are often uncomfortable as a result of their serious conditions and the high-intensity environments in which they are placed. Health care workers heavily sedate these patients to minimize pain and induce a state of relaxation. However, sedatives are known for their wide-ranging, and often deleterious, side effects. Music therapy is an intervention that has been studied in a variety of hospital settings to determine any potential beneficial effects on patients. Many studies have demonstrated a relationship between music therapy and decreased anxiety levels. This thesis reviewed studies on outcomes of music therapy on anxiety in mechanically-ventilated patients. A total of 10 studies that addressed the use of music to decrease anxiety in ventilated patients were analyzed and incorporated into the literature review. The articles were selected from a variety of databases on EBSCOhost, including MEDLINE, PsycINFO, ScienceDirect, and CINAHL. The literature review provides positive evidence for the support of music therapy to help alleviate anxiety in mechanically-ventilated patients.

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