Creating a Trauma-Informed Music Classroom:
Questions:
Recommendations for Future Research:
To further this research, I suggest looking into the implementation of music therapists in
schools, and the benefits and disadvantages this may propose. Many school districts have
begun implementing music therapists as a way to teach children on the autism spectrum, and
I am curious to see if these therapists would also benefit trauma affected students.
In addition, I suggest researching trauma-informed language to use in the classroom,
especially with younger students. Many victims of trauma are triggered or retraumatized by
specific words and phrases, and using a trauma-informed language can alleviate these triggers
in the classroom.
I also suggest researching the effects of student trauma on teachers, as teaching is such a
personal and emotional profession. Many articles warned of “second-hand trauma” in teachers
of traumatized students. Knowing the warning signs of second-hand trauma and knowing
resources for teachers experiencing second-hand trauma are vital for educators in
trauma-informed situations.
Recommendations For Practice:
Throughout this project, I found five overarching themes that were continuously cited as
benefitting trauma survivors in classroom and/or group therapy environments. Of the nine
articles referenced in this research, songwriting was explicitly credited in six of them. The
most important criteria of songwriting, from a trauma perspective, is that it is student-led
and gives survivors a chance to share a voice that has previously been silenced. However, this
sincere and emotional activity is impossible without a trusting and comfortable environment
for students. Trauma victims have had trust betrayed in the past, therefore it is more difficult
for them to trust again. Early recognition of trauma is another key factor in benefitting
traumatized students, as unrecognized trauma is often misdiagnosed in children, and can lead
to improper development if left untreated. Finally, the encouragement of creativity and an
emphasis on the making of art rather than the critique of the finished product. Loosely-based
guidelines and flexible teachers are crucial for this creativity to flourish. Otherwise, students
feel that their stories cannot be effectively told, as they are forced to follow criteria and
“rules.”
1. How can music educators use research from music therapy and trauma
informed general education pedagogy to craft a trauma-informed music
education pedagogy?
2. What are common aspects of music education to include or avoid in a
trauma-informed music education classroom?
References:
Alanne, S. (2010). Music psychotherapy with refugee survivors of torture: Interpretations of
three clinical case studies. Helsinki: Sibelius-Akatemia.
Davis, K. M. (2010). Music and the expressive arts with children experiencing trauma.
Journal of Creativity in Mental Health, 5(2), 125-133.
Ko, S. J., Ford, J. D., Kassam-Adams, N., Berkowitz, S. J., Wilson, C., Wong, M., . . . Layne,
C. M. (2008). Creating trauma-informed systems: Child welfare, education, first responders,
health care, juvenile justice. Professional Psychology: Research and Practice, 39(4), 396-404.
Macintosh, H. B. (2003). Sounds of healing: Music in group work with survivors of sexual
abuse. The Arts in Psychotherapy, 30(1), 17-23.
Mayers, K. S. (1995). Songwriting as a way to decrease anxiety and distress in traumatized
children. The Arts in Psychotherapy, 22(5), 495-498.
McFerran, K., & Teggelove, K. (2011). Music therapy with young people in schools: After the
Black Saturday Fires. Voices: A World Forum for Music Therapy, 11(1).
Palidofsky, M. & Stolbach, B. C. (2012). Dramatic healing: The evolution of a
trauma-informed musical theatre program for incarcerated girls. Journal of child and
adolescent trauma.
Pine, D. S., & Cohen, J. A. (2002). Trauma in children and adolescents: Risk and treatment
of psychiatric sequelae. Biological Psychiatry, 51(7), 519-531.
doi:10.1016/s0006-3223(01)01352-x
Walkley, M. & Cox, T. L. (2013). Building trauma-informed schools and communities,
Children & Schools, Volume 35, Issue 2, 1 April 2013, Pages 123–126,
Read my paper here!