ABSTRACT

Introduction: Following positive outcomes of music therapy-based skills-sharing projects undertaken there in 2009, this doctoral research responded to a locally identified need by classroom practitioners at a Belarusian Development Centre seeking to develop relationships with children with complex needs.

Method

The study employed a convergent mixed-methods, pre- and post-intervention design. Winnicott’s theory of the holding environment provided the theoretical framework for a new evaluation instrument which underpinned the structure of a specifically designed staff development programme. Eight staff participants evaluated their usual musical interaction with a child with complex needs (pre-intervention). Following engagement with the staff development programme (intervention), they then undertook ten filmed individual music sessions with the same child (post-intervention). Sessions were filmed and two self-chosen extracts pre- and post-intervention were self-rated and peer-rated against the descriptors of the evaluation instrument. Participants then reflected on the experience with the child in interviews.

Results

Results focus on that part of the qualitative data set that describes ways in which Winnicott’s theory of holding was accessible and applicable in supporting optimisation of teacher-pupil relationships. Outcomes showed that the experience of Winnicott’s “holding” in the learning process supported participants to engage with a process of change, facilitating potential spaces for play and development in relationships within the research group and between staff and children.

Discussion

Participants required support to maintain two levels of awareness in their learning – this internal process of change in perceiving, attuning to and empathising with the child which then underpinned growth in their concrete musical interactional skills.

中文翻译：

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潜在空间：通过音乐治疗咨询支持白俄罗斯课堂从业者与有复杂需求的儿童之间的关系发展

摘要

简介：继 2009 年在那里开展的基于音乐治疗的技能分享项目取得积极成果之后，这项博士研究回应了当地白俄罗斯发展中心的课堂从业者寻求与有复杂需求的儿童建立关系的需求。

方法

该研究采用了收敛混合方法、干预前和干预后设计。温尼科特的控股环境理论为新的评估工具提供了理论框架，该工具支持专门设计的员工发展计划的结构。八名工作人员参与者评估了他们与有复杂需求的孩子（干预前）通常的音乐互动。在参与员工发展计划（干预）之后，他们与同一个孩子（干预后）进行了 10 次单独的音乐录制。对会议进行了拍摄，并根据评估工具的描述对干预前和干预后的两个自我选择的提取物进行了自我评价和同行评价。然后，参与者在访谈中反思了与孩子的经历。

结果

结果集中在描述温尼科特持有理论在支持优化师生关系方面的方法的定性数据集的那部分。结果表明，温尼科特在学习过程中的“坚持”经验支持参与者参与变革过程，为研究小组内部以及员工与儿童之间的关系提供玩耍和发展的潜在空间。

讨论

参与者需要支持以在他们的学习中保持两个层次的意识——这是感知、调整和同情孩子的内部变化过程，然后支持他们具体的音乐互动技能的发展。