Melbourne Conservatorium of Music - Research Publications
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ItemIntegrating Emotions Into the Critical Interpretive Synthesis(SAGE PUBLICATIONS INC, 2017-01)Critical interpretive synthesis is a particular form of systematic review that critically examines the decisions made by authors while conducting and publishing about their research and practices. It differs from empirical syntheses of qualitative research by emphasizing the interpreted and constructed nature of this form of secondary analysis. In this article, we extend previous literature on critical interpretive syntheses by highlighting the integration of emotional responses when developing critical questions for interrogating the literature and interpreting results. Our extension of the critical interpretive synthesis is illustrated through examples from five studies examining literature in our own field of music therapy, as well as related fields of disability studies, mental health, music psychology, and child welfare. The methodology we have refined uses an iterative and recursive method that promotes increased critical awareness of the assumptions driving the production of research in health contexts.
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ItemExploring the Meaning of a Performance in Music Therapy for Children and Their Families Experiencing Homelessness and Family Violence(OXFORD UNIV PRESS INC, 2017-04-01)
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ItemA Critical Interpretive Synthesis of the Ways Children's Needs and Capacities are Represented in the Homelessness and Family Violence Literature(CAMBRIDGE UNIV PRESS, 2017-03)This paper describes a critical interpretive synthesis (critical review of the literature) exploring the ways children are described and represented in the homelessness and family violence literature regarding programmes. Authors' descriptions of children and their perceived needs are considered from individual, interpersonal and systemic positions, with an inherent focus on the influence of academic language and power in representing children. The articles reviewed here contained an abundance of negative descriptions of children's poor health, educational and developmental outcomes, but very little acknowledgement of children's personal resources and capacities in times of adversity. The programme goals and strengths-based therapeutic intentions described by the authors of these articles were not always congruent with the ways children were being represented in the early stages of the articles. We argue for a better balance in representing children's strengths alongside their challenges when describing their presentation and participation in programmes and research.