The purpose of this study was to examine the meaning of the Loss of Voice experience in adolescent girls using an existential-phenomenological interview approach. An open-ended interview was conducted and participants were asked to "Please think of a specific time when you had something important to say, but did not say it. In as much detail as possible, describe that experience." Each interview was tape-recorded, transcribed by the investigator, and then independently thematized (Jones, 1984) by the author and a doctoral colleague trained in Jones' (1984) analysis method. Interrater reliability of the themes reached 96% agreement for the overall sample. Individual transcription reliabilities ranged between 85-98%. Thematic analysis revealed six superordinate themes and four subthemes. The superordinate themes were Difficult Position, Feeling, Might Explode, Not Worth It, Who Am I?, and Nevermind. The subthemes So Much To Lose and Strong were part of superordinate theme Difficult Position. The subthemes Emotion and Physical were part of the superordinate theme Feeling. Analysis of these themes in their totality suggested a complex meaning structure of co-researchers Loss of Voice experiences. This research supports and expands the current literature on Loss of Voice by providing a more in-depth study of the meaning contained in a Loss of Voice experience. Directions for future research efforts, intervention, and prevention education are discussed.

This study investigated three francophone adolescent girls� experiences with singing. A qualitative, narrative research approach (Bogdan & Biklen, 2003; Murray, 2003) was used to increase understanding about the benefits of singing, with a particular interest in exploring singing as a potentially positive means for adolescent minority-culture girls to successfully negotiate multiple aspects of identity, that is, adolescence, gender, and culture. Semi-structured interviews provided an opportunity for the participants to share their experiences, and describe what it is like for them to sing. Data were analyzed with The Listening Guide (Gilligan, Spencer, Weinberg, & Bertsch, 2003), a relational analysis responsive to the narrative and authentic voices of participants, and used to generate �I� poems and identify themes. Three ways of singing were identified � private informal, social informal, public formal � as well as three themes, evoked with the metaphors of: Rhythm (singing and experiences of identity), Harmony (singing and relationships), and Melody (singing, wellbeing, and strength). Findings confirm and extend the small but growing research literature on the psychology of singing, and have implications for those interested in working with youth using a strength-based perspective focused on positive youth development (Larson, 2000).

This study investigated three francophone adolescent girls� experiences with singing. A qualitative, narrative research approach (Bogdan & Biklen, 2003; Murray, 2003) was used to increase understanding about the benefits of singing, with a particular interest in exploring singing as a potentially positive means for adolescent minority-culture girls to successfully negotiate multiple aspects of identity, that is, adolescence, gender, and culture. Semi-structured interviews provided an opportunity for the participants to share their experiences, and describe what it is like for them to sing. Data were analyzed with The Listening Guide (Gilligan, Spencer, Weinberg, & Bertsch, 2003), a relational analysis responsive to the narrative and authentic voices of participants, and used to generate �I� poems and identify themes. Three ways of singing were identified � private informal, social informal, public formal � as well as three themes, evoked with the metaphors of: Rhythm (singing and experiences of identity), Harmony (singing and relationships), and Melody (singing, wellbeing, and strength). Findings confirm and extend the small but growing research literature on the psychology of singing, and have implications for those interested in working with youth using a strength-based perspective focused on positive youth development (Larson, 2000).