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Coming up trumps: A student music therapist supports young people with high or very high complex special needs to develop the key competencies

机译：胜出：学生音乐治疗师为有特殊需求或特殊需求的年轻人提供支持，以发展关键能力

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This exploratory study aimed to discover and highlight the techniques and strategies that supported young people with high or very high complex special needs to develop the key competencies during music therapy sessions at a special school. Music therapy was carried out on an individual basis in a naturalistic manner and clinical notes were produced to record details that seemed important in each session. This data was then reviewed retrospectively in a process known as secondary analysis, employing both deductive and inductive modalities to search for and draw out links to the key competencies. A process of coding data within each key competency category revealed emerging themes and found that a number of musical, verbal and/or physical techniques and strategies supported the five key competencies during therapy. The categories, themes and codes have been defined and described with examples from the data, and a clinical vignette is included for further explanation. The data demonstrated the holistic nature of music therapy in that many techniques and strategies worked to support all five key competencies, even when the focus was a single competency. The findings are discussed with reference to, and in light of, current literature and suggested that the techniques and strategies used within my music therapy practice strongly relate to the key competencies and provide a unique context for their development. It is noted that the findings cannot be generalised to other settings and populations. However, this in-depth study may provide insight into the potential educational benefits and links between music therapy practice and the key competencies for those working with young people who have high or very high complex special needs.
机译：这项探索性研究旨在发现并重点介绍在特殊学校的音乐疗法课程中，支持具有高或非常复杂特殊需求的年轻人发展关键能力的技术和策略。音乐疗法是以自然主义的方式在个人的基础上进行的，并制作了临床笔记以记录在每次会议中似乎都很重要的细节。然后，通过称为演绎分析的过程回顾性地审查此数据，同时采用演绎和归纳模式来搜索和绘制与关键能力的联系。在每个关键能力类别中对数据进行编码的过程揭示了新出现的主题，并发现许多音乐，语言和/或物理技术和策略支持治疗期间的五个关键能力。类别，主题和代码已用数据中的示例进行了定义和描述，并包括临床插图以进一步说明。数据证明了音乐疗法的整体性，因为即使专注于单一能力，许多技术和策略仍可支持所有五个关键能力。我们会参考当前文献对这些发现进行讨论，并建议在我的音乐治疗实践中使用的技术和策略与关键能力密切相关，并为他们的发展提供独特的背景。需要指出的是，调查结果不能推广到其他地区和人群。但是，这项深入的研究可能会为潜在的教育收益以及音乐疗法实践与关键能力之间的联系提供洞见，这些治疗方法适用于那些有很高或非常高的特殊需求的年轻人。

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    Hall Sarah;

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