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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
Ross Davis

iPads in Education - Exploring the use of iPads and mobile devices in education. - 187 views

  • How does the releaseof iOS 5 impact you? Multitouch gestures, Notification Center, an upgraded Safari browser, Newstand and more. iOS 5 comes with over 200 new features. Which ones will you use most - both personally and professionally? Share your opinions... News & Views Videos Using an iPad as a Document Camera Added by Sam Gliksman0 Comments 0 Likes First Look: Apple's iOS 5 Added by Sam Gliksman0 Comments 0 Likes Impromptu Field Trip Added by Skip Via0 Comments 0 Likes Add Videos View All xg.addOnRequire(function () { x$('.module_video').mouseover(function () { x$(this).find('.video-facebook-share').show(); }) .mouseout(function () { x$(this).find('.video-facebook-share').hide(); }); }); #iPadEd on Twitter Use the hashtag #iPadEd to tweet with network members // iPads in Education Tweets SamGliksman RT @kcalderw: Last call for participants for an iPad in Edu survey for Masters class. Looking for teachers who use them. #ipadchat #ipaded4 hours ago · reply · retweet · favorite buddyxo Coding on the iPad: http://t.co/J55XxcXl. Looki
  • Finally, the goal of this community is to promote innovation in education through the use of technology. The site is not sponsored by Apple nor does it endorse the use of any specific technology or product.
  • Finally, the goal of this community is to promote innovation in education through the use of technology. The site is not sponsored by Apple nor does it endorse the use of any specific technology or product.
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  • Tablet computing and mobile devices promise to have a dramatic impact on education. This Ning network was created to explore ways iPads and other portable devices could be used to re-structure and re-imagine the processes of education.
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    EXCELLENT SITE!
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    Lists of apps for k-6, teachers and parents
sanford arbogast

Gapminder World - 4 views

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    this is a great site fro demonstrating visual statistics
Holly Atkins

Gapminder World - 2 views

Christina Rajsz

Gapminder World - 137 views

    • Christina Rajsz
       
      Play the video. Imagine what you could do in the classroom with an interactive graph like this. What types of questions can you bring up? Questions are endless... and can be used for any course
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
Marc Patton

The Compendium Blog of The A.T.TIPSCAST | Christopher R. Bugaj - 21 views

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    The A.T.TIPScast: Assistive Technology Tools In Public Schools is a podcast about using technology to help students meet their educational goals. Each episode features at least one "A.T.TIP" that can be used to differentiate and individualize the learning process.
Enid Baines

T. S. Eliot on Idea Incubation, Inhibition, and the Mystical Quality of Creativity + a ... - 29 views

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    Audio of T.S. Eliot reading Prufrock
Glenn Hervieux

Text Messaging and Driving - Texting Can Wait | AT&T - 44 views

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    10:44 Documentary by AT&T - Don't Text While Driving Watch AT&T's new 10-minute documentary titled "The Last Text," featuring stories of real individuals whose lives have been adversely affected by texting behind the wheel. Includes a short video on student reactions to the video. Videos can be requested for download. AT&T created this documentary as part of its "It Can Wait" campaign because we want consumers be safe while using our technology. We are grateful and humbled by the bravery of the people who agreed to be on camera for the documentary. We would have no story to tell without them.
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."
psmiley

Educating Educators, Part 1 | Teach Amazing! - 4 views

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    Step 1 of Training Educators in technology http://t.co/9m3u6yzTrl #cpchat #edchat Step 1 of Training Educators in technology http://t.co/9m3u6yzTrl #k12 #schools
psmiley

Sir Ken Robinson: Why We Need to Reform Education Now - 2 views

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    Why We Need to Reform Education Now - Huffington Post http://t.co/aw5dxu128p Some say we can't afford to personalize education to every student. The fact is we can't afford not to. http://t.co/NVUjNJCJnN
rmollap Rafa

Animacions de McGraw Hill en castell¡a (hispano) - 0 views

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    Animacions de McGraw Hill en castellà (hispano): Spanish Animations Actividad citotóxica de las células T contra las células blanco Antigenos dependientes de las células T Bomba de intercambio sodio-potasio Bomba de intercambio sodio-potasio Canales controlados por la diferencia de potencial y el potencial de acción Caracteristicas únicas de la meiosis Combinación de conmutadores: el operón lac Cómo bloquean la división celular los genes supresores de tumores Cómo surgen los priones Comparación de meiosis y mitosis Conjugación bacteriana: Transferencia de un plásmido Contracción del sarcómero Control del ciclo celular Control del la expresión génica en eucariotas Duplicación del ADN bidireccional Efecto de las ondas de sonido en las estructuras cocleares Elaboración de vacunas El represor de triptófano Endocitosis y exocitosis Endonucleasas de restricción Espermatogénesis Estimulación de la replicación celular Experimento de Hershey y Chase Experimento de Meselson y Stahl Factores de transcripcion Fases de la meiosis Fotofosforilación ciclica y no ciclica Función de la sinapsis neuromuscular Hipersensibilidad mediada por IgE (tipo I) Hormonas y secreción gástrica Horquilla de replicación del ADN La replicación del ADN Lisosomas Mecanismo de acción de la hormona esteroide Mitosis y citocinesis Movimiento del oxigeno y del dióxido de carbono en el cuerpo Orientación aleatoria de los cromosomas durante la meiosis Pasos en la clonación de un gen Polimorfismos de longitud de fragmento por enzima de restricción (RFLP) Procesamiento del ARN por parte de los espliceosomas Procesamiento de la información de los genes: Procariotas frente a eucariotas Producción de anticuerpos monoclonales Propagación del potencial de acción en un axón sin mielina Reacción en cadena de la polimerasa Replicación del VIH Retroinhibición de las vias bioquimicas Segundos mensajeros:cAMP Sintesis de proteinas Sistema de transporte de electrones y sintes
Amber Bridge

Curiosity Prepares the Braining for Learning - 47 views

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    Curiosity Prepares the Braining for Learning https://t.co/akZRq39R18
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    Curiosity Prepares the Braining for Learning https://t.co/akZRq39R18
Steve Ransom

Five Leadership Lessons From James T. Kirk - Forbes - 5 views

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    Five Leadership Lessons From James T. Kirk (me) Really love these!
David Hilton

YouTube - No More "Learners" - 1 views

  • The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get better at it.
  • The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get better at it.
    • David Hilton
       
      Rubbish. Teachers need to teach. These vacuous ideas that students know as much as teachers and we all teach each other have led to a dangerous decline in educational standards in the West. People do not process in a vacuum; they need to know the content before they can engage in that 'higher-order thinking' Blooms gunk. These theories are an excuse for teachers who don't know their subjects to feel less shamed at their ignorance.
  • The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get better at it. The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b... Category:  Education Tags:  informl 
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  • The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get better at it. The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b... Category:  Education Tags:  informl 
  • The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b...
  • The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b...
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    The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b...
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    Do you speak/teach from a pulpit? Take a look at "No More Learners" What was your first thought(s) when viewing this? Does 'talking down' to learners go on? Perhaps it goes on some; but, I don't think a great deal today. Who out there thinks they are or were ever in the pulpit? I was in the 70's and changed in 80's. There are too many smarter learners out there. Please consider leaving your IMHO comment as a note.
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    The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b...
aidanwallis

The Small Behaviors That Create Excellence at Work | Heleo - 7 views

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    with TomPeters The Small Behaviors That Create Excellence at Work https://t.co/Qu94e0pDiU fantastic conversation between Caroline Webb @Caroline_Webb_ & Tom Peters @tom_peters via @heleoworld #productivity #Leadership #Tips https://t.co/Bjazx2cmyY
Mark Glynn

10 Basic Google Drive Tips Every Teacher Should Know about (Poster) ~ Educational Techn... - 163 views

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    10 Basic Google Drive Tips Every Teacher Should Know About [Infographic] @medkh9 https://t.co/geLFqmptPy #edtech https://t.co/GcwsfFhqP3
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    This is great! Thanks for sharing.
Beth Poss

A.T.TIPSCAST Episode 105: An App for Literacy | The Compendium Blog of The A.T.TIPSCAST - 2 views

  • a brief discussion about what to look for when evaluating storybook apps
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