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A CASE STUDY OF MENTORS’ EXPERIENCES INTEGRATING TRAUMA-INFORMED MUSICAL ENGAGEMENT IN HOSPITAL-BASED VIOLENCE INTERVENTION PROGRAMMING

Bedell, Adrienne Leigh

Abstract Details

2022, Doctor of Philosophy, Case Western Reserve University, Music Education.
The purpose of this instrumental case study was to document the Antifragility Initiative Music Program’s (AMP) model for integrating trauma-informed music engagement services in the Antifragility Initiative (AI), a hospital-based violence intervention program (HVIP) located in Cleveland, Ohio. I collected the perspectives of four mentors engaged with AMP to describe the ways in which they fostered self-determination in mentees (Deci & Ryan, 1995) and their perceptions of the impact of trauma-informed musical engagement on mentees’ autonomy, competence, and relatedness (Deci & Ryan, 2012). Three research questions framed this investigation: (a) What are mentors’ perceptions of integrating trauma-informed musical engagement opportunities in hospital-based violence intervention programming? (b) How do mentors foster self-determination in mentees through trauma-informed musical engagement? (c) What are mentors’ perceptions regarding the impact of trauma-informed musical engagement on mentees’ autonomy, competence, and relatedness? The research questions and analysis were developed using the theoretical framework of Self-Determination Theory (SDT) and principles of trauma-informed care (TIC). Participants met weekly with a HVIP client who elected to participate in AMP Fall 2021 sessions to assist them in learning how to operate DAWs (Digital Audio Workstations) in order to compose original songs and related material. Data was collected remotely and included session observations and field notes, audio recordings of semi-structured interviews, participant journals, and digital materials and related correspondence. I analyzed and coded the data through SDT in order to gain further insight into the dynamics of the mentor-mentee relationship and their influence on mentee motivation and engagement during Fall 2021 sessions. For participants, integrating trauma-informed music education within HVIPs represented (a) an ethical, humanistic, and inclusive accompaniment to care, (b) a means to address power inequality in HVIP clients, and (c) a way for clients to “reframe” the trauma narrative though active music-making and focus on post-traumatic growth. The participants utilized several strategies to foster self-determination and indicated a strong impact of trauma-informed music engagement on the mentee’s autonomy, competence, and relatedness. Implications for the implementation of trauma-informed practices in music education were also discussed.
Dr. Ryan V. Scherber (Committee Chair)
Dr. Edward Barksdale (Committee Member)
Dr. Kathleen Horvath (Committee Member)
Dr. Nathan B. Kruse (Committee Member)
Dr. Lisa Nielson (Committee Member)
358 p.

Recommended Citations

Citations

  • Bedell, A. L. (2022). A CASE STUDY OF MENTORS’ EXPERIENCES INTEGRATING TRAUMA-INFORMED MUSICAL ENGAGEMENT IN HOSPITAL-BASED VIOLENCE INTERVENTION PROGRAMMING [Doctoral dissertation, Case Western Reserve University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=case1649258942092282

    APA Style (7th edition)

  • Bedell, Adrienne. A CASE STUDY OF MENTORS’ EXPERIENCES INTEGRATING TRAUMA-INFORMED MUSICAL ENGAGEMENT IN HOSPITAL-BASED VIOLENCE INTERVENTION PROGRAMMING. 2022. Case Western Reserve University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=case1649258942092282.

    MLA Style (8th edition)

  • Bedell, Adrienne. "A CASE STUDY OF MENTORS’ EXPERIENCES INTEGRATING TRAUMA-INFORMED MUSICAL ENGAGEMENT IN HOSPITAL-BASED VIOLENCE INTERVENTION PROGRAMMING." Doctoral dissertation, Case Western Reserve University, 2022. http://rave.ohiolink.edu/etdc/view?acc_num=case1649258942092282

    Chicago Manual of Style (17th edition)