ABSTRACT

Introduction

The quality of refugee children’s social life in the host country is essential to their health and development. Both practice and research indicate the relevance of music therapy in this respect, but our understanding of how music therapy can contribute to refugee children’s social wellbeing is still limited. This article explores how participation in music therapy in a public primary school can nurture refugee children’s readiness to collaborate with peers.

Method

The study is situated within a hermeneutic research tradition and is designed as a single-site, collective case study consisting of four cases. Empirical material consists of logs and audio-recordings from music therapy sessions.

Results

Results are presented as four case narratives that describe processes related to collaboration with peers.

Discussion

Based on abductive analysis, this article discusses the practice of music therapy in terms of the processes of regulating, negotiating, and building a sharable repertoire. The article suggests that music therapy nurtures the child’s capacity to regulate emotions and engage in social participation: an ongoing negotiation of interpersonal relationships is combined with the cultivation of a shared repertoire that creates bridges to other practices and larger social configurations.

中文翻译：

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通往同伴社区的音乐途径：难民儿童使用音乐疗法的集体案例研究

摘要

介绍

难民儿童在收容国的社会生活质量对他们的健康和发展至关重要。实践和研究都表明音乐疗法在这方面的相关性，但我们对音乐疗法如何有助于难民儿童的社会福祉的理解仍然有限。本文探讨了在公立小学参与音乐治疗如何培养难民儿童与同龄人合作的意愿。

方法

该研究位于诠释学研究传统中，并被设计为一个由四个案例组成的单一地点、集体案例研究。经验材料包括音乐治疗课程的日志和录音。

结果

结果以四个案例叙述的形式呈现，描述了与同行合作相关的过程。

讨论

本文基于溯因分析，从调节、协商和构建可共享曲目的过程中讨论音乐治疗的实践。这篇文章认为，音乐疗法可以培养孩子调节情绪和参与社会参与的能力：持续的人际关系谈判与培养共享曲目相结合，从而为其他实践和更大的社会结构搭建桥梁。