Behavioral Strategies for Trauma-Informed Elementary General Music Education for Students With Emotional/Behavioral Disorders: A Review of the Literature

Price, Erin E.

doi:10.1177/87551233221120235

Cited by 2 publications

(1 citation statement)

References 83 publications

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“…Although scholars have written about trauma-informed music education (Bailey, 2022;Bradley & Hess, 2022;Price, 2023;Ryals, 2022), my definition of traumainformed CM in music education appears to be the first of its kind. Researchers may contribute further insights into this definition by exploring how the definition is used in practice.…”

Section: Implications For Music Educatorsmentioning

confidence: 99%

Trauma-Informed Classroom Management in Music Education: A Literature Review

Bauman-Field

2023

Update: Applications of Research in Music Education

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Students who have experienced trauma may be especially likely to present challenging behaviors in the classroom. With an increase of trauma-affected students in music classrooms, it is important for music educators to consider classroom management (CM) practices that support trauma-affected students’ healing without triggering students’ trauma responses. In this review of literature, I discuss childhood trauma and trauma-informed positive education (TIPE), research-supported CM strategies in music education, and the ways in which these CM practices do or do not support the trauma-informed approach outlined by TIPE. In addition, I provide my own definition for trauma-informed CM in music education and suggest implications for the music education field.

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Section: Implications For Music Educatorsmentioning

confidence: 99%

Trauma-Informed Classroom Management in Music Education: A Literature Review

Bauman-Field

2023

Update: Applications of Research in Music Education

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Fostering Trust in Music Classrooms: A Review of the Literature

Hendricks,

Dansereau,

Bauman-Field

et al. 2023

Update: Applications of Research in Music Education

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This article is a systematic review of literature related to collective and relational trust in general school settings, with applications to music education. We focused on trauma-sensitive approaches and emerging pedagogies of trust and considered how they interact with theoretical facets of relational trust (vulnerability, confidence, honesty, openness, reliability, benevolence, and competence) in music learning settings. Trauma-sensitive approaches to trust include (a) using consistent rules and routines, (b) creating engaging lessons that are fun and enjoyable, and (c) praising students honestly and authentically. Pedagogies of trust involve (a) promoting collaboration and consistency, (b) open communication and authentic listening, (c) commitment and persistence to shared goals, and (d) the teacher’s willingness to be vulnerable, take musical risks, and continue learning along with students. More research is needed to understand processes of trust involving racial trauma as well as generational differences in how trust is viewed, developed, and/or received.

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Behavioral Strategies for Trauma-Informed Elementary General Music Education for Students With Emotional/Behavioral Disorders: A Review of the Literature

Cited by 2 publications

References 83 publications

Trauma-Informed Classroom Management in Music Education: A Literature Review

Trauma-Informed Classroom Management in Music Education: A Literature Review

Fostering Trust in Music Classrooms: A Review of the Literature

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