Lesbian, Gay Bisexual, Transgender, and Questioning: Best Practices in Music Therapy

Whitehead-Pleaux, Annette; Donnenwerth, Amy M.; Robinson, Beth; Hardy, Spencer; Oswanski, Leah; Forinash, Michele; Hearns, Maureen C.; Anderson, Natasha; York, Elizabeth

doi:10.1093/mtp/30.2.158

Cited by 21 publications

(11 citation statements)

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“…Several authors have investigated concerns for LGBT students in the field of music therapy and music education. Music therapy research regarding transgender clients has been increasing in recent years (e.g., Whitehead-Pleaux et al, 2012). Whitehead-Pleaux and colleagues (2013) investigated music therapists’ attitudes regarding the LGBTQ (lesbian, gay, bisexual, transgender, questioning) community.…”

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confidence: 99%

Music Teachers’ Attitudes Toward Transgender Students and Supportive School Practices

Silveira

Goff²

2016

Journal of Research in Music Education

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The purpose of this study was to measure music teachers' attitudes toward transgender individuals and toward school practices that support transgender students. Participants (N = 612) included men and women who teach a variety of music subjects in elementary, middle, and high schools, in urban, suburban, and rural areas. An online questionnaire was distributed to participants representing 28 states in the United States. The questionnaire consisted of demographic information and several attitudinal statements designed to measure music teachers' attitudes toward transgender individuals (MT-ATTI) and music teachers' attitudes toward supportive school practices (MT-ATSSP). The results indicated that participants had fairly positive attitudes overall. Multiple regression analyses also revealed that gender and political persuasion on social issues significantly predicted participants' scores on the MT-ATTI and the MT-ATSSP; female participants had more positive attitudes than did male participants, and individuals identifying as more socially liberal had more positive attitudes than did those identifying as more socially conservative. The variables of school location and age did not significantly predict scores on the MT-ATTI or the MT-ATSSP. Implications for teacher preparation programs and professional development are discussed, and future directions for research are recommended

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confidence: 99%

Music Teachers’ Attitudes Toward Transgender Students and Supportive School Practices

Silveira

Goff²

2016

Journal of Research in Music Education

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“…As an identity category, some people prefer the umbrella term queer when referring to themselves, but others do not (Whitehead-Pleaux et al, 2012). These observations reflect some of the challenges that can arise in engaging shared meanings, pointing to the need to hold flexible and open positions when exploring this topic to avoid working from assumptions.…”

Section: Definitions Of Queer Definitions Of Queermentioning

confidence: 99%

“…Music therapy academic faculty responsible for teaching the next generation of healthcare practitioners can work to ensure that the learning environment is one in which the principles of equity and inclusion are consistently upheld and practiced (Whitehead-Pleaux et al, 2012;York & Curtis, 2015). As Linville (2017) has indicated, What might it mean to make education more queer?…”

Section: Queering Our Peda Queering Our Pedag Gogy Ogymentioning

confidence: 99%

“…2017), and medical education (Dudar et al, 2018). Resources that directly reference queering of the music therapy curriculum are sparse although many in music therapy have called for greater awareness in queer support training and practice (For example, Bain, Grzanka, & Crowe, 2016;Hadley & Gumble, 2019;Hadley & Thomas, 2018;Whitehead-Pleaux et al, 2012;York & Curtis, 2015). Training is not a magical process; students have to be engaged and understand the consequences for their future practice if they cannot integrate a broad and inclusive perspective about identity and the potential lack of fixedness and certainty of identity, especially with regard to such areas as gender and sexuality.…”

Section: Queering Our Peda Queering Our Pedag Gogy Ogymentioning

confidence: 99%

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Queering the Curriculum: Why Music Therapy and Other Creative Arts Therapy Trainings Need Queer Theory

Baines

Pereira

Edwards

et al. 2019

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Music therapy academic faculty responsible for teaching the next generation of healthcare practitioners have a special responsibility to ensure that the learning environment is one in which the principles of equity and inclusion are upheld and practiced. When LGBTQ+ content is unavailable in the educational environment, it marks the presence of overt and covert hostility and microaggressions toward LGBTQ+ people and their identities. The classroom then exists as a heteronormative and cisnormative space that places the burden on students to discover, include and manage reference to LGBTQ+ identities and experiences. Socially constructed roles which relied on limited conceptions of a normative binary that recognized only hetero and cis male and female identities is shifting; LGBTQ+ people are increasingly reflected in the media and our society, creating opportunities for deep thinking and expansion. Reviewing current teaching environments and methods allows consideration of the kinds of social constructions that limit our capacity as educators and music therapists to fully include LTBTQ+ people and content. In this paper, two LGBTQ+ relatively recent music therapy graduates and two hetero cis seasoned feminist music therapy educators use anti-oppressive practice theory to reflect on and reveal predominant heteronormative and cisnormative values in music therapy education and reflect on ways to make classroom and practicum settings a safe and exploring space for all students and their clients.

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“…The DSM's shift away from pathologizing of sexual orientation did help set the stage for theory development related to non-normative sexual orientations and gender identities. Recently, music therapy literature began to explore theories on work with the LGBTQ community (Harris, 2019;Lee, 2008;Whitehead-Pleaux et. al., 2012,, 2013 and Bain, Grzanka, and Crowe (2016) opened the conversation around queer theory, by inviting music therapists to consider a framework for use with LGBTQ youth.…”

Section: Stick Sticks and St S And Stones Onesmentioning

confidence: 99%

Queer as a Bell: Music and the Psychotherapeutic Relationship

Harris¹

2019

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Musical co-creation between the client and the therapist can be used as a means of skewing the dominant paradigms of the historically hierarchal psychotherapeutic relationship. This process, known as queering, opens the possibility for new ways of being in therapy space that may support empowerment of both the client and the therapist. Music engagement contributes to an intersubjective dynamic where the therapist's material may enter the session space more vulnerably and authentically than through a purely verbal process. When viewed critically through a queered perspective, this intersubjectivity may allow for a decrease in the power differential traditionally associated with the client–therapist dyad. In this article, a queer theoretical perspective is used to examine the unique role music and creativity play in this therapeutic relationship. Current queer, linguistic, and creative arts therapy theory are examined to support the hypothesis.

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Lesbian, Gay Bisexual, Transgender, and Questioning: Best Practices in Music Therapy

Cited by 21 publications

References 0 publications

Music Teachers’ Attitudes Toward Transgender Students and Supportive School Practices

Music Teachers’ Attitudes Toward Transgender Students and Supportive School Practices

Queering the Curriculum: Why Music Therapy and Other Creative Arts Therapy Trainings Need Queer Theory

Queer as a Bell: Music and the Psychotherapeutic Relationship

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