The PERMA well-being model and music facilitation practice: Preliminary documentation for well-being through music provision in Australian schools
The PERMA well-being model and music facilitation practice: Preliminary documentation for well-being through music provision in Australian schools
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DOI：
10.1177/1321103x17703131
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发表时间：
2017-06-01
影响因子：
1.6
通讯作者：
Davidson, Jane W.
中科院分区：
文献类型：
--
作者：
Lee, Juyoung;Krause, Amanda E.;Davidson, Jane W.
这项研究的目的是考虑我们如何投资音乐制作以促进学校环境的福祉。研究人员进行了基于网络的数据收集，确定了 17 个案例研究，这些案例描述了澳大利亚学校成功的音乐课程。研究人员将这些案例研究的内容归入 PERMA 幸福模型的五个类别：积极情绪、参与、关系、意义和成就，以便了解每个幸福元素是如何通过音乐项目实现的。结果表明，PERMA 幸福感模型中与关系相关的元素被描述得最多。学校的学生、教师和工作人员以及社区中的当地人（如家长、当地企业家和音乐家）之间的合作和伙伴关系被反复认为是音乐项目成功的一个非常重要的因素。学校领导在为学生提供体验音乐参与和相关活动（参与）的机会以及重视这些体验（意义）方面的作用对于促进音乐项目也至关重要。这项研究的结果表明，学校量身定制的音乐和以关系为中心的音乐课程不仅可以提高学生的技能和能力，还可以改善学生和社区的心理健康。
The aim of this study was to consider how we can invest in music-making to promote well-being in school contexts. Web-based data collection was conducted where researchers identified 17 case studies that describe successful music programs in schools in Australia. The researchers aligned content from these case studies into the five categories of the PERMA well-being model: Positive emotions, Engagement, Relationships, Meaning, and Accomplishment, in order to understand how each well-being element was realised through the music programs. The results indicate that the element of the PERMA well-being model that relates to relationships was described most often. Collaboration and partnership between students, teachers, and staff in schools, and local people in the community such as parents, local entrepreneurs, and musicians were repeatedly identified as a highly significant contributing factor in the success of the music program. The school leaders' roles in providing opportunities for students to experience musical participation and related activities (engagement) and valuing these experiences (meaning) were also crucial in the facilitation of the music programs. The findings of this study indicate that tailored music and relationship-centred music programs in schools not only increase skills and abilities of the students, but also improve the psychosocial well-being of the students and the community.