Adolescence:
Change and ContinuityAdolescence:
Change and Continuity
Musical achievement is related to self-concept
Self-concept and musical achievement are strongly related and play a direct role in classroom behavior and motivation to participate in musical activities (Reynolds, 1992). Self-concept develops as we come in contact with other people and they influence what we think about ourselves. Musical self-concept therefore, continues to develop and change with each new musical experience we encounter. (Greenberg 1970). Consequently, as students understand their own abilities and limitations, self-concept can have a positive or negative affect on music achievement.
What differences exist in perceived adolescent musical achievement?
The way adolescent music students perceive their own self-concept will have an impact on their levels of achievement. Greenburg (1970) states that students with poor self-concept believe they have little ability to succeed in music. Underachievement in music is commonly thought to result from negative experiences in early childhood which scar the musical self-concept (Greenburg, 1970). In contrast, those students with a high self-concept relate their successes to positive musical task performances (Asmus, 1986). They believe their abilities are the cause of their achievement; thus they are more highly motivated and driven to succeed (Reynolds, 1992).
What determines musical achievement?
Based on a study by Asmus (1986), of music education students in grades four through twelve, achievement is based on either effort (work) or ability (talent). It appears children (fourth and fifth graders) associate musical achievement with effort. They believe achievement is due to persistence at a musical task. In early adolescence (sixth and seventh grade) the opinion shifts. Adolescents define achievement in music as individual ability and not as a result of effort. Individuals must be talented or musically gifted to achieve. In the study, the association between ability and achievement in music reaches its peak in the twelfth grade of school.
Why is musical achievement important?
In a study done by Hyton (cited in Reynolds, 1992) high school music students said that singing in a choir helped them to know themselves better, feel more at ease and to be at peace with themselves. In a different study by Nolin and VanderArk (cited in Reynolds, 1992) students in a ninth-grade band and choir scored significantly higher on self-esteem tests than did their non-music peers. Musical achievement is important because it enhances an adolescents self-concept. Therefore, positive musical self concept may have a direct impact on an adolescents choice to participate and flourish with in a musical setting (Reynolds, 1992).
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What is a therapeutic wilderness program?
The outdoor therapeutic program offers a unique combination of traditional psychiatric/psychological treatments along with experiential/adventure based outdoor services and activities. This program is designed to treat troubled adolescents that have common diagnoses such as: Bipolar Disorder, Conduct Disorder, Major Depression, Adjustment Disorder, Personality Disorder, and Attention Deficit Disorder. Within this program residents receive on-site private academic schooling, along with Intensive Group Counseling and Individual and Family counseling,which is based on the Cognitive Behavioral Model. Everything from recreational and art activities to, social and life skills are offered in these facilities. They aim to teach honor, respect, teamwork, responsibility, accountability, and honesty(Kershner,1996).
How is the program enacted?
Programs differ according to the stylistic approach it employs. The Three Springs Therapeutic Program uses what they call, the "Medicine Wheel." The wheel is a symbol of wholeness and unity among all races. It assigns the four aspects of human nature to the directions of the wheel, (North, South, East, and West). A balance must be achieved among the emotional, physical, mental, and spiritual parts of life. To help gain a better understanding of this abstract concept, the program conceptualizes these directions according to different stages. Once the adolescents enter the program and completes the expectations set out by the program (ex. fulfill daily responsibilities, learn group standards, ect.) they choose a stone from a creek. The stone signifies negative behaviors and circumstances which brought them to the program. There also given a red bead. This is significant of the acceptance of all races. The journey then begins (Kershner, 1996).
How does one advance to the next stage?
The journey in the Three Springs program composes of seven stages, each signifying a new direction of the wheel.The journey begins in the south, the direction of the sun and place of emotions, and ends in the center of the full circle, graduation. At each stage an adolescent is given privileges and expectations. Here they write out a list of goals to be accomplished. Stage one, for example, is the Buddy System. When a resident is first starting out they must remain supervised by a "Buddy". A "Buddy" is a more experienced advanced group member. A distance of 10ft must always be kept between both of them. They cannot make fires, cook, or use tools until the next stage. Once these objectives are met, there is a ceremony, and one moves on to the next stage, which is called New Group Member. Now the resident is eligible to use tools, go on a town visit, have unaccompanied access to all of their campsite, etc. The stages then continue through, Senior Group Member, and then to Graduation. Graduation draws the journey of the medicine wheel to a close. The close of this journey is really the beginning of a new one which will last the rest of ones life.
What is the job of personnel?
The counselor is the most important person in the life of a child at camp, and tries to keep this relationship as meaningful and consistent as possible, (Loughmiller, 1965). The counselor helps the child at almost any level, and uses special personnel when help cannot be given through the counselor or the group. The counselor stands at all times as a helper and plays a supporting role in assisting the group to establish and achieve its own goals and purposes, (Loughmiller, 1965). The aim is to allow each camper to reach their greatest potential growth.
In conclusion, the journey is a tough rode. It makes one confront their past and think about the future. It is not a path that is traveled alone. The teachings and the counselors provide a mission for the child.Courage has been born, confidence has been obtained, and trust has been achieved.
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This site was produced by students taking HDFS 433: The Transition to Adulthood and HDFS 239: Adolescent Development at the Pennsylvania State University. Feedback can be sent to the individual authors or to Nancy Darling (darling@bard.edu).
Last updated 4/16/01.