Perceived Enablers and Barriers to Optimal Health among Music Students: A Qualitative Study in the Music Conservatoire Setting.
Identifieur interne : 000988 ( Main/Exploration ); précédent : 000987; suivant : 000989Perceived Enablers and Barriers to Optimal Health among Music Students: A Qualitative Study in the Music Conservatoire Setting.
Auteurs : Rosie Perkins [Royaume-Uni] ; Helen Reid [Royaume-Uni] ; Liliana S. Araújo [Royaume-Uni] ; Terry Clark [Royaume-Uni] ; Aaron Williamon [Royaume-Uni]Source :
- Frontiers in psychology [ 1664-1078 ] ; 2017.
Abstract
Student health and wellbeing within higher education has been documented as poor in relation to the general population. This is a particular problem among students at music conservatoires, who are studying within a unique educational context that is known to generate both physical and psychological challenges. This article examines how conservatoire students experience health and wellbeing within their institutional context, using a framework from health promotion to focus attention on perceived enablers and barriers to optimal health in relation to three levels: lifestyle, support services, and conservatoire environment. In order to respond to the individuality of students' experiences, a qualitative approach was taken based on semi-structured interviews with 20 current or recent conservatoire students in the United Kingdom. Thematic analysis revealed a complex set of enablers and barriers: (i) lifestyle enablers included value placed on the importance of optimal health and wellbeing for musicians and daily practices to enable this; lifestyle barriers included struggling to maintain healthy lifestyles within the context of musical practice and learning; (ii) support enablers included accessible support sources within and beyond the conservatoire; support barriers included a perceived lack of availability or awareness of appropriate support; (iii) environmental enablers included positive and enjoyable experiences of performance as well as strong relationships and communities; environmental barriers included experiences of comparison and competition, pressure and stress, challenges with negative performance feedback, psychological distress, and perceived overwork. The findings reveal a need for health promotion to focus not only on individuals but also on the daily practices and routines of conservatoires. Additionally, they suggest that continued work is required to embed health and wellbeing support as an integral component of conservatoire education, raising awareness so that all students are fully informed of where, and how, to seek the information or help that they may need. Finally, they indicate a need for more radical scrutiny of the cultures of conservatoires and an assessment of how these can be modified to best optimize students' health and wellbeing.
DOI: 10.3389/fpsyg.2017.00968
PubMed: 28701968
PubMed Central: PMC5487403
Affiliations:
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Araújo</name><affiliation wicri:level="1"><nlm:affiliation>Centre for Performance Science, Royal College of MusicLondon, United Kingdom.</nlm:affiliation><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>Centre for Performance Science, Royal College of MusicLondon</wicri:regionArea><wicri:noRegion>Royal College of MusicLondon</wicri:noRegion></affiliation><affiliation wicri:level="1"><nlm:affiliation>Faculty of Medicine, Imperial College LondonLondon, United Kingdom.</nlm:affiliation><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>Faculty of Medicine, Imperial College LondonLondon</wicri:regionArea><wicri:noRegion>Imperial College LondonLondon</wicri:noRegion></affiliation></author><author><name sortKey="Clark, Terry" sort="Clark, Terry" uniqKey="Clark T" first="Terry" last="Clark">Terry Clark</name><affiliation wicri:level="1"><nlm:affiliation>Centre for Performance Science, Royal College of MusicLondon, United Kingdom.</nlm:affiliation><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>Centre for Performance Science, Royal College of MusicLondon</wicri:regionArea><wicri:noRegion>Royal College of MusicLondon</wicri:noRegion></affiliation><affiliation wicri:level="1"><nlm:affiliation>Faculty of Medicine, Imperial College LondonLondon, United Kingdom.</nlm:affiliation><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>Faculty of Medicine, Imperial College LondonLondon</wicri:regionArea><wicri:noRegion>Imperial College LondonLondon</wicri:noRegion></affiliation></author><author><name sortKey="Williamon, Aaron" sort="Williamon, Aaron" uniqKey="Williamon A" first="Aaron" last="Williamon">Aaron Williamon</name><affiliation wicri:level="1"><nlm:affiliation>Centre for Performance Science, Royal College of MusicLondon, United Kingdom.</nlm:affiliation><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>Centre for Performance Science, Royal College of MusicLondon</wicri:regionArea><wicri:noRegion>Royal College of MusicLondon</wicri:noRegion></affiliation><affiliation wicri:level="1"><nlm:affiliation>Faculty of Medicine, Imperial College LondonLondon, United Kingdom.</nlm:affiliation><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>Faculty of Medicine, Imperial College LondonLondon</wicri:regionArea><wicri:noRegion>Imperial College LondonLondon</wicri:noRegion></affiliation></author></analytic><series><title level="j">Frontiers in psychology</title><idno type="ISSN">1664-1078</idno><imprint><date when="2017" type="published">2017</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Student health and wellbeing within higher education has been documented as poor in relation to the general population. This is a particular problem among students at music conservatoires, who are studying within a unique educational context that is known to generate both physical and psychological challenges. This article examines how conservatoire students experience health and wellbeing within their institutional context, using a framework from health promotion to focus attention on perceived enablers and barriers to optimal health in relation to three levels: lifestyle, support services, and conservatoire environment. In order to respond to the individuality of students' experiences, a qualitative approach was taken based on semi-structured interviews with 20 current or recent conservatoire students in the United Kingdom. Thematic analysis revealed a complex set of enablers and barriers: (i) <i>lifestyle enablers</i> included value placed on the importance of optimal health and wellbeing for musicians and daily practices to enable this; <i>lifestyle barriers</i> included struggling to maintain healthy lifestyles within the context of musical practice and learning; (ii) <i>support enablers</i> included accessible support sources within and beyond the conservatoire; <i>support barriers</i> included a perceived lack of availability or awareness of appropriate support; (iii) <i>environmental enablers</i> included positive and enjoyable experiences of performance as well as strong relationships and communities; <i>environmental barriers</i> included experiences of comparison and competition, pressure and stress, challenges with negative performance feedback, psychological distress, and perceived overwork. The findings reveal a need for health promotion to focus not only on individuals but also on the daily practices and routines of conservatoires. Additionally, they suggest that continued work is required to embed health and wellbeing support as an integral component of conservatoire education, raising awareness so that all students are fully informed of where, and how, to seek the information or help that they may need. Finally, they indicate a need for more radical scrutiny of the cultures of conservatoires and an assessment of how these can be modified to best optimize students' health and wellbeing.</div></front></TEI><pubmed><MedlineCitation Status="PubMed-not-MEDLINE" Owner="NLM"><PMID Version="1">28701968</PMID><DateRevised><Year>2020</Year><Month>10</Month><Day>01</Day></DateRevised><Article PubModel="Electronic-eCollection"><Journal><ISSN IssnType="Print">1664-1078</ISSN><JournalIssue CitedMedium="Print"><Volume>8</Volume><PubDate><Year>2017</Year></PubDate></JournalIssue><Title>Frontiers in psychology</Title><ISOAbbreviation>Front Psychol</ISOAbbreviation></Journal><ArticleTitle>Perceived Enablers and Barriers to Optimal Health among Music Students: A Qualitative Study in the Music Conservatoire Setting.</ArticleTitle><Pagination><MedlinePgn>968</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.3389/fpsyg.2017.00968</ELocationID><Abstract><AbstractText>Student health and wellbeing within higher education has been documented as poor in relation to the general population. This is a particular problem among students at music conservatoires, who are studying within a unique educational context that is known to generate both physical and psychological challenges. This article examines how conservatoire students experience health and wellbeing within their institutional context, using a framework from health promotion to focus attention on perceived enablers and barriers to optimal health in relation to three levels: lifestyle, support services, and conservatoire environment. In order to respond to the individuality of students' experiences, a qualitative approach was taken based on semi-structured interviews with 20 current or recent conservatoire students in the United Kingdom. Thematic analysis revealed a complex set of enablers and barriers: (i) <i>lifestyle enablers</i> included value placed on the importance of optimal health and wellbeing for musicians and daily practices to enable this; <i>lifestyle barriers</i> included struggling to maintain healthy lifestyles within the context of musical practice and learning; (ii) <i>support enablers</i> included accessible support sources within and beyond the conservatoire; <i>support barriers</i> included a perceived lack of availability or awareness of appropriate support; (iii) <i>environmental enablers</i> included positive and enjoyable experiences of performance as well as strong relationships and communities; <i>environmental barriers</i> included experiences of comparison and competition, pressure and stress, challenges with negative performance feedback, psychological distress, and perceived overwork. The findings reveal a need for health promotion to focus not only on individuals but also on the daily practices and routines of conservatoires. Additionally, they suggest that continued work is required to embed health and wellbeing support as an integral component of conservatoire education, raising awareness so that all students are fully informed of where, and how, to seek the information or help that they may need. Finally, they indicate a need for more radical scrutiny of the cultures of conservatoires and an assessment of how these can be modified to best optimize students' health and wellbeing.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Perkins</LastName><ForeName>Rosie</ForeName><Initials>R</Initials><AffiliationInfo><Affiliation>Centre for Performance Science, Royal College of MusicLondon, United Kingdom.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Faculty of Medicine, Imperial College LondonLondon, United Kingdom.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Reid</LastName><ForeName>Helen</ForeName><Initials>H</Initials><AffiliationInfo><Affiliation>Guildhall School of Music and DramaLondon, United Kingdom.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Araújo</LastName><ForeName>Liliana S</ForeName><Initials>LS</Initials><AffiliationInfo><Affiliation>Centre for Performance Science, Royal College of MusicLondon, United Kingdom.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Faculty of Medicine, Imperial College LondonLondon, United Kingdom.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Clark</LastName><ForeName>Terry</ForeName><Initials>T</Initials><AffiliationInfo><Affiliation>Centre for Performance Science, Royal College of MusicLondon, United Kingdom.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Faculty of Medicine, Imperial College LondonLondon, United Kingdom.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Williamon</LastName><ForeName>Aaron</ForeName><Initials>A</Initials><AffiliationInfo><Affiliation>Centre for Performance Science, Royal College of MusicLondon, United Kingdom.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Faculty of Medicine, Imperial College LondonLondon, United Kingdom.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2017</Year><Month>06</Month><Day>28</Day></ArticleDate></Article><MedlineJournalInfo><Country>Switzerland</Country><MedlineTA>Front Psychol</MedlineTA><NlmUniqueID>101550902</NlmUniqueID><ISSNLinking>1664-1078</ISSNLinking></MedlineJournalInfo><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">conservatoire</Keyword><Keyword MajorTopicYN="N">health promotion</Keyword><Keyword MajorTopicYN="N">higher education</Keyword><Keyword MajorTopicYN="N">music</Keyword><Keyword MajorTopicYN="N">musicians</Keyword><Keyword MajorTopicYN="N">wellbeing</Keyword></KeywordList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2017</Year><Month>03</Month><Day>31</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2017</Year><Month>05</Month><Day>26</Day></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2017</Year><Month>7</Month><Day>14</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2017</Year><Month>7</Month><Day>14</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2017</Year><Month>7</Month><Day>14</Day><Hour>6</Hour><Minute>1</Minute></PubMedPubDate></History><PublicationStatus>epublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">28701968</ArticleId><ArticleId IdType="doi">10.3389/fpsyg.2017.00968</ArticleId><ArticleId IdType="pmc">PMC5487403</ArticleId></ArticleIdList><ReferenceList><Reference><Citation>Med Probl Perform Art. 2012 Mar;27(1):43-8</Citation><ArticleIdList><ArticleId IdType="pubmed">22543322</ArticleId></ArticleIdList></Reference><Reference><Citation>Work. 2011;40(3):255-9</Citation><ArticleIdList><ArticleId 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Araújo</name><name sortKey="Araujo, Liliana S" sort="Araujo, Liliana S" uniqKey="Araujo L" first="Liliana S" last="Araújo">Liliana S. Araújo</name><name sortKey="Clark, Terry" sort="Clark, Terry" uniqKey="Clark T" first="Terry" last="Clark">Terry Clark</name><name sortKey="Clark, Terry" sort="Clark, Terry" uniqKey="Clark T" first="Terry" last="Clark">Terry Clark</name><name sortKey="Perkins, Rosie" sort="Perkins, Rosie" uniqKey="Perkins R" first="Rosie" last="Perkins">Rosie Perkins</name><name sortKey="Reid, Helen" sort="Reid, Helen" uniqKey="Reid H" first="Helen" last="Reid">Helen Reid</name><name sortKey="Williamon, Aaron" sort="Williamon, Aaron" uniqKey="Williamon A" first="Aaron" last="Williamon">Aaron Williamon</name><name sortKey="Williamon, Aaron" sort="Williamon, Aaron" uniqKey="Williamon A" first="Aaron" last="Williamon">Aaron Williamon</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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