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meghankelly492

(PDF) A Systematic Review of Treatments for Music Performance Anxiety - 2 views

  • Four other studies (three of which are dissertations) assessed behavioral treatments forMPA on music students. Grishman (1989) and Mansberger (1988) used standard musclerelaxation techniques, Wardle (1969) compared insight/relaxation and systematic desensi-tisation techniques, and Deen (1999) used awareness and breathing techniques
  • A systematic review of all available treatment studies for music performance anxiety was undertaken.
  • reported that 24% of musicians frequently suffered stage fright, defined in this study as themost severe form of MPA, 13% experienced acute anxiety and 17% experienceddepression.
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  • 59% of musicians in symphony orchestras reported performance anxiety severe enough toimpair their professional and/or personal functioning.
  • A recent study indicated that MPA is not limited to orchestralmusicians, showing that opera chorus artists are also prone to high levels of performanceanxiety
  • However, since not allperformers suffer the same degree of MPA, or indeed report the same levels of occupationalstress, individual differences in a range of psychological characteristics are likely to accountfor variations in the degree to which musicians experience symptoms
  • A large number of treatment modalities (e.g., behavioral, cognitive, pharmacological andcomplementary) has been developed for music performance anxiety (MPA)
  • However, areview of this literature indicates that the field is still in its infancy with respect to theconceptual and theoretical formulations of the nature of MPA and its empiricalinvestigation.
  • Anxiety may be triggered by conscious,rational concerns or by cues that trigger, unconsciously, earlier anxiety producingexperiences or somatic sensations.
  • These findings suggest that multi-modal interventions are needed toaddress the multiple difficulties experienced by test anxious individuals.
  • with some focusing on behavioral change, some on cognitivechange, others on reduction of physiological symptoms through the use of pharmacotherapy,and some on idiosyncratic formulations
  • For drug studies, the keywords were beta-blocker [Beta blockers block the effect ofadrenaline (the hormone norepinephrine) on the body’s beta receptors. This slows downthe nerve impulses that travel through the heart. As a result, the resting heart rate is lower,the heart does not have to work as hard and requires less blood and oxygen
  • Brodsky (1996) and Nube´(1991) were most useful.
  • The interventionsassessed included systematic desensitization, progressive muscle relaxation, awareness andbreathing and behavioural rehearsal
  • In summary, behavioral treatments do appear to be at least minimally effective in thetreatment of MPA, although the heterogeneity of the treatment approaches employedmakes it difficult to isolate consistent evidence for the superiority of any one type ofbehavioral intervention
  • Two studies (see Tables II and IV) assessed the therapeutic effect of cognitive techniquesalone on MPA.
  • A dissertation by Patston (1996) reported a comparison of cognitive (e.g.positive self-talk, etc.) and physiological strategies in the treatment of MPA. No significantimprovements on vocal and visual manifestations of performance anxiety were found foreither treatment or control groups. However, the sample consisted of only 17 operastudents who were not specifically selected on the basis of their MPA severity, and theintervention was conducted by the author, a singer and teacher, who had no training inpsychology.
  • Three studies (see Table III) assessed the therapeutic effect of cognitive-behavioralstrategies on MPA. Harris (1987), Roland (1993), and Kendrick et al. (1982) all reportedthat standard CBT techniques were effective in the treatment of MPA in studentsspecifically selected for study because of the severity of their MPA.
  • Harris (1987) and Roland(1993) reported that CBT led to reductions in state anxiety as measured by the STAI,although Kendrick et al. (1982) failed to find a significant difference between treatment andcontrol groups on this measure.
  • The evidence for improvements in MPA following CBT is quite consistent, althoughfurther studies with larger samples are needed to confirm this evidence.
  • Beta-blockers have become increasingly popular among performers in recent years. Forexample, Lockwood (1989), in a survey of 2,122 orchestral musicians, found that 27% usedpropranolol to manage their anxiety prior to a performance; 19% of this group used thedrug on a daily basis.
  • Nube´ (1991) identified nine studies examining the effects of various beta-blockers(Atenolol, Metopolol, Nadolol, Oxprenolol, Propranolol, Pindolol) on MPA.
  • The findings regarding the effects of beta blockers on otheroutcome measures were less conclusive.
  • A rigorous definition of MPA is needed to advance treatment. However, defining MPA as asocial anxiety (social phobia) using criteria set out in DSM-IV-TR (APA, 2000) as theinclusion criteria may be too restrictive, particularly if the musician presenting for treatmentexperiences MPA as a focal anxiety (ie does not meet other criteria for social anxiety).
  • Few ofthe intervention studies reviewed acknowledged that performers need a certain amount ofarousal or anxiety to maximise their performance.
  • None of the studies could be pooled in a meta-analysis primarily because too fewprovided sufficient data to calculate effect sizes, use of diverse subject groups andtreatments, duration and intensity of treatment, and use of disparate outcome measures
  • In conclusion, the literature on treatment approaches for MPA is fragmented, incon-sistent, and methodologically weak. These limitations make it difficult to reach any firmconclusions about the effectiveness of the various treatment approaches reviewed. Forsignificant progress to be made, future research will require a clear definition of MPA,consistency and strength in methodology, and the development of robust and appropriateoutcome measures.
meghankelly492

(PDF) Treatment of music performance anxiety - 1 views

  • A study that evaluated the relative efficacy of four types of treatment for people with comorbid diagnoses showed that conclu-sions about the efficacy of the different therapeutic approaches changed depending on the nature of the outcome measure used.
  • Cognitive behavioral therapy is underpinned by the proposition that emotions and behavior are influenced by cognitions
  • We began with the ‘classical’ psychoanalytic psychotherapies, moving to some recent developments, such as the relational and attachment-based psychotherapies, and intensive short-term dynamic psychotherapy (ISTDP), followed by the behavioral, cognitive, and cognitive behavioral therapies, including the ‘new wave’ of therapies such as mindfulness-based therapies, acceptance and commitment therapy (ACT) and dialectical behavior therapy (DBT).
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  • medication in the treatment of music performance anxiety. I considered a range of prescribed substances, including beta-blockers,
  • Kenny, D.T. (2011). The Psychology of Music Performance Anxiety. Oxford: Oxford University Press
  • Three groups of therapies—behavioral, cognitive, and cognitive behavioral—are all based on the same principles, but use the available therapeutic techniques in different amounts.
  • These researchers identified six techniques/interventions that are unique to CBT when compared with the spectrum of psychodynamic-interpersonal psycho-therapies, as follows
meghankelly492

Music performance skills: A two-pronged approach - facilitating optimal music performan... - 1 views

  • music performance anxiety (MPA)
  • The concept of “flow”, describing the subjective psychological state in which a person is completely immersed and fully concentrated in an activity which is enjoyable and rewarding, is often associated with optimal functioning
  • Anxiety is generally regarded as having an antithetical relationship with flow
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  • The clinical implications of this negative association between MPA and flow suggest that a two-pronged approach focusing on facilitating flow and positive functioning as well as reducing pathological MPA may bring about improvements in the performer’s subjective performing experienc
  • Seligman’s (2011) most recent model of well-being, from the field of positive psychology, understands well-being as comprising five elements: Positive emotion, Engagement, Relationships, Meaning and Achievemen
  • There is a substantial body of Music Performance Anxiety (MPA) research providing evidence that MPA is a debilitating phenomenon (Kenny, 2011) which can affect musicians at any stage of their careers, from highly experienced professional performers (Fishbein, Middlestadt, Ottati, Straus, & Ellis, 1988; Kenny, Driscoll, & Ackerman, 2014) through to child beginners
  • Anxiety is often described as having an antithetical relationship to the experience of flow (Csikszentmihalyi, 1975), and it has been suggested that fostering techniques for facilitating flow may provide a powerful tool for reducing MPA and encouraging optimal performance
  • “when performance anxiety was highest, flow was lowest and vice versa … the presence of one minimises the magnitude of the other” (Fullager et al., 2013, p. 251), and a recent study found evidence of a strong, significant negative association between flow and MPA amongst 200 professional orchestral musicians (Cohen & Bodner, 2018), supporting Kirchner et al.’s (2008) earlier findings with music students
  • Investigations of the efficacy of existing methods for treating MPA indicate that Cognitive Behavioural Therapy based interventions are most effective (for an overview, see Burin & Osorio, 2016).
  • However, evidence suggests that pharmacological methods, particularly beta-blockers, are most commonly used, often in the absence of medical supervision (Cohen & Bodner, 2018; Kenny et al., 2014) and that the subject of MPA is still stigmatised, with many musicians and teachers unwilling to talk openly about it
  • Csikszentmihalyi’s nine dimensions of flow as follows
  • Although there was an increase in flow over time, this was not significant, F(1, 20) = 4.27, p > .05, η2 =.18, and there was no evidence of a significant interaction between group and time, F(1, 20) = 0.56, p > .05, η2 = .03, indicating that the hypothesis that there would be an increase in self-reported levels of flow in the intervention group, was not supported.
  • Figure 4. Judge-rated musical performance quality and signs of performance anxiety in the intervention group.
  • These results support the fourth hypothesis that there would be an increase in judge-rated PQ and a decrease in judge-rated SPA.
  • Results showed evidence of a significant negative association between MPA and flow, and three out of the four study hypotheses were supported: the music performance skills intervention was found to be effective in reducing pre-/post-test MPA in the intervention group compared to the wait-list control group; there were significant improvements in positive and negative affect and state anxiety associated with the performance situation in the intervention group; and there were significant improvements in judge-rated PQ and behavioural signs of performance anxiety. However, there was no significant change in pre-/post-test measures of flow. These findings will now be discussed in more detail.
  • This supports the understanding of MPA as a specific type of anxiety, where the performer suffers from MPA without necessarily being generally anxious or impaired in any other areas of his/her life (Clark & Williamon, 2011; Hoffman & Hanrahan, 2011) and corresponds to Kenny’s (2011) description of the first and most mild of three types of MPA (for full coverage of this issue, see Kenny, 2011).
  • Thus, the absence in improvement in levels of flow in the current study could also be due to the low average hours of daily practice reported
  • The increases in participants’ positive affect and decreases in negative affect after the second simulated performance compared to the first indicate that the intervention was effective in facilitating positive emotion, the first component of Seligman’s (2011) PERMA model of well-being
  • Evidence of improvements in judge-rated performance quality indicate that the intervention was also effective in facilitating the fifth (Achievement) component of the PERMA model.
  • “Ironically, it may be that the last people to receive some benefit from the therapeutic value of music may be the musicians themselves” (Brodsky, 1996, p. 95).
  • Hopefully, such an approach will enable developing musicians to acquire the skills necessary to enjoy satisfying, successful and healthy lives as performing musicians, in which the threat of debilitating MPA and the need to recourse to beta-blockers are a thing of the past.
  • Cohen, S., & Bodner, E. (2019). Music performance skills: A two-pronged approach – facilitating optimal music performance and reducing music performance anxiety. Psychology of Music, 47(4), 521–538. https://doi.org/10.1177/0305735618765349
Kari Beery

Tech Savvy Kids - 86 views

  • To the psychologists, sociologists, and generational and media experts who study them, their digital gear sets this new group (yet unnamed by any powers that be) apart, even from their tech-savvy Millennial elders. They want to be constantly connected and available in a way even their older siblings don't quite get. These differences may appear slight, but they signal an all-encompassing sensibility that some say marks the dawning of a new generation.
  •  PARENTING & KIDS' HEALTH NEWS: ONLY ON USA TODAYNew daditude: Today's fathers are hands-on, pressure offTV: Impairs speech | Leads to earlier sexBaby names: What's popular? Whatever's unusualMore parents share workload when mom learns to let goAre kids becoming too narcissistic? | Take the quizChemicals: What you need to know about BPA | Carcinogens found in kids' bath products | Lead poisonings persist'Momnesia,' spanking, tweens and toddlers fullCoverage='Close  X Todders: Parents' fear factor? A short toddle into the danger zoneTweens: Cooler than ever, but is childhood lost?
  • The difference is that these younger kids "don't remember a time without the constant connectivity to the world that these technologies bring," she says. "They're growing up with expectations of always being present in a social way — always being available to peers wherever you are."
Jac Londe

OCDE - Direction des Statistiques - Organisation de coopération et de dévelop... - 4 views

  • Statistiques de l'OCDE fréquemment demandées
  • A : Aide Aide Publique au Developpement (APD) Agrégats monétaires - Monnaie au sens étroit et au sens large B : Balance des paiements C : Chômage Commerce de détail Commerce internationa Conjoncture en bref (données mensuelles/ trimestrielles, % de variation : PIB, indicateurs avancés, prix...) Construction - Logements mis en chantier et permis de construire Cours des actions Coût unitaire de la main d'oeuvre Croissance D : Définitions Dépenses sociales Distribution des revenus E : Education Emploi Enfants F : Famille G : Gains horaires Ginis I : Indicateurs composites avancés Indicateurs de confiance des industriels et des ménages Indices des prix à la consommation Indices des prix à la production Inégalités Inflation M : Mères Méthodologie Migrations N : PPA - Niveau de prix comparés basés sur les PPA O : L'OCDE en chiffres Offres d'emploi P : Parités de pouvoir d'achat (PPA) PPA - Niveau de prix comparés basés sur les PPA Pauvreté Pensions Perspectives économiques de l'OCDE PISA Population Population étrangère Prestations et salaires Prix - Indices des prix à la consommation - Indices des prix à la production - PPA - Niveau de prix comparés basés sur les PPA   Production industrielle Productivité Produit intérieur brut (PIB) S : Santé Social Sources et définitions T : Taux de chômage harmonisés Taux d'intérêt (long terme et court terme) Taux de change V : Voitures de tourisme - immatriculations
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    Des statistiques qui aident à comprendre nos sociétés et leurs interactions.
meghankelly492

Validation of the Kenny Music Performance Anxiety Inventory (K-MPAI): A cross... - 1 views

  • Barlow (1988, 2000, 2002) argued that panic attacks, which he called “false alarms,” arise in response to stressful life events (such as music performance) in people who experience high levels of general anxiety.
  • Chang-Arana, Á. M., Kenny, D. T., & Burga-León, A. A. (2018). Validation of the Kenny Music Performance Anxiety Inventory (K-MPAI): A cross-cultural confirmation of its factorial structure. Psychology of Music, 46(4), 551–567. https://doi.org/10.1177/0305735617717618
Dan Robinson

What Facebook Users Share: Lower Grades - TIME - 4 views

  • What Facebook Users Share: Lower Grades By Anita Hamilton Tuesday, Apr. 14, 2009 Print var artId= "1891111"; var chn = "bizTech"; var contType = "article"; Email Reprints Digg Facebook time:http://www.time.com/time/business/article/0,8599,1891111,00.html Twitter MORE Add to my: del.icio.us Technorati reddit Google Bookmarks Mixx StumbleUpon Blog this on: TypePad LiveJournal Blogger WordPress MySpace var ad = adFactory.getAd(88, 31); ad.setPosition(8) ad.write(); Forget the widely unloved redesign. Facebook has committed a greater offense. According to a new study by doctoral candidate Aryn Karpinski of Ohio State University and her co-author Adam Duberstein of Ohio Dominican University
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    Finally someone has admitted it, Facebook makes you dumber.
Tracy Tuten

A guide to online educational resources. - NYTimes.com - 90 views

  • Richard Ludlow started the nonprofit Academic Earth two years ago after M.I.T.'s OpenCourseWare helped him pass linear algebra as a Yale undergraduate. His site offers the courses of 10 elite universities — 130 full courses and more than 3,500 video lectures. Viewers can turn the tables on professors and grade courses. Other guidance includes "Editor's Picks" and "Playlists," lectures selected around a theme like "First Day of Freshman Year" and "You Are What You Eat."
  • Connexions, started at Rice University 10 years ago, debundles education for the D.I.Y. learner. Anyone can write a "module," the term for instructional material that can be a single sentence or 1,000 pages. Connexions hosts more than 16,000 modules that make up almost 1,000 "collections." A collection might be, say, an algebra textbook or statistics course.
  • Daniel Colman is a curator of sorts. He sifts through the vast amount of free courses, movies and books offered online to find what he considers the very best in content and production value. Then he features them on Open Culture, the Web site he founded in 2006. It's a task in keeping with his mission as associate dean and director of Stanford's continuing education program.
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  • At last count, the site had 2,700 audio and video lectures from more than 25 universities; 268 audio books; and 105 e-books. Dr. Colman says he looks for lectures that "take ideas and make them come to life." And so you can learn 37 languages on Open Culture, or stream Jane Austen audio books, Hitchcock films and a John Hopkins biology lecture.
  • Why pay for test prep? M.I.T. OpenCourseWare has culled introductory courses in physics, calculus and biology, along with problem sets and labs, to help students prep for the Advanced Placement exams. (Not to miss an opportunity, there’s a link to the admissions office.)
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    Thousands of pieces of free educational material - videos and podcasts of lectures, syllabuses, entire textbooks - have been posted in the name of the open courseware movement. But how to make sense of it all? Businesses, social entrepreneurs and "edupunks," envisioning a tuition-free world untethered by classrooms, have created Web sites to help navigate the mind-boggling volume of content. Some sites tweak traditional pedagogy; others aggregate, Hulu-style.
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    Amazing online resources for education
Randolph Hollingsworth

Connected Learning Events - Summer of Making and Connecting - 1 views

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    This summer, major advocates for the potential of the Internet - including the John D. and Catherine T. MacArthur Foundation, Mozilla, the National Writing Project, and others - are putting Connected Learning into practice. The Summer of Making and Connecting organizes hundreds of events, projects and programs in communities across the nation, around the world, and online to help youth connect learning to their interests and to enable teachers to learn from and network with their innovative peers.
Martin Burrett

Inspirograph - 66 views

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    A fun online Spirograph, great for maths lessons, looking at cogs and cams in D&T and pop culture in art.
Randolph Hollingsworth

Maps of Citations Uncover New Fields of Scholarship - Research - The Chronicle of Highe... - 33 views

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    ...by a a team led by two biologists, Carl T. Bergstrom and Jevin D. West, and a physicist, Martin Rosvall,- "The work builds off the thinking behind the Eigenfactor score, a method of assessing journals' relative influence that Mr. Bergstrom and Mr. West unveiled in 2007. The Eigenfactor algorithm takes into account the source of citations. A citation in a high-profile journal like Nature, for instance, counts for more than a citation from a journal only a handful of people ever see or cite. That's a more nuanced way to evaluate a journal's standing than the widely used impact factor, which tracks how many citations a journal gets but does not weight the sources."
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    Wow researchers can engage with the human side of research thru viewing connected networks, they can find the patterns in data sets and discover new fields as they converge amongst many possibilities... You can see overview where your research fits in etc too.
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    This is fascinating. I'm trying to figure out if this is something that could become useful to undergraduates learning about research. It seems like it has potential to reveal connections, trends, and patterns for students just starting in a discipline. It certainly makes disciplines seem less rigid and confined (which I think is a good thing).
Martin Burrett

Paper Critters - 83 views

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    Design your own 3D 'Paper Critter' to share or print as a 3D net to glue together. Great for maths and D&T. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
Glenn Hervieux

How NOT to Set Goals (Why S.M.A.R.T. goals are lame) - YouTube - 86 views

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    Brendon Burchard talks on how "SMART" Goals are limiting. Instead, why not work on D.U.M.B. goals? A different way to view how to grow and work with an abundance vs. a deficit mentality. Question: How do SMART goals in education limit our work, vision, and enthusiasm?
Becky McEldery

Math Teaching Resources - 61 views

shared by Becky McEldery on 11 May 13 - No Cached
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    Great resources for Mathematics Grades K-5
Tonya Thomas

Model Updates - 19 views

  • Social Learning Update (2011)  What  Content Link   Research goals and outcomes  Study description (PDF)  Results summary  T+D Magazine article (PDF)  Model Graphic  (coming soon)  One-page summary  About Social Learning (PDF)  ASTD Learning System supplement  Learning System Supplement (PDF)  Career Development Action planning  ASTD Career Navigator  Related reference list  Resource list (PDF)
msmacleanwhs

Watsonville High School: Ms. MacLean - 12 views

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Martin Burrett

Make your own catapult - 107 views

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    An interesting construction project to make a catapult from the Open University. View the historical and scientific background. Don't test it near windows.
Martin Burrett

Irresistible Ideas for play based learning - 92 views

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    Good ideas for play based learning.
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    A really useful activities, arts and craft site. A great place to spark ideas, not to mention getting very messy! http://ictmagic.wikispaces.com/Art%2C+Craft+%26+Design
Donna Baumbach

Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media (... - 32 views

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    "Hanging Out, Messing Around, and Geeking Out fills this gap, reporting on an ambitious three-year ethnographic investigation into how young people are living and learning with new media in varied settings-at home, in after school programs, and in online spaces. By focusing on media practices in the everyday contexts of family and peer interaction, the book views the relationship of youth and new media not simply in terms of technology trends but situated within the broader structural conditions of childhood and the negotiations with adults that frame the experience of youth in the United States. Integrating twenty-three different case studies-which include Harry Potter podcasting, video-game playing, music-sharing, and online romantic breakups-in a unique collaborative authorship style, Hanging Out, Messing Around, and Geeking Out is distinctive for its combination of in-depth description of specific group dynamics with conceptual analysis."
Tracy Tuten

Reading and the Web - Texts Without Context - NYTimes.com - 28 views

  • In his deliberately provocative — and deeply nihilistic — new book, “Reality Hunger,” the onetime novelist David Shields asserts that fiction “has never seemed less central to the culture’s sense of itself.”
  • Mr. Shields’s book consists of 618 fragments, including hundreds of quotations taken from other writers like Philip Roth, Joan Didion and Saul Bellow — quotations that Mr. Shields, 53, has taken out of context and in some cases, he says, “also revised, at least a little — for the sake of compression, consistency or whim.”
  • It’s also a question, as Mr. Lanier, 49, astutely points out in his new book, “You Are Not a Gadget,” of how online collectivism, social networking and popular software designs are changing the way people think and process information, a question of what becomes of originality and imagination in a world that prizes “metaness” and regards the mash-up as “more important than the sources who were mashed.”
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  • Mr. Lanier’s book, which makes an impassioned case for “a digital humanism,” is only one of many recent volumes to take a hard but judicious look at some of the consequences of new technology and Web 2.0. Among them are several prescient books by Cass Sunstein, 55, which explore the effects of the Internet on public discourse; Farhad Manjoo’s “True Enough,” which examines how new technologies are promoting the cultural ascendancy of belief over fact; “The Cult of the Amateur,” by Andrew Keen, which argues that Web 2.0 is creating a “digital forest of mediocrity” and substituting ill-informed speculation for genuine expertise; and Nicholas Carr’s book “The Shallows” (coming in June), which suggests that increased Internet use is rewiring our brains, impairing our ability to think deeply and creatively even as it improves our ability to multitask.
  • Steven Johnson, a founder of the online magazine Feed, for instance, wrote in an article in The Wall Street Journal last year that with the development of software for Amazon.com’s Kindle and other e-book readers that enable users to jump back and forth from other applications, he fears “one of the great joys of book reading — the total immersion in another world, or in the world of the author’s ideas — will be compromised.” He continued, “We all may read books the way we increasingly read magazines and newspapers: a little bit here, a little bit there.”
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    Highly insightful and developed argument for how Web 2.0 is changing how we process information, learn, and develop opinions. 
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