On the Potchefstroom Campus of the North–West University, where the predominant language of instruction is Afrikaans, non–Afrikaans speaking students are accommodated due to the use of interpreting services. Educational interpreting implies in–class simultaneous interpreting of Afrikaans lectures into English by trained under– and postgraduate students. The aim of this research was to determine the impact of the Tomatis Method, a method of sound stimulation, on educational interpreters and explore their experience of the Tomatis programme. The research set out to answer the following questions: (i) Will attendance of a Tomatis programme impact educational interpreters by: improving interpreting performance; enhancing attention, concentration and personality functioning; reducing negative mood states; and enhancing the positive mood state vigour? (ii) What will participants report about their experience during and after the Tomatis programme? To study the TM’s effects on participants, quantitative and qualitative data were combined using a mixed methods triangulation design. After obtaining informed consent, participants were randomly assigned to an experimental (n = 9) and control group (n = 9). Participants comprised of nine male and nine female, under– and postgraduate students between the ages of 19 and 36. The experimental group attended 60 half–hour sessions, during which they listened to gradually filtered music, followed by a two–month break for integration of the sound stimuli and, finally, another 60 half–hour sessions of audio–vocal training. A panel of interpreting experts and a speech therapist evaluated both groups’ interpreting performance (IPE) pre– and post–program. Both groups also completed assessments on personality (NEO PI–R) and concentration and memory (WAIS III) pre– and post programme, while the experimental participants additionally completed the Profile of Mood States (POMS) pre–, in– and postprogramme. Three focus group discussions during the course of the Tomatis programme enabled participants to verbalize their experiences of the programme and how it impacted their interpreting process. Despite a bias in favour of the control group during the interpreting performance postassessment, findings suggested that interpreters benefited from the Tomatis programme in several areas of interpreting and in regards to personal experiences. Regarding interpreting performance, a significant improvement concerning Interpreting Technique occurred in favour of the experimental group. This advance can be explained by participants’ qualitative responses regarding improved interpreting efficiency, speech production and listening skills. Experimental participants’ decreased Fatigue–Inertia; increased Extraversion, Activity and Vigour; and experiences of enhanced relaxation possibly contributed to improved interpreting performance. Moreover, the experimental group’s positive feedback about the enriching effect of the Tomatis programme on their personal lives strengthened the value of the TM for individual growth and psychological well–being. The control group showed some enhancement in aspects of interpreting and sub–domains of personality, but only managed to outperform the experimental group on one subscale, namely Feelings, a facet of the domain Openness of the NEO–PI(R). Thus, it appears that the Tomatis programme had a significantly positive impact on interpreters’ performance and that their experience of the interpreting process was enhanced during and after the programme. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.

On the Potchefstroom Campus of the North–West University, where the predominant language of instruction is Afrikaans, non–Afrikaans speaking students are accommodated due to the use of interpreting services. Educational interpreting implies in–class simultaneous interpreting of Afrikaans lectures into English by trained under– and postgraduate students. The aim of this research was to determine the impact of the Tomatis Method, a method of sound stimulation, on educational interpreters and explore their experience of the Tomatis programme. The research set out to answer the following questions: (i) Will attendance of a Tomatis programme impact educational interpreters by: improving interpreting performance; enhancing attention, concentration and personality functioning; reducing negative mood states; and enhancing the positive mood state vigour? (ii) What will participants report about their experience during and after the Tomatis programme? To study the TM’s effects on participants, quantitative and qualitative data were combined using a mixed methods triangulation design. After obtaining informed consent, participants were randomly assigned to an experimental (n = 9) and control group (n = 9). Participants comprised of nine male and nine female, under– and postgraduate students between the ages of 19 and 36. The experimental group attended 60 half–hour sessions, during which they listened to gradually filtered music, followed by a two–month break for integration of the sound stimuli and, finally, another 60 half–hour sessions of audio–vocal training. A panel of interpreting experts and a speech therapist evaluated both groups’ interpreting performance (IPE) pre– and post–program. Both groups also completed assessments on personality (NEO PI–R) and concentration and memory (WAIS III) pre– and post programme, while the experimental participants additionally completed the Profile of Mood States (POMS) pre–, in– and postprogramme. Three focus group discussions during the course of the Tomatis programme enabled participants to verbalize their experiences of the programme and how it impacted their interpreting process. Despite a bias in favour of the control group during the interpreting performance postassessment, findings suggested that interpreters benefited from the Tomatis programme in several areas of interpreting and in regards to personal experiences. Regarding interpreting performance, a significant improvement concerning Interpreting Technique occurred in favour of the experimental group. This advance can be explained by participants’ qualitative responses regarding improved interpreting efficiency, speech production and listening skills. Experimental participants’ decreased Fatigue–Inertia; increased Extraversion, Activity and Vigour; and experiences of enhanced relaxation possibly contributed to improved interpreting performance. Moreover, the experimental group’s positive feedback about the enriching effect of the Tomatis programme on their personal lives strengthened the value of the TM for individual growth and psychological well–being. The control group showed some enhancement in aspects of interpreting and sub–domains of personality, but only managed to outperform the experimental group on one subscale, namely Feelings, a facet of the domain Openness of the NEO–PI(R). Thus, it appears that the Tomatis programme had a significantly positive impact on interpreters’ performance and that their experience of the interpreting process was enhanced during and after the programme. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.

The literature on psychological well-being indicates that high levels of psychological well-being encourage a psychological loop that reinforces itself, lifting an individual on an 'upward spiral' of continued psychological flourishing, which may contribute to positive human functioning. In addition, the literature suggests that effective intervention can raise the levels of psychological well-being. There are features inherent in the training of student pianists that can contribute to their psychological vulnerability, especially with regard to self-concept and anxiety. Therefore, they can benefit from an intervention that may raise their level of psychological well-being, thus contributing to their resilience in coping with the challenges presented by their training as well as their piano performance. Clinical observations as well as research indicate that the Tomatis Method can enhance psychological well-being and improve academic functioning. Furthermore, Tomatis' theories and observations suggest that this programme can also enhance music performance, especially with regard to self-listening skills. However, although Tomatis indicates that he observed the same results with instrumentalists as with singers, his writings mostly refer to singers. Except for a single case study by Madaule in 1976, there seems to be no other scientific evidence that the Tomatis Method has benefited student pianists. Therefore, the purpose of this exploratory study was to investigate the effect of the Tomatis Method on student pianists' psychological well-being and piano performance. The empirical study consisted of a two-group pre-post assessment mixed-method design, involving thirteen 2nd year to postgraduate student pianists from the School of Music and Conservatory, of the North-West University (Potchefstroom Campus). These students were randomly assigned to an experimental group (n = 7) which was exposed to the Tomatis Listening Programme, and a non-intervention control group (n = 6). Quantitative data were obtained by means of a battery of tests, which included self-report inventories regarding psychological well-being and music performance anxiety, as well as scales regarding piano performance. The levels of the participants' psychological well-being were measured with the Scales of Psychological Well-Being (Ryff, 1989), the Affectometer 2 (Kammann & Flett, 1983), and the Profile of Mood States (Mc Nair et al., 1992). Participants' levels of music performance anxiety were measured with the Music Performance Anxiety Inventory for Adolescents (Osborne & Kenny, 2005), and the Kenny Music Performance Anxiety Inventory (Kenny et al., 2004). The quality of the students' piano performances was assessed by means of a general impression expressed as a percentage, Mills' constructs (1987) for the assessment of music performance, and Piano Performance Rating Scale (PPRS) which was developed for this study. Qualitative data were acquired by means of interviews, group discussions, projective drawings, written reports, personal observations and the Tomatis Listening Test Results indicated improvement regarding some aspects related to student pianists' psychological well-being and piano performance. Further research with regard to these aspects is required. / Thesis (M.Mus.)--North-West University, Potchefstroom Campus, 2010.

The literature on psychological well-being indicates that high levels of psychological well-being encourage a psychological loop that reinforces itself, lifting an individual on an 'upward spiral' of continued psychological flourishing, which may contribute to positive human functioning. In addition, the literature suggests that effective intervention can raise the levels of psychological well-being. There are features inherent in the training of student pianists that can contribute to their psychological vulnerability, especially with regard to self-concept and anxiety. Therefore, they can benefit from an intervention that may raise their level of psychological well-being, thus contributing to their resilience in coping with the challenges presented by their training as well as their piano performance. Clinical observations as well as research indicate that the Tomatis Method can enhance psychological well-being and improve academic functioning. Furthermore, Tomatis' theories and observations suggest that this programme can also enhance music performance, especially with regard to self-listening skills. However, although Tomatis indicates that he observed the same results with instrumentalists as with singers, his writings mostly refer to singers. Except for a single case study by Madaule in 1976, there seems to be no other scientific evidence that the Tomatis Method has benefited student pianists. Therefore, the purpose of this exploratory study was to investigate the effect of the Tomatis Method on student pianists' psychological well-being and piano performance. The empirical study consisted of a two-group pre-post assessment mixed-method design, involving thirteen 2nd year to postgraduate student pianists from the School of Music and Conservatory, of the North-West University (Potchefstroom Campus). These students were randomly assigned to an experimental group (n = 7) which was exposed to the Tomatis Listening Programme, and a non-intervention control group (n = 6). Quantitative data were obtained by means of a battery of tests, which included self-report inventories regarding psychological well-being and music performance anxiety, as well as scales regarding piano performance. The levels of the participants' psychological well-being were measured with the Scales of Psychological Well-Being (Ryff, 1989), the Affectometer 2 (Kammann & Flett, 1983), and the Profile of Mood States (Mc Nair et al., 1992). Participants' levels of music performance anxiety were measured with the Music Performance Anxiety Inventory for Adolescents (Osborne & Kenny, 2005), and the Kenny Music Performance Anxiety Inventory (Kenny et al., 2004). The quality of the students' piano performances was assessed by means of a general impression expressed as a percentage, Mills' constructs (1987) for the assessment of music performance, and Piano Performance Rating Scale (PPRS) which was developed for this study. Qualitative data were acquired by means of interviews, group discussions, projective drawings, written reports, personal observations and the Tomatis Listening Test Results indicated improvement regarding some aspects related to student pianists' psychological well-being and piano performance. Further research with regard to these aspects is required. / Thesis (M.Mus.)--North-West University, Potchefstroom Campus, 2010.

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