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首页> 外文期刊>Frontiers in Psychology >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：学习困难的年轻成年人音乐参与的社会影响：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，音乐干预措施可以为具有轻度到深远的学习障碍的个人提供创造性，心理和社会发展的机会，解决他们对社会成果面临的缺点。本文报告了一个定性研究，调查了这种人口的社区音乐干预。三十七名成人服务用户（12名女性，25名男性）参加了每周音乐研讨会10周。他们的学习困难范围从轻微到深刻，他们的独立水平范围远离不断的一对一的照顾，独自生活在庇护所在的住宿。采访是在多个时间点进行音乐和资源中心员工以及他们家庭和其他中心用户的参与者和成员;研究人员还观察到所有研讨会，采取现场票据。对数据的主题分析了解参与者面临的缺点，他们对研讨会计划的经验及其直接和更广泛的社会成果，以及建议效果的关键机制。参与者面临的缺点和障碍包括：对享受或学习音乐的获取有限;无聊，隔离和有限的网络;缺乏新的社会背景的经验;和相关的信心缺乏，情绪低落或自尊心。参与者被发现享受和维持与员工培训的专门群体音乐研讨会课程的参与，以同情和包容性的方式培训。影响包括持续的热情来参与音乐;更广泛的识别音乐性;增加自信心;研讨会后更加放松，更放松，和/或热情;更好地与不熟悉的情况和人互动的能力;并参与社交活动，以获得前所未有的时间。实现这些影响的关键因素是参与者：享受乐趣并在社会上互动;感到安全，欢迎，并始终涉及;运动选择;在非语言任务中与他人合作;并遇到挑战，同时以自己的速度参与和进展。

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