The relational dimension of one-to-one tuition: conservatoire vocal studies education

The thesis presents a study of the ‘relationship’ between teacher and student in one-to-one tuition in UK conservatoire vocal studies education. Predominantly vocationally focused, the teaching of musicians in conservatoires is organised around the linking of one student with one principal teacher in an on-going relationship. This pedagogic model has been dominant in conservatoire education, yet has been relatively under-examined. Only recently has it become subject to external evaluation, monitoring and research (Carey et al., 2013; Gaunt, 2011).\ud \ud Taking an interpretative phenomenological and contextualist approach, the study comprised two strands of investigation. One strand involved in-depth case-studies of teacher-student pairs and data were gathered through video-stimulated reflective interviews. Analysis produced highly nuanced in-depth constructions of the experiential life-worlds of particular dyads. The second strand examined perspectives of individual teachers and students across a wider range of cases and institutions; data were collected through semi-structured interviews.\ud \ud The study found that qualities of relatedness, power relations and teacher self-reflexivity were key factors in influencing the teaching and learning experience, process and outcomes in one-to-one tuition. I argued for student autonomy and capacity to effect change as both individual and relational achievements. Troubling emotions and relational tensions were discussed as inevitable and indicative of the process of learning, however evidence of a threshold of tolerance beyond which the relationship was experienced as harmful was found.\ud \ud Findings suggest a need for systematic provisions in conservatoires that provide reflexive support, mediation and monitoring, to enable teachers and students to navigate the complexities of the ‘relationship’ that were identified in this pedagogic context.\ud \ud Inter-disciplinary in approach, this research is situated within the fields of music psychology, music higher education, dynamic psychology and relational psychoanalysis. A relational and intersubjective rendering of findings offers a unique contribution to knowledge in this empirical field

The impact of trauma work – A meta-synthesis on vicarious trauma and vicarious trauma growth

The current work examines the impact on trauma workers of working with people who have been traumatised within the framework of both vicarious trauma (VT) and various posttraumatic growth (VPTG) by using a meta-synthesis of findings from 20 published qualitative papers. The synthesis found that the impact of trauma work can potentially increase short and long term levels of distress and that such psychological impact can be managed through personal and organisational coping strategies. It was also found that trauma work leads to changes in schemas and day-to-day routines and that these changes can be both negative and positive. Such changes correspond to both VT and VPTG, but for VPTG to occur, trauma workers will need to be exposed to the client’s own growth

Fundamentals of Offering Pre-trial Therapy to Vulnerable Witnesses / Crown Prosecution Service Guidance

Oral Presentation INSET trainin

Intersubjectivity in Conservatoire Music Education One-to-One Tuition

Oral Presentation. What is Arts Education? Conceptualising Creative Practice/Knowledge in Higher Education. Institute of Educatio

Creativity and the Arts as a Site for Exploration of Sexual Identities

Workshop Leader, ‘Queer Analysis Conference

Sexualities and Gender in Psychotherapy

Oral Presentation, Graduate Research Forum, Institute for Arts in Therapy and Educatio

Shame and Shamelessness

Workshop leade

Collaborative Learning and Intersubjectivity in Conservatoire One-to-One Tuition

Oral Presentation in Symposium on ‘Perspectives on the Collaborative Process in One-to-One and Group Contexts. Third International Reflective Conservatoire Conference ‘Performing at the Heart of Knowledge