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首页> 美国卫生研究院文献>Frontiers in Public Health >The Social Impact of Musical Engagement for Young Adults With Learning Difficulties: A Qualitative Study
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The Social Impact of Musical Engagement for Young Adults With Learning Difficulties: A Qualitative Study

机译：音乐参与对学习困难的年轻人的社会影响：定性研究

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There is evidence that music interventions can offer opportunities for creative, psychological, and social developments for individuals with mild to profound learning disabilities, addressing the disadvantages they face in respect of social outcomes. This paper reports on a qualitative study investigating a community music intervention for such a population. Thirty-seven adult service users (12 female, 25 male) took part in weekly music workshops for 10 weeks. Their learning difficulties ranged from mild to profound, and their levels of independence ranged from requiring constant one-to-one care to living alone in sheltered accommodation. Interviews were conducted at multiple time points with music and resource center staff as well as participants and members of their families and other center users; researchers also observed all workshops, taking field notes. Thematic analysis of the data informed understanding of the disadvantages facing participants, their experience of the workshop program and its immediate and wider social outcomes, as well as suggesting key mechanisms for effects. Disadvantages and barriers facing participants included: limited access to enjoying or learning music; boredom, isolation, and limited networks; lack of experience of new social contexts; and an associated lack of confidence, low mood or self-esteem. Participants were found to enjoy and sustain engagement with a program of dedicated group music workshops delivered by staff trained in an empathic and inclusive approach. Impacts included an ongoing enthusiasm to engage in music; wider recognition of musicality; increased self-confidence; being happier, more relaxed, and/or enthusiastic after the workshops; better ability to interact with unfamiliar situations and people; and participation in social activities for an unprecedented length of time. Key factors in achieving those impacts are that participants: had fun and interacted socially; felt secure, welcomed, and involved at all times; exercised choice; worked with others in nonverbal tasks; and encountered challenge while engaging and progressing at their own rate.
机译：有证据表明，音乐干预可以为轻度至重度学习障碍者提供创造力，心理和社会发展机会，解决他们在社会成果方面面临的不利条件。本文报告了一项定性研究，调查了针对此类人群的社区音乐干预。 37名成人服务使用者（12名女性，25名男性）参加了为期10周的每周音乐研讨会。他们的学习困难从轻度到深远不等，他们的独立程度从需要持续的一对一照护到独自在庇护所中生活。在多个时间点对音乐和资源中心的工作人员，参与者和他们的家庭成员以及其他中心用户进行了采访；研究人员还观察了所有研讨会，并做了现场记录。对数据进行专题分析有助于了解参与者面临的不利条件，他们对讲习班计划的经验及其直接和广泛的社会成果，并提出影响的关键机制。参加者面临的缺点和障碍包括：欣赏或学习音乐的机会有限；无聊，孤立和网络有限；缺乏新的社会背景的经验；并伴有缺乏自信，情绪低落或自尊心。参与者被发现享受并保持参与由以同理心和包容性方法培训的工作人员举办的专用小组音乐研讨会的计划。影响包括对音乐的持续热情；对音乐性的广泛认可；增加自信心；研讨会结束后更加快乐，放松和/或热情；与陌生情况和人互动的能力更好；和参与社交活动的时间空前。达到这些影响的关键因素是参与者：玩得开心，并在社交上互动；始终感到安全，受到欢迎和参与；行使选择权；与他人一起从事非语言性工作；在以自己的速度参与和进步时遇到了挑战。

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