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A comparison of music education and music therapy majors' perception and use of selfcare and coping strategies: Considerations pre-COVID-19 pandemic to present time
Non-Cognitive Predictors of Student Success:
A Predictive Validity Comparison Between Domestic and International Students
Adrienne Steiner, Ph.D., MT-BC
steinera19@ecu.edu
PURPOSE
The purpose of this study was to investigate how
music education and music therapy majors
perceive and use self-care and coping strategies
and how those practices may have changed from
before the COVID-19 pandemic to the present
time.
METHODS
1. Data mining was used to collect email addresses of
506 music education and 88 music therapy
department chairs at NASM accredited colleges and
universities throughout the United States.
2. Department chairs of 29 music therapy programs and
68 music education programs agreed to distribute the
Qualtrics survey link to undergraduate music
education and music therapy students in their
Non-Cognitive Predictors of Student Success:
A Predictive Validity Comparison Between Domestic and International Students
department via email.
3. Participants (N=596) in the study were n=381 (67%)
music education undergraduates , n=187 (33%) music
therapy undergraduates (including music therapy
equivalency) and n=28 unidentified undergraduates.
Raychl Smith, Ph.D
Most music education and music therapy students are
familiar with self-care and coping strategies, and over
half found that their practices changed due to COVID-
smithray14@ecu.edu
Participants' familiarity with term, "Self-Care"
Participants' familiarity with term, "Self-Care," by major
19. Most participants use daily music listening for self–
care & coping, which has not changed because of
Participation in university counseling center
COVID-19. Participants experienced the most stress in
online courses, music theory and history coursework,
and applied lessons. Most participants have not gone to
Non-Cognitive Predictors of Student Success:
A Predictive Validity Comparison Between Domestic and International Students
Coping Skills/Strategies Used Regardless
of COVID-19 (n=430)
Humor/positive reframing
Problem solving
86% 83%
73% 73%
64% 63% 63% 63%
Venting
Self-blame
Seeking Support
a university or community-based counseling center.
Adjusting Expectations
Denial
Relaxation
IMPLICATIONS FOR MUSIC TEACHER & MUSIC THERAPY EDUCATION
• Teach and incorporate information and experiences related to self-care in the
classroom
• Make time and space to talk about mental health and wellbeing and the strategies
to address these needs in life.
• This does not mean you are the therapist! Know the resources available on your
campus. Do not just refer students, rather, take the time to walk them to the
counseling center, or allow students to sit in your office while they call crisis
hours.
• Consider implementing curricular changes that would give students more choice
in their degree programs. If students experience the greatest stress in music
theory and history courses, perhaps it is time to re-evaluate how much students
use these skills in their future careers and how much time should be devoted to
these courses in the typical degree program.
Coping Skills/Strategies Used Daily (n=430)
• Faculty must serve as models by practicing self-care and positive coping
strategies. Faculty cannot pour from an empty cup.
REFERENCES
Humor/positive reframing
American College Health Association. (2019). American College Health Association–National College Health Assessment II: Undergraduate student reference group executive summary Fall
2020. https://www.acha.org/documents/ncha/NCHA-III_Fall_2020_Reference_Group_Executive_Summary.pdf
Bernhard, H. C. (2005). Burnout and the college music education major. Journal of Music Teacher Education, 15(1), 43–51. https://doi.org/10.1177/10570837050150010107
49%
34%
31%
31%
problem solving
Conway, C., Eros, J., Pellegrino, K., & West, C. (2010). Instrumental music education students’ perceptions of tensions experienced during their undergraduate degree. Journal of Research in
Music Education, 58(3), 260–275. https://doi.org/10.1177/0022429410377114
Gooding, L. F. (2019). Burnout among music therapists: An integrative review. Nordic Journal of Music Therapy, 28(5), 426-440.
Gooding, L. F. (2018). Occupational health and well-being: Hazards, treatment options, and prevention strategies for music therapists. Music Therapy Perspectives, 36(2), 207-214.
adjusting expectations
Gordon, D. (2000). Sources of stress for the public school music teacher: Four case studies. Contributions to Music Education, 27(1), 27–40.
Heston, M. L., Dedrick, C., Raschke, D., & Whitehead, J. (1996). Job satisfaction and stress among band directors. Journal of Research in Music Education, 44, 319–27.
Hamann, D. L. (1989). Burnout assessment and comparison among general public school music teachers and university music instructors. Dialogue in Instrumental Music Education, 13(2), 49–64.
self-blame
Krueger, P. J. (2000). Beginning music teachers: Will they leave the profession? Update: Applications of Research in Music Education, 19(1), 22–26.
Kuebel, C. (2019). Health and wellness for in-service and future music teachers: Developing a self-care plan. Music Educators Journal, 105(4), 52–
58. https://doi.org/10.1177/0027432119846950
Payne, P. D., Lewis, W., & McCaskill, F. (2020). Looking within: An investigation of music education majors and mental health. Journal of Music Teacher Education, 29(3), 50-61.
Scheib, J. W. (2003). Role stress in the professional life of the school music teacher: A collective case study. Journal of Research in Music Education, 51, 124–36.
Scheib, J. W. (2004). Why band directors leave: From the mouths of maestros. Music Educators Journal, 91(1), 53–57.
