“The beat will make you be courage”: The role of a secondary school music program in supporting young refugees and newly arrived immigrants in Australia

Marsh, Kathryn

doi:10.1177/1321103x12466138

Cited by 119 publications

(97 citation statements)

References 20 publications

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“…It can increase group cohesion and helping behaviour among group members (Kirschner & Tomasello, 2010;Spychiger et al, 1995). To our knowledge, the present study is one of the first to assess the effectiveness of an extended music education programme in increasing young migrant students' orientation to host culture (see also, e.g., Marsh, 2012). We hypothesized that the increased social support and cooperation experienced within the music group would lead participants to be more strongly oriented to German culture than students who were taught according to the normal curriculum.…”

Section: Discussionmentioning

confidence: 99%

The influence of musical training on acculturation processes in migrant children

Frankenberg

Fries

Friedrich

et al. 2014

Psychology of Music

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Music is a promising candidate for the enhancement of cultural integration through increased group cohesion and social support. This study assessed the impact of a music program on elementary schoolaged migrants' cultural orientation, as measured via the Frankfurt Acculturation Scale for Children . The music program is an extension of schools' regular curriculum and provides students with basic introduction to music and instrument lessons (Years 1 and 2), followed by school-wide music performances within an ensemble (Years 3 and 4). Results showed that music program participants who had performed in musical ensembles showed larger increases in orientation to mainstream culture over a period of 1.5 years than control students who had not received extended music tuition. For younger program participants who had not yet participated in ensemble play, no such differences were found. Results indicate that it was the experience of collaborating and performing within a larger group which led to stronger host culture orientation. Thus, programs providing young migrants with the opportunity to perform music within a larger, culturally heterogeneous group can be viewed as an effective intervention to encourage adaptation to mainstream culture and integration within and beyond the classroom. acculturation, children, cultural integration, Germany, migrants, music tuition, social integration The successful integration of migrants presents one of the biggest challenges for settler societies of our time. Music lends itself as a candidate for the non-linguistic enhancement of cultural integration for various reasons. First of all, music is widespread among all human societies Keywords

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Section: Discussionmentioning

confidence: 99%

The influence of musical training on acculturation processes in migrant children

Frankenberg

Fries

Friedrich

et al. 2014

Psychology of Music

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“…Studies of children's intercultural transmission of music within a social framework, the role of music in the creation of transitional identities for immigrant and bicultural children, and children's uses of mediated music within these processes also represent an emerging field of interest (Campbell and Wiggins 2013;Green 2011;Karlsen 2013;Lum 2008;Marsh 2008Marsh , 2012Marsh , 2013Minks 2006Minks , 2013Saether 2008).…”

Section: Introductionmentioning

confidence: 98%

“…Over the past two decades, studies have investigated the role of music activity among refugee populations to assist in developing resilience; a sense of belonging and empowerment; forms of communication where verbal communication is limited; and to enhance stress relief, cultural maintenance, identity construction and integration within the host country (Diehl 2002;Jones, Baker, and Day 2004;Ladkani 2001;Marsh 2012Marsh , 2013Osborne 2009;Pesek 2009;Reyes 1999Reyes , 2010Sutton 2002). Studies of children's intercultural transmission of music within a social framework, the role of music in the creation of transitional identities for immigrant and bicultural children, and children's uses of mediated music within these processes also represent an emerging field of interest (Campbell and Wiggins 2013;Green 2011;Karlsen 2013;Lum 2008;Marsh 2008Marsh , 2012Marsh , 2013Minks 2006Minks , 2013Saether 2008).…”

Section: Introductionmentioning

confidence: 99%

“…Since 2009, I have been exploring the place of music in the lives of refugee and newly arrived voluntary migrant children and have conducted research with culturally diverse populations of children and adolescents in schools and community groups, including playgroups, a primary school, Intensive English Centres (IECs) for secondary school students and a Sierra Leonean youth group, in Sydney, a city in which people from more than 100 birthplace nations have settled (Marsh 2012(Marsh , 2013. In all of these contexts, music plays a significant part in children's lives.…”

Section: Introductionmentioning

confidence: 99%

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Creating bridges: music, play and well-being in the lives of refugee and immigrant children and young people

Marsh

2016

Music Education Research

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In contemporary society, global population movements, global conflict and ensuing migration have resulted in the presence of bicultural children in many nations, with multiple possibilities for musical engagement emerging within their home and host cultures. For these children, issues of social integration, identity construction, and cultural maintenance and change must be negotiated on a continual basis. This paper explores some of the ways in which music participation, and more specifically, participation in musical play, contributes to the well-being of bicultural children. In particular, the paper addresses the contribution of musical activities to the well-being of newly arrived refugee and voluntary migrant children and the ways in which these musical activities provide new musical and social beginnings for these children and young people. Drawing on research from the fields of music education, ethnomusicology, evolutionary musicology, anthropology, psychology and refugee studies, this paper focuses on my current research involving newly arrived forced and voluntary migrant children in Australia, but also on my previous cross-cultural study of musical play in a number of countries. Specific reference is made to Iraqi, South Sudanese and Sierra Leonean refugee children and young people in Australia, Punjabi children in the UK and newly arrived Central and South American immigrants in the USA. ARTICLE HISTORY

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“…It follows that, for resettled refugees attending STS groups, exposure to the experiences of other refugees may have served to attenuate and articulate families' sense of identity during a time of great upheaval, as well as developing social support systems and mobilising family strengths and resources (van Ee et al, 2014;Marsh, 2012;Weine, 2008;Weine et al, 2003). For most STS group attendees, resettlement in Australia involved disruption to traditional roles and relational identities within the family.…”

Section: Discussionmentioning

confidence: 99%

Relationship and Family Therapy for Newly Resettled Refugees: An Interpretive Description of Staff Experiences

Karageorge

Rhodes

Gray³

2018

ANZ J of Family Therapy

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The needs of refugees are of crucial concern internationally. Relational trauma is an area that is particularly under-emphasised and under-researched. The Strength to Strength program (STS) was a relationship and family counselling service for recently arrived refugees in Sydney, Australia. The service model built on post-Milan systemic family therapy principles to include cultural and trauma-informed aspects of care. This study explored the design and impact of the program, through qualitative accounts provided by service users. This paper focuses on the experiences of staff of the program, and the ways in which more traditional, Western-informed modes of family therapy were transformed by refugee client needs. The specific study aim was to identify and describe transformations to the delivery of relationship and family counselling with refugees that enabled care, from the perspective of STS staff. A thematic analysis of interviews with STS service staff (bicultural workers, family therapists, managers; n = 10) was undertaken, guided by an interpretive description framework. Findings revealed that acceptable and useful clinical innovations to standard care included the use of community groups, the unique role of the bicultural worker, and increased reliance on more directive and practical modes of family therapy rather than insight-oriented post-Milan techniques. The role of community-based intervention to enrich existing Western-informed models of care for use with refugees was vital. STS was an example of staff-driven innovation to the therapeutic care of refugee families resettling in a Western country and took into account their unique and complex set of cultural, practical, and psychological client needs. Future service delivery is best guided by the incorporation of multi-faceted approaches to care that allow for phasing of treatment in line with client culture, needs, and readiness.

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“The beat will make you be courage”: The role of a secondary school music program in supporting young refugees and newly arrived immigrants in Australia

Cited by 119 publications

References 20 publications

The influence of musical training on acculturation processes in migrant children

The influence of musical training on acculturation processes in migrant children

Creating bridges: music, play and well-being in the lives of refugee and immigrant children and young people

Relationship and Family Therapy for Newly Resettled Refugees: An Interpretive Description of Staff Experiences

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