Honors Experiential Learning Project Proposal Form
Project Information
Concern for adolescents involved in substance abuse and delinquency has prompted research on effective strategies to promote factors related to resilience, or the ability to successfully adapt in the face of obstacles and adversity. Although particular emphasis is now placed on developing such intervention programs, there remains a need for effective, innovative strategies that promote factors related to resilience. Music is a potentially powerful resource for developing protective factors related to adolescent resiliency, due to its ability to influence moods and confer adolescent concerns. As Music Therapy exists to utilize music to facilitate therapeutic goals, including factors related to resiliency, a music therapy intervention program may be an optimal medium through which to address these concerns. However, there is a dearth of empirical research on the specific outcomes of music therapy in this area. This lack of empirical evidence prevents clinicians from being able to use music and other integrative approaches to improve health. Failure to correct this issue hinders the creation of innovative and effective intervention programs for vulnerable populations, such as at-risk youths.
The objective of this particular application is to help develop an empirically-based music therapy intervention for at-risk youth that promotes factors related to resilience. It is hypothesized that an empirically based music therapy intervention program will promote factors related to resilience in at-risk youth.
I plan to test this preliminary hypothesis by pursuing the following specific aims, all of which relate to adolescent resiliency:
This project will be personally meaningful because it will allow me to help the community by combining my knowledge in vocal performance and music with my passion for voice science and wellness research.
Describe both the quantity and quality of your time commitment to this experience.
I certify that I will work full time (40 hrs/week) on this project April 28-August 22, 2014. Planning and additional grant application will take place during the month of May. Data collection will ensue over 10 weeks, June 16- August 18, 2014. Possible data analysis, reflection, and possible publication would take place part time (20 hrs/week) over the next academic year (September 2014-April 2015). The specific timeline for the 10-week intervention program is indicated below:
Project Information
- Provide a detailed abstract of your proposed honors experiential learning project.
Concern for adolescents involved in substance abuse and delinquency has prompted research on effective strategies to promote factors related to resilience, or the ability to successfully adapt in the face of obstacles and adversity. Although particular emphasis is now placed on developing such intervention programs, there remains a need for effective, innovative strategies that promote factors related to resilience. Music is a potentially powerful resource for developing protective factors related to adolescent resiliency, due to its ability to influence moods and confer adolescent concerns. As Music Therapy exists to utilize music to facilitate therapeutic goals, including factors related to resiliency, a music therapy intervention program may be an optimal medium through which to address these concerns. However, there is a dearth of empirical research on the specific outcomes of music therapy in this area. This lack of empirical evidence prevents clinicians from being able to use music and other integrative approaches to improve health. Failure to correct this issue hinders the creation of innovative and effective intervention programs for vulnerable populations, such as at-risk youths.
The objective of this particular application is to help develop an empirically-based music therapy intervention for at-risk youth that promotes factors related to resilience. It is hypothesized that an empirically based music therapy intervention program will promote factors related to resilience in at-risk youth.
I plan to test this preliminary hypothesis by pursuing the following specific aims, all of which relate to adolescent resiliency:
- Primary specific aim: assessment of positive and negative affect
- Secondary specific aims: assessment of stress levels, coping skills, self-esteem, and sense of belonging
This project will be personally meaningful because it will allow me to help the community by combining my knowledge in vocal performance and music with my passion for voice science and wellness research.
Describe both the quantity and quality of your time commitment to this experience.
I certify that I will work full time (40 hrs/week) on this project April 28-August 22, 2014. Planning and additional grant application will take place during the month of May. Data collection will ensue over 10 weeks, June 16- August 18, 2014. Possible data analysis, reflection, and possible publication would take place part time (20 hrs/week) over the next academic year (September 2014-April 2015). The specific timeline for the 10-week intervention program is indicated below:
Clearly and thoroughly address how each of the following elements will be exhibited in your work:
2. Connection to Learning Outcomes within the Honors Thematic Area (identified above)
Relates, communicates, and works effectively with others towards sustainable social change.
For the past 3 years, I have worked with the Laryngeal Biomechanics Lab at the University of Cincinnati on research related to voice, wellbeing and communication sciences. We are currently interested in investigating the potential health benefits of singing as they relate to mental health and stress reduction. It is this growing interest that fostered collaboration between the UC Department of Otolaryngology and the Cincinnati Children's Hospital Medical Center (CCHMC) music therapists, who utilize music to facilitate therapeutic goals and help people cope with stress, fear and anger. I recognized that our goals are similar to those of the Music Resource Center because I volunteered there regularly for 2 years during my undergraduate education. Therefore, it was my idea to reach out to MRC and ask them to serve as the site for pilot intervention and data collection. In this way, I worked effectively with others towards sustainable social change.
Participates in community and understands own role as citizen of community.
I have had extensive volunteer experience and wish to increase my role as a citizen of the community by helping to implement this innovative program. From May 2013 to February 2014, I worked as a volunteer in both the Child life and Speech Pathology departments at CCHMC. There, I assisted in leading group therapy sessions for pre-school children with severe language deficiencies and encouraged, supported, and mentored bed-rest children as part of CCHMC Child Life. I have also been a dedicated volunteer at MRC throughout my undergraduate career, long before I began researching music and wellness. From September 2009 – January 2012; January 2014-present, I mentored students individually each week for half hour sessions, focusing on creating supportive and educational environment. I enjoyed empowering teens from the urban community via private voice lessons and group choir concerts. I feel that I have a duty to advocate for both the wellbeing of these teens and for the concept that music can help improve their lives.
3. Connection to Goals and Academic Theories (include reference list, as appropriate)
A. Long term goal
My long-term goal is to empirically investigate the potential health benefits of music as they relate to wellbeing and stress reduction, and use this data to develop therapeutic programs for a variety of populations. The objective of this particular application is the first step toward attainment of my long-term goal. By being part of a team developing an empirically-based music therapy intervention for at-risk youth, I am one step closer to realizing my larger career goal of researching voice science and wellbeing.
B. Name 2-3 specific theories, readings, concepts, or courses you will use to prepare or gain background knowledge for your project.
Laiho, S. (2004). The psychological functions of music in adolescence. Nordic Journal of music therapy, 13(1), 47-63.
4. Initiative, Independence, and/or Creativity
With guidance from my mentors at the Department of Otolaryngology, I initiated this study completely by myself. Not only did I define the topic of this research, but I also attempted to compose the curriculum for the intervention by myself. When it became clear that I lacked the experience to do this myself, I sought help from Elizabeth Harman and the music therapists at CCHMC. I have secured the majority of funding for the project; I have already agreed to give up my summer pay in order to obtain funding from the Department of Otolaryngology and I intend to write a grant application to obtain funding from the American Music Therapy Association. I held an informal voice recital to raise money for the project, in which I was able to secure $350 through donations. Once the 10-week intervention is complete, I will analyze the data and present my findings in a professional journal.
5. Reflection
I will keep detailed notes throughout the intervention in order to (1) ensure the health of the subjects and (2) actively reflect on the project. I will have access to the songs written by the youth, and I will share this is permission is obtained. I will also include a reflective essay about my experiences with the adolescents and the results of the intervention.
6. Dissemination
I will compose a paper presenting my findings. It is my hope to publish this research in a professional scientific journal. I will provide evidence of its publication on my portfolio, as well as any future presentation materials. I will also include a reflective essay about my experiences in collecting data, analyzing my results, and publishing my research. At the end of the program, I plan to host a music release party to celebrate the accomplishments of the youth. If permission is obtained, I will upload the adolescents’ music composed during the program onto my online portfolio.
7. Project Advisor
Dr. Sid Khosla
Assistant Professor of Otolaryngology
Director of UC Health Voice & Swallowing Center
Phone: 513-475-8400
Email: [email protected]
2. Connection to Learning Outcomes within the Honors Thematic Area (identified above)
Relates, communicates, and works effectively with others towards sustainable social change.
For the past 3 years, I have worked with the Laryngeal Biomechanics Lab at the University of Cincinnati on research related to voice, wellbeing and communication sciences. We are currently interested in investigating the potential health benefits of singing as they relate to mental health and stress reduction. It is this growing interest that fostered collaboration between the UC Department of Otolaryngology and the Cincinnati Children's Hospital Medical Center (CCHMC) music therapists, who utilize music to facilitate therapeutic goals and help people cope with stress, fear and anger. I recognized that our goals are similar to those of the Music Resource Center because I volunteered there regularly for 2 years during my undergraduate education. Therefore, it was my idea to reach out to MRC and ask them to serve as the site for pilot intervention and data collection. In this way, I worked effectively with others towards sustainable social change.
Participates in community and understands own role as citizen of community.
I have had extensive volunteer experience and wish to increase my role as a citizen of the community by helping to implement this innovative program. From May 2013 to February 2014, I worked as a volunteer in both the Child life and Speech Pathology departments at CCHMC. There, I assisted in leading group therapy sessions for pre-school children with severe language deficiencies and encouraged, supported, and mentored bed-rest children as part of CCHMC Child Life. I have also been a dedicated volunteer at MRC throughout my undergraduate career, long before I began researching music and wellness. From September 2009 – January 2012; January 2014-present, I mentored students individually each week for half hour sessions, focusing on creating supportive and educational environment. I enjoyed empowering teens from the urban community via private voice lessons and group choir concerts. I feel that I have a duty to advocate for both the wellbeing of these teens and for the concept that music can help improve their lives.
3. Connection to Goals and Academic Theories (include reference list, as appropriate)
A. Long term goal
My long-term goal is to empirically investigate the potential health benefits of music as they relate to wellbeing and stress reduction, and use this data to develop therapeutic programs for a variety of populations. The objective of this particular application is the first step toward attainment of my long-term goal. By being part of a team developing an empirically-based music therapy intervention for at-risk youth, I am one step closer to realizing my larger career goal of researching voice science and wellbeing.
B. Name 2-3 specific theories, readings, concepts, or courses you will use to prepare or gain background knowledge for your project.
Laiho, S. (2004). The psychological functions of music in adolescence. Nordic Journal of music therapy, 13(1), 47-63.
- I came across this resource during my literature review at the planning stages of this project. I chose to discuss it here because I found that it provided the most informative overview of all of the music and adolescent research. It also discusses this idea in the context of community music therapy, which is the official term for this type of intervention. The information in this article helped me choose appropriate specific aims for this intervention.
- This chapter describes the original music therapy songwriting program on which my intervention is based. Elizabeth Harman, the lead music therapist and co-creator of the intervention curriculum, worked on the project in Philadelphia during her graduate training. Although the directors of this project claim success based subjective reports, they were not able to collect compelling empirical evidence to support the results of their intervention. I hope to rectify this issue in this project. In order to improve our chances for collecting empirical evidence, I plan to (1) offer incentives for the participants, in order to decrease likely attrition, (2) use validated measures such as the PANAS, PSS, Sense of Belonging Scale, Adolescent Coping Scale, and Rosenberg Self-Esteem Scale, and (3) use a more detailed music therapy protocol
4. Initiative, Independence, and/or Creativity
With guidance from my mentors at the Department of Otolaryngology, I initiated this study completely by myself. Not only did I define the topic of this research, but I also attempted to compose the curriculum for the intervention by myself. When it became clear that I lacked the experience to do this myself, I sought help from Elizabeth Harman and the music therapists at CCHMC. I have secured the majority of funding for the project; I have already agreed to give up my summer pay in order to obtain funding from the Department of Otolaryngology and I intend to write a grant application to obtain funding from the American Music Therapy Association. I held an informal voice recital to raise money for the project, in which I was able to secure $350 through donations. Once the 10-week intervention is complete, I will analyze the data and present my findings in a professional journal.
5. Reflection
I will keep detailed notes throughout the intervention in order to (1) ensure the health of the subjects and (2) actively reflect on the project. I will have access to the songs written by the youth, and I will share this is permission is obtained. I will also include a reflective essay about my experiences with the adolescents and the results of the intervention.
6. Dissemination
I will compose a paper presenting my findings. It is my hope to publish this research in a professional scientific journal. I will provide evidence of its publication on my portfolio, as well as any future presentation materials. I will also include a reflective essay about my experiences in collecting data, analyzing my results, and publishing my research. At the end of the program, I plan to host a music release party to celebrate the accomplishments of the youth. If permission is obtained, I will upload the adolescents’ music composed during the program onto my online portfolio.
7. Project Advisor
Dr. Sid Khosla
Assistant Professor of Otolaryngology
Director of UC Health Voice & Swallowing Center
Phone: 513-475-8400
Email: [email protected]