特殊教育系學生音樂治療專長培訓之成效

The Effect of Practicing Music Therapy as Expertise Training for Students Majoring in Special Education

陳淑瑜(Shu-Yu Chen)

《臺北市立教育大學學報. 教育類》 39卷1期 (2008/05) Pp. 1-59

https://doi.org/10.6336/JUTe/2008.39(1)1

摘要

音樂治療在特教領域的應用受到實務工作者的關注，研究者欲探究以Standley（1991）之「音樂治療活動帶領技巧訓練方案」做為特教系學生專長培訓教材之成效，期望提供學生更多元的職業或生涯選擇。研究者採單一受試逐變標準設計蒐集資料，以曲線圖、目視分析和條形圖呈現學生在帶領活動之個人技巧、音樂技巧、團體正向回應技巧的實驗成果；質性研究的部份主要採用焦點團體訪談法和文件分析法作為資料蒐集的方法。研究結果顯示，學生在訓練前期處於摸索的學習狀態，表現平穩但進步緩慢，符合訓練成果非一蹴而就的特質；從處理期開始，在帶領技巧的分項及整體表現上都有顯著進步，成績也維持在標準之上。整體而言，學員於訓練當中已逐漸習得音樂治療的技巧和應用。

關鍵字

音樂治療 ； 特殊教育專長培訓方案

並列摘要

Music Therapy has gained much attention from in-service teachers and professionals of various areas in Taiwan in the past few years. When considering an unbalance of the shortage of certificated music therapist and an overflow of qualified teachers, the researcher intends to train pre-service special educators to obtain knowledge and clinical experiences in Music Therapy so that students are capable of competing with others for in full teacher positions or making a broader plan for future career instead of being teachers, perhaps as a music therapist.The researcher explored the effect of using a well-developed manual ”Music Therapy Activity Leadership Skills Training Program” that designed by Standley (1991) to practice secondary expertise training plan for undergraduate students majoring in Special Education. The program is a systematic, hierarchical approach. The researcher took it into consideration and decided to conduct a changing criterion design for data collection. The line graphs, visual analyses and bar graphs were showed to demonstrate the personal, music, and group responses skills of the training program. The results showed that the students didn't make a great improvement in the beginning of the training. It explained a reasonable phenomenon that students couldn't reach the goal in one step. However, students gradually showed improvement after training. The scores were maintained very well on above the criteria. The students also learned strategies to lead the group, create unique ideas, and make an adjustment when encountered some difficulties. All in all, the students have gradually possessed capabilities and characteristics to be a qualified music therapist during the training.

並列關鍵字

music therapy ； expertise training in special education

參考文獻

Cheers快樂工作人雜誌

American Music Therapy Association(2005).AMTA member sourcebook 2005.Silver Spring, MD:AMTA.

American Music Therapy Association(2007).AMTA member sourcebook 2007.Silver Spring, MD:AMTA.

Boyle, M. E.,Krout, R.(1988).Music therapy clinical training manual.St. Louis, MO:MMB Music.

de I''Etoile, S.(2000).The history of the undergraduate curriculum in music therapy.Journal of Music Therapy.37(1),51-71.