tag:blogger.com,1999:blog-74010568810906432142024-02-18T20:16:33.195-08:00Centre for Creativity in Practice Research Supervision, Therapy Training, and Team Building in Higher Education and HealthcareJane Edwardshttp://www.blogger.com/profile/16108798890207541554noreply@blogger.comBlogger12125tag:blogger.com,1999:blog-7401056881090643214.post-31950358882486778402014-10-25T16:47:00.001-07:002014-11-14T23:51:31.072-08:00Two day qualitative training seminar 27 & 28 November 2014 at Queen's College University of Melbourne <div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: Times, Times New Roman, serif;"><br /></span><span lang="EN-GB" style="font-family: Times, Times New Roman, serif; font-size: large;"><b>How to use qualitative methods in
healthcare research</b></span></div>
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- Training places still available - </div>
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<b><span style="color: #93c47d; font-family: Times, Times New Roman, serif; font-size: large;"><i>Are
you new to qualitative research? <o:p></o:p></i></span></b></div>
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<b><span style="color: #93c47d; font-family: Times, Times New Roman, serif; font-size: large;"><i>Would
you like to undertake a refresher?<o:p></o:p></i></span></b></div>
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<b><span style="color: #93c47d; font-family: Times, Times New Roman, serif; font-size: large;"><i>Are you about to begin a PhD in a healthcare topic or a hospital based research study?</i></span><o:p></o:p></b></div>
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<!--EndFragment--><span lang="EN-GB" style="font-family: Times, Times New Roman, serif;"><b>This course will inspire and inform healthcare
practitioners and researchers who are new to qualitative research, or who would
like a refresher before starting a new project such as a PhD or a hospital
based research study. Practitioners and researchers who are not familiar with
qualitative methods but have to evaluate projects proposals in capacities such
as a member of an ethics committee will find this training relevant and useful.</b></span></div>
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<span lang="EN-GB" style="font-family: Times, Times New Roman, serif;">This training event will provide a friendly
and relaxed environment in which participants can learn about qualitative
methods in healthcare research. Working with a small group of participants you
will learn from Associate Professor Jane Edwards about how qualitative research
methods are used in healthcare. <b>If you are planning research please bring along
your ideas and challenges. </b>The training is provided in workshop style through a
mix of discussion, hands on activities, and teaching sessions led by Jane.</span></div>
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<span lang="EN-GB" style="font-family: Times, Times New Roman, serif;">About the trainer: Jane Edwards is an
expert in the use of qualitative methods in healthcare research. She has
conducted healthcare research using ethnography, Interpretative
Phenomenological Analysis, Grounded Theory, meta-synthesis, and narrative
analysis. She is an experienced PhD supervisor and is in demand as a keynote
speaker and trainer in several countries. She has an undergraduate and Master’s
degree from the University of Melbourne. Jane's PhD was awarded from the School of
Medicine at the University of Queensland. She is an Associate Professor
(currently on leave) at the University of Limerick in Ireland, and is a
programme leader in mental health at Deakin University (Waterfront Geelong).</span><br />
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<span style="color: #444444;"><span lang="EN-GB" style="font-family: Times, Times New Roman, serif;">What people say about Jane’s training in
qualitative methods </span><span style="font-family: Times, 'Times New Roman', serif;">–</span></span></div>
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<span lang="EN-GB" style="color: #444444; font-family: Times, Times New Roman, serif;">In a recent training event provided for a
hospital respondents indicated in their feedback that they had various levels
of experience and knowledge of qualitative methods from minimal through to
competent and yet 100% of respondents rated Jane as offering material that was
“just right” for their level of understanding. Participants' comments included:</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjf_tbV7LMpPawvUfIHPjn3wX-5-lXgkAtuVDLvA1Q5G2ssfnCNl9FjsYQFqzfqHNyvw1blWJ1smdDelwcKUsTXk-mQX8BdrfOTi6QQPyeAkDtd6fdUbu_b0kqyeNke1GPdKt0Q-2HDF6Ik/s1600/AASW+Endorsed+CPD.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjf_tbV7LMpPawvUfIHPjn3wX-5-lXgkAtuVDLvA1Q5G2ssfnCNl9FjsYQFqzfqHNyvw1blWJ1smdDelwcKUsTXk-mQX8BdrfOTi6QQPyeAkDtd6fdUbu_b0kqyeNke1GPdKt0Q-2HDF6Ik/s1600/AASW+Endorsed+CPD.jpg" height="200" width="135" /></a><span style="color: #20124d; font-family: Times, Times New Roman, serif;"><em>I valued the opportunity to work through two
methods of analysing qualitative data that I was unfamiliar with.</em></span><br />
<em><span style="font-family: Times, Times New Roman, serif;"></span></em><br /></div>
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<em><span style="font-family: Times, Times New Roman, serif;"><br /></span></em><span style="color: #20124d;"><em><span style="font-family: Times, Times New Roman, serif;">Jane was very
encouraging, and inclusive of all participants' views and level of knowledge.</span></em></span><br />
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<span style="font-family: Times, Times New Roman, serif;"><br /></span><em><span style="color: #999999;"><span style="color: #20124d;">
<span style="font-family: Times, Times New Roman, serif;">I found the workshop to be informative and
inspiring. </span></span><span style="font-family: Times New Roman;"><span style="color: #20124d;">I also liked the hands-on approach; actually performing some 'research' really aids understanding.</span> </span></span></em></div>
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<span lang="EN-GB" style="font-family: Times, Times New Roman, serif;"><b>Friday November 27</b></span><br />
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<li style="text-align: justify;"><span style="font-family: Times, 'Times New Roman', serif;">Morning – Introduction to qualitative
methods in healthcare</span></li>
<li style="text-align: justify;"><span style="font-family: Times, 'Times New Roman', serif;">Getting started – Description vs theory
building – Qualitative research as a type of evidence for practice in
healthcare – The qualitative researcher – inductive and deductive approaches</span></li>
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<li style="text-align: justify;"><span style="font-family: Times, 'Times New Roman', serif;">Ethical issues – the guiding question – forms of data and data collection - the qualitative interview</span></li>
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<span lang="EN-GB" style="font-family: Times, Times New Roman, serif;"><b>Saturday November 28</b><o:p></o:p></span></div>
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<li style="text-align: justify;"><span style="font-family: Times, 'Times New Roman', serif;">Morning – Grounded Theory – getting started
and techniques – coding and generating categories </span></li>
<li style="text-align: justify;"><span style="font-family: Times, 'Times New Roman', serif;">Afternoon – Phenomenology – the basics of Interpretative Phenomenological Analysis</span></li>
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<span lang="EN-GB" style="font-family: Times, Times New Roman, serif;"><b>Costs</b></span><br />
<span style="font-family: Times, 'Times New Roman', serif;">Full rate: $420</span><br />
<span style="font-family: Times, 'Times New Roman', serif;">Single day rate:</span><span style="font-family: Times, 'Times New Roman', serif;"> </span><span style="font-family: Times, 'Times New Roman', serif;">$310</span><br />
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<span style="font-family: Times, Times New Roman, serif;"><b>Registration </b></span><span style="font-family: Times, Times New Roman, serif;"><b><a href="http://goo.gl/forms/J35oJupIQc">Form</a></b></span><br />
<span style="font-family: Times, 'Times New Roman', serif; line-height: 115%;">After you have registered you will be sent a confirmation email with directions to the venue, and an invoice via Paypal.</span><br />
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<span style="font-family: Times;">Dates don't suit but you'd like to attend a future event?</span><br />
<span style="font-family: Times;">Please fill in this brief survey </span><br />
<span style="font-family: Times;"><a href="https://www.surveymonkey.com/r/RY6FZWQ">https://www.surveymonkey.com/r/RY6FZWQ</a> </span><br />
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Jane Edwardshttp://www.blogger.com/profile/16108798890207541554noreply@blogger.com0tag:blogger.com,1999:blog-7401056881090643214.post-62366021411741231342013-05-07T07:30:00.000-07:002014-06-04T22:02:54.529-07:00Centre for Creativity in Practice<div dir="ltr" style="text-align: left;" trbidi="on">
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Jane Edwards is a passionate and distinguished researcher, practitioner and public speaker in the fields of infancy research, musical development, music and medicine, and music for health and well being.</div>
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Please link to this page, join this blog, or email Jane directly if you would like to connect with people who are learning, supervising, and teaching in this area: <b><a href="mailto:ccpcreatives@gmail.com">ccpcreatives@gmail.com</a></b> </div>
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This site aims to provide regular updates of activities in the areas of infant mental health, research for healthcare practice, music and medicine, and training opportunities. </div>
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Jane is involved in a number of conferences, listed under <b><a href="http://creativityinpractice.blogspot.de/2012/04/news.html">News</a></b>.</div>
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Jane is involved in developing a number of trainings in different countries. Please fill in this brief survey to help her to developed successful events that meet your current training needs: <b><a href="http://www.surveymonkey.com/s/MFNR7RG">Survey</a></b><br />
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Jane Edwards on <b><a href="http://ie.linkedin.com/in/expertjanemedwards">LinkedIn</a></b><br />
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Jane Edwardshttp://www.blogger.com/profile/16108798890207541554noreply@blogger.comtag:blogger.com,1999:blog-7401056881090643214.post-6039257837305922802012-04-10T23:50:00.000-07:002014-10-29T21:52:04.936-07:00News<div dir="ltr" style="text-align: left;" trbidi="on">
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<b><span style="color: #6aa84f;">November 2014</span></b><br />
<span style="color: black;">Looking forward to meeting participants at the training seminar 27 and 28 November at Queen's College Parkville.</span><br />
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<b><span style="color: #6aa84f;">In June 2014</span></b><br />
<b><span style="color: #6aa84f;">International Association for Music & Medicine</span></b></div>
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The 3rd International Conference of IAMM was held at University of Toronto June 24-27 2014. Details <a href="http://www.iammcanada.com/" style="font-weight: bold;">here</a>.<br />
<a href="http://www.iammonline.com/"><strong>IAMM</strong></a> has low joining fees with 4 issues of the journal Music & Medicine per annum, and substantial discounts for conferences. Student rates and rates for people from the developing world are very reasonable. It is really fantastic to be part of this international group.<br />
I am the Inaugural President of the IAMM. It was founded by Professor David Aldridge and Dr Joanne Loewy, who were the co-editors in chief of the Music & Medicine journal (SAGE) at the time of IAMM's inauguration at the University of Limerick in 2009. It was such a privilege to welcome so many IAMM Founding Members to Limerick for the meeting.</div>
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<b style="color: #6aa84f;">Once again to Berlin!</b></div>
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<span style="color: #6aa84f;"><b>9 November 2013</b></span><br />
Fachtagung des Musiktherapiezentrum UdK Berlin 2013 - “Gender auf der Agenda - Musik- und Psychotherapeuten im Gespräch“</div>
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Dozenten und Vortragsthemen:</div>
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"Intersexualität - Leben mit der Mehrgeschechtlichkeit" Knut Werner-Rosen</div>
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"What can learning about feminist theory offer to the trainee music <span class="text_exposed_show">therapist?" </span>Prof. Dr. Jane Edwards</div>
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<span style="color: #6aa84f;"><b>Delighted to be part of an invited panel to present at conference in Indianapolis</b></span> <span class="bodytext"> </span></div>
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<strong><span style="color: #6aa84f;">13 November 2013</span></strong></div>
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“Music and Global Health: Toward Collaborative Paradigms”</div>
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IUPUI Campus, Indianapolis<br />
<b><span style="color: #6aa84f;"><br /></span></b><b><span style="color: #6aa84f;">Music Therapy in Perth</span></b><br />
<b><span style="color: #6aa84f;">10 June 2013</span></b><br />
<span style="color: black;">Music Therapy conference in Perth next Monday. Can't wait to see everyone! Thanks to Dr Robert Faulkner for agreeing to open the event for us. His wise words will inspire. Dr Susan Hadley and Jeanette Kennelly will give super keynotes. The other events are shaping up to inform and delight. </span><a href="http://bit.ly/17aQZJY"><b>Perth people don't miss this</b></a>!<br />
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<strong><span style="color: #6aa84f;">April 2013</span></strong><br />
<strong><span style="color: #6aa84f;">Campaigning for statutory recognition of Creative Arts Therapists in Ireland</span></strong><br />
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<span class="bodytext"><span style="color: black;">I am a long standing member of the national committee for <b><a href="http://catherinenoone.ie/2013/04/25/arts-therapy-a-successful-briefing/">Statutory Recognition of Creative Arts Therapists in Ireland</a></b>. Recently our committee presented a <b><a href="http://www.ul.ie/news-centre/news/ul-music-therapy-academics-call-for-regulation">briefing</a></b> in the Irish parliament<b>.</b></span></span></div>
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Jane Edwardshttp://www.blogger.com/profile/16108798890207541554noreply@blogger.comtag:blogger.com,1999:blog-7401056881090643214.post-78601433308558384182012-04-10T23:36:00.000-07:002014-06-02T23:07:16.953-07:00What's new in research?<div dir="ltr" style="text-align: left;" trbidi="on">
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Music and the brain</span></h3>
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I find a useful place to look at contemporary research is at <a href="http://www.frontiersin.org/neuroscience" style="font-weight: bold;">Frontiers in Neuroscience</a>.</div>
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In March this year a paper was published in the journal Frontiers in Integrative Neuroscience by Hardy and LaGasse which proposed that for children with autism, the motor difficulties associated with the diagnosis have been overlooked. They wrote:</div>
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Persons with autism are often provided behavioural or cognitive strategies for navigating their environment; however, these strategies do not consider differences in motor functioning. One accommodation that has not yet been explored in the literature is the use of auditory rhythmic cueing to improve motor functioning in ASD. …we review research on rhythm in motor rehabilitation, draw parallels to motor dysfunction in ASD, and propose a rationale for how rhythmic input can improve sensorimotor functioning, thereby allowing individuals with autism to demonstrate their full cognitive, behavioral, social, and communicative potential. (Full paper <a href="http://www.frontiersin.org/Integrative_Neuroscience/10.3389/fnint.2013.00019/full" style="font-weight: bold;">here</a>)</blockquote>
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Polyvagal theory has increasing currency in therapy practice, interview <a href="http://www.nexuspub.com/articles_2006/interview_porges_06_ma.php" style="font-weight: bold;">here</a>.<b> </b>Stephen Porges the founder of the theory has been very generous to music therapy as this <b><a href="http://insightcenter.org/KathyKain/Articles/Porges_Music_Therapy_Paper.pdf">chapter</a></b> in press demonstrates. You can find out more about him <a href="http://www.stephenporges.com/" style="font-weight: bold;">here</a>. </div>
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A research colleague at the University of Edinburgh who uses sound and listening with children who are diagnosed in the autism spectrum has applied this theory as described in this <a href="http://www.learning-solutions.co.uk/Poster%20-%20austria%202008.pdf" style="font-weight: bold;">summary</a><b>.</b></div>
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Jane Edwardshttp://www.blogger.com/profile/16108798890207541554noreply@blogger.comtag:blogger.com,1999:blog-7401056881090643214.post-73708585790736484362012-04-10T23:26:00.000-07:002014-07-02T07:57:35.827-07:00Conferences and calls for papers<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="color: red;">2014</span></h4>
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<b> <span style="color: #6aa84f;">4 – 8 August 2014</span></b></div>
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<b><span style="color: #6aa84f;"><a href="http://www.childtraumaconf.org/">Childhood Trauma: Understanding the Basis for Change and Recovery</a> conference</span></b></div>
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<span style="color: #6aa84f;">Melbourne</span></h4>
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I am a Co-presenter at this conference at the Melbourne Convention Centre. Paper Title: 'Supporting the hospitalised child through play therapy and music therapy'</div>
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<span style="color: #6aa84f;">1 – 3 July 2014</span></h4>
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<span style="color: #6aa84f;">MANDARI: Music and the Neurologically At-Risk Infant Group conference</span></h4>
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<span style="color: #6aa84f;">London</span></h4>
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I am an invited participant at MANDARI (Music and the Neurologically At-Risk Infant Group), a collaboration between Chelsea and Westminster Trust NHS and Goldsmiths, University of London. </div>
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<span style="color: #6aa84f;">24 </span><span style="color: #6aa84f;">–</span><span style="color: #6aa84f;"> 27 June 2014</span></h4>
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<span style="color: #6aa84f;"><a href="http://www.iammcanada.com/">IAMM conference</a> </span></h4>
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<span style="color: #6aa84f;">Toronto</span></h4>
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<span style="text-align: justify;"><span style="font-weight: normal;">I will present a </span>keynote<span style="font-weight: normal;"> at the </span><a href="http://www.uwindsor.ca/music/upcoming-music-therapy-conferences">Canadian Association for Music Therapy</a><span style="font-weight: normal;"> conference at the University of Toronto. </span></span><span style="font-weight: normal;">Keynote Title: 'Music therapy in the 21st century: Working across the lifespan.' I will also present a paper: 'Including Service User Voices in research: Perspectives from the Music and Health Research Group, University of Limerick, Ireland'</span></h4>
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<span style="color: #6aa84f;">14-18 June 2014</span></h4>
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<span style="color: #6aa84f;">Infant Mental Health conference </span></h4>
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<span style="font-weight: normal;">Calling all infant mental health specialists - this is an important place to have new work heard and validated </span><a href="http://www.waimh.org/i4a/pages/index.cfm?pageid=3279" style="font-weight: bold;">World Association of Infant Mental Health</a><span style="font-weight: normal;">. I will be attending.</span></h4>
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<span style="font-weight: normal;"><i>Abstract submission due:</i> Sunday 15 September 2013</span></h4>
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<i>Notification of outcome to authors:</i><strong> </strong>Monday 16 December 2013</div>
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<span style="font-size: small;"><b><span style="color: red;">2013</span></b></span></div>
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<strong><span style="color: #6aa84f;">November 2013</span></strong></h4>
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<span style="font-size: small;"><span style="color: #6aa84f;">The Gender Agenda seminar</span></span></h4>
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<span style="font-weight: normal;"><span style="font-size: small;">A seminar at the UdK in Berlin. </span><span style="font-size: small;">I will be speaking on issues in teaching feminist theory to current day students.</span></span><br />
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<span style="color: #6aa84f; font-size: small;"><b>August 2013</b></span></div>
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<span style="font-size: small;">You will find me speaking on the mental health recovery panel, and on the parent-infant music therapy panel.</span><br />
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<b style="color: #6aa84f;">June 2013</b></div>
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<li style="text-align: justify;">Professor Susan Hadley (USA)</li>
<li style="text-align: justify;">Jeanette Kennelly (Brisbane)</li>
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This conference is designed for people interested in music therapy. Whether you are a health care manager, a scientific researcher, or a practising musician you will find this conference interesting, inspiring, and educational. Music therapy practitioners, music researchers, music teachers, and people interested in training as a music therapist will be able to attend sessions designed to help develop their skills and knowledge. Speakers from Australia, Ireland, Norway, the US and Singapore will present the best of state-of-the-art practice and research. Workshop sessions will allow more intimate learning. All levels of interest are welcome from the mildly curious through to music and music therapy experts.</div>
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<b><span style="color: #6aa84f;">1 June 2013 (</span><span style="color: #6aa84f;"><i>deadline)</i></span></b></div>
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<span style="color: #6aa84f; font-size: small;"><b>Mental Health and Human Rights</b></span></h4>
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The Journal of Public Mental Health announces a call for papers for a special issue on mental health and human rights, to be published in 2013. Accepted contributions include original research papers, systematic reviews, policy analyses and case studies. In 2012 the World Health Organization (WHO) Department of Mental Health and Substance Abuse launched the QualityRights (QR) Project, which aims to improve the quality and human rights conditions in mental health and social care facilities and empower civil society organization to advocate for the rights of people with mental and psychosocial disabilities. This call for papers aims to inform the core objectives of quality rights to:</span></h4>
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Improve the quality of services and human rights conditions in inpatient and outpatient mental health facilities.</div>
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Build capacity among service users, families and health workers to understand and promote human rights and recovery from mental disabilities.</div>
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Develop a civil society movement of people with mental disabilities to provide mutual support, conduct advocacy and influence policy-making processes in line with international human rights standards.</div>
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<li>Reform national policies and legislation in line with best practice and international human rights standards.</li>
<li>Address stigma and discrimination. </li>
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<span style="color: #6aa84f;">25 May 2013 </span></h4>
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<span style="color: #6aa84f;">Irish Association for Creative Arts Therapies: Annual General Meeting</span></h4>
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<span style="color: #6aa84f; font-size: small;">Dublin</span></h4>
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I am an invited speaker at the Irish Association for Creative Arts Therapies Annual General Meeting on May 25 2013, Dublin. Paper Title: 'The growing evidence base for the creative arts therapies'.<br />
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Jane Edwardshttp://www.blogger.com/profile/16108798890207541554noreply@blogger.comtag:blogger.com,1999:blog-7401056881090643214.post-59009663762043513682011-06-09T17:18:00.000-07:002014-10-27T03:33:15.438-07:00Qualitative methods for healthcare researchers<div dir="ltr" style="text-align: left;" trbidi="on">
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<span lang="EN-GB" style="font-family: Times, Times New Roman, serif; line-height: 107%;">I recently attended the <b>Townsville Health
Research Week 2014 </b>as a <b><a href="http://www.nctn.net.au/nctnweb/events/thrw-2014-events">keynote speaker and workshop leader</a></b>. How fantastic to meet such an enthusiastic community of healthcare workers and
students engaging research and looking for further opportunities to extend
their knowledge about qualitative methods.</span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span lang="EN-GB" style="line-height: 107%;">I presented a number of take home
messages for the delegates and workshop participants. One of these is that “qualitative”
research is not a method. It is an umbrella term for multiple methods, some of
which have extended complex histories and are made up of many traditions. For
example, Grounded Theory </span><span style="line-height: 107%;">is now considered a
‘‘family of methods’’ (Bryant & Charmaz, 2007, p. 11). A researcher using
Grounded Theory should know which tradition or theorist they are primarily
referencing in applying the techniques of Grounded Theory. <span style="mso-spacerun: yes;"> </span>As training is now more widely available,
undertaking some training sessions before using these techniques is advisable.</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 107%;">Healthcare researchers have been
challenged many times in the wider literature for neglecting to identify the
method they used to analyse data in qualitative methods studies, and for the
avoidance of reference to the epistemology on which their research is based. As
</span><span lang="EN-GB" style="line-height: 107%;">Carter and
Little (2007) noted</span></span></div>
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<span lang="EN-GB" style="font-family: Times, Times New Roman, serif; line-height: 107%;">Epistemology, methodology, and method
are fundamental concepts. Any experienced qualitative researcher should have wrestled
with each of them during her or his career. However, qualitative research
reporting is frequently insufficient in all three areas, and although this might
be partly due to word length limitations in some journals, it also suggests a
lack of engagement with these important concepts. (Carter & Little, 2007,
p. 1319)</span></div>
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<span lang="EN-GB" style="font-family: Times, Times New Roman, serif; line-height: 107%;">People
often ask me why this has happened and why it persists. I think some of the
reasons might be because qualitative methods in healthcare became quite
fashionable relatively quickly through the late 90s to the current day. Allied
health courses included qualitative methods taught by the same people who were teaching
quantitative methods. Once students learned that “qualitative research” was actually
a research method it became embedded in the research culture in healthcare. Journals
were criticised for not having enough qualitative studies and responded by
publishing some qualitative studies that did not follow standard protocols for
quality because the reviewers had no experience or training in these methods.
These then became reference points for others’ research processes. <span style="mso-spacerun: yes;"> </span></span></div>
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<span lang="EN-GB" style="font-family: Times, Times New Roman, serif; line-height: 107%;">Epistemology is hard to teach and in
my experience students are not interested because it is too complex and
bewildering. They just want to move on and interview their participants. One of
my goals for the next part of my career is to develop ways of teaching this
information that engages students, enables ethics committees and journal
committees to make better decisions about qualitative research studies, and
helps researchers to feel more competent in using qualitative methods in research.
I feel quite sorry for people who were told by their PhD supervisor to take out
references to epistemology or to a specific method that they used and to keep
their language generic using <i style="mso-bidi-font-style: normal;">qualitative</i>
instead of a recognised method.</span></div>
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<span lang="EN-GB" style="font-family: Times, Times New Roman, serif; line-height: 107%;">Before the end of the year I will be
running a two day workshop on qualitative methods research in healthcare to
help healthcare researchers from allied health, nursing, medicine, and any
other area related to healthcare to get PhD ready. If you would like to be sent
information about this workshop please write to <a href="mailto:ccpcreative@gmail.com"><span style="color: blue;">ccpcreative@gmail.com</span></a> <o:p></o:p></span></div>
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<b><span style="color: #3d85c6; font-family: Times, Times New Roman, serif;">October 2014</span></b></div>
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<b><span style="color: #3d85c6; font-family: Times, Times New Roman, serif;">Jane Edwards, PhD</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="font-family: Times, Times New Roman, serif; line-height: 107%;">References<o:p></o:p></span></b></div>
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<span lang="EN-GB" style="font-family: Times, Times New Roman, serif; line-height: 107%;">Bryant,
A., & Charmaz, K. (2007). Introduction. In L. H. Bryant & K. Charmaz (Eds.),<i style="mso-bidi-font-style: normal;"> The SAGE handbook of grounded theory</i> (pp.
1–28). Los Angeles: SAGE.</span></div>
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<span lang="EN-GB" style="line-height: 107%;"><span style="font-family: Times, Times New Roman, serif;">Carter,
S., & Little, M. (2007). Justifying knowledge, justifying method, taking action:
Epistemologies, methodologies, and methods in qualitative research. <i>Qualitative Health Research</i>, 17,
1316–1328. </span><span style="font-family: Calibri; font-size: small;"><o:p></o:p></span></span></div>
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Jane Edwardshttp://www.blogger.com/profile/16108798890207541554noreply@blogger.com0tag:blogger.com,1999:blog-7401056881090643214.post-12959741107017081342011-06-05T22:19:00.000-07:002014-10-27T03:32:40.190-07:00Why go to conferences?<div dir="ltr" style="text-align: left;" trbidi="on">
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<b><span style="font-family: Times, Times New Roman, serif;">Regular conference attendance is essential for professionals to build knowledge of theory and practice in their specialist area, and to continue to promote their professional competence. It can be helpful to be able to refer to experts when developing new work, or when going back to the team at your workplace following on from a conference. Knowledge of the international dimensions of your practice can be important for others when you are describing your work.</span></b></div>
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At conference PhD researchers must engage in all-important 'networking' while also listening to the ideas of others, and discovering resonances. Networking when you are well known is relatively easy. Before the conference you can write to people to ensure there will be some catch-up time with the people you need to meet.</span><br />
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But when you are not well known you have to employ some different strategies. I encourage PhD researchers to make a concerted effort to meet new people rather than sticking to their friendship group. If there is anyone at the conference they have always admired they should make sure they say hello and give them a paper/abstract, or their card as a connection. Sometimes at conferences I am rushing to a meeting or to give my paper and I can find it really hard to be stopped in the corridor, or to be trying to answer a question from someone when I have only a few moments for lunch or a coffee. I always tell people not to take it personally if their dreamed for inspiring conversation doesn't occur at the first encounter but I am always happy to say hello, and a follow up email is always welcome. I also encourage you if you see someone well known 'trapped' at the coffee break with their hands free just sidle up and ask whether they want a tea or coffee and go and get it for them. They will remember you!</span><br />
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<span style="font-family: Times, Times New Roman, serif;">Jane Edwards, June 2014</span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQhpYTlBYDUnidhIO-uzi9a3HVS0GgjmN_ctwNog_IxZM-TSoFv1JWyGLJ_v13icLZcMLdeOoICWiPBhzN7FwvFnYcqnPTkSwDbtPDn2vkC7H9E0j3m-xZpbk7ix4jviR94gnlh8yoXbcL/s1600/Jane+and+Andrea+-+graduation.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="font-family: Times, Times New Roman, serif;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQhpYTlBYDUnidhIO-uzi9a3HVS0GgjmN_ctwNog_IxZM-TSoFv1JWyGLJ_v13icLZcMLdeOoICWiPBhzN7FwvFnYcqnPTkSwDbtPDn2vkC7H9E0j3m-xZpbk7ix4jviR94gnlh8yoXbcL/s1600/Jane+and+Andrea+-+graduation.jpg" height="219" width="320" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Times, Times New Roman, serif; font-size: small; text-align: start;">Dr Andrea Intveen & Prof Dr Jane Edwards</span><br />
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Jane Edwardshttp://www.blogger.com/profile/16108798890207541554noreply@blogger.com0tag:blogger.com,1999:blog-7401056881090643214.post-77759043383366781672011-06-04T06:39:00.000-07:002014-10-27T03:32:28.709-07:00Musical ways of interacting with children<div dir="ltr" style="text-align: left;" trbidi="on">
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<b style="font-size: small;"><span style="font-family: Times, Times New Roman, serif;">What does the baby have to learn in these first 12-18 months (before they can speak)? The list includes what you do with your eyes when with another, how long to hold a mutual gaze, what turn-off head movements work, and with whom, how close you should let the other come to you… how to read body positions… how to enter into turn taking when vocalizing with another… how to joke around, negotiate escalate, back off… make friends, and so on.</span></b><br />
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<span style="font-family: Times, Times New Roman, serif; font-size: x-small;"><b>Daniel Stern, <i>Forms of Vitality</i> (OUP, 2010) p. 110-111</b></span></div>
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<span style="font-family: Times, Times New Roman, serif;">As a music therapy scholar, teacher, and practitioner for more than 20 years, I have been able to learn from many sources about the crucial role our early years play in our lives. The ability to reflect on challenges experienced in our adult lives by linking back to childhood experiences is an essential aspect of the way that many music therapists practice. Rather than using descriptions of family histories to apportion blame, the therapist tries to understand the current experience of the patient and their worldview through the lens of past experience, to see if there is some way to make sense of self-destructive behaviours, or difficulties experienced in creating meaningful and satisfying relationships with others.</span></div>
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<span style="font-family: Times, Times New Roman, serif;">I began my early music therapy practice in mental health services and in nursing homes, working with people diagnosed with Alzheimer’s Disease or other types of dementia. Many people, whether in group or individual music therapy programmes, offered reflections on their early life, and described aspects of their parents’ availability or unavailability; referring to the quality of these first relationships in ways that helped me to understand something of what might have been unresolved or unsatisfying for them. Eventually I found myself very keen to work with people much earlier in life to see whether music therapy could ameliorate some of the issues my older patients were facing.</span></div>
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<span style="font-family: Times, Times New Roman, serif;">Although I worked in paediatric music therapy for seven years at a children’s hospital, it was only when I was writing the first proposal to found the (now) international parent-infant support programme Sing & Grow that I had the chance to bring all of my past experience to bear: to make a case for the importance of promoting loving, playful, and nurturing interactions between parents and infants where vulnerability was in evidence. Through my work in this field, I have become increasingly aware of an unrecognised field of practice in music therapy: parent-infant work. This involves the referral of vulnerable parents to a music therapy service. Parents usually attend with their infants and the music therapist provides a safe and accepting space in which the parent and infant pair or group can be encouraged to play and interact in supportive and mutually satisfying ways. This is not always ‘music’ as it might be generally understood; rather it is a musical way of interacting that the therapist encourages.</span></div>
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<span style="font-family: Times, Times New Roman, serif;">When adults speak to infants we use particular ways of interaction that seem to be the same across the world. But we should ask why do we use such an exaggerated, playful, and musical way of speaking to infants? The obvious answer is because the infants like it — they raise their eyebrows, fix their gaze on the speaker’s face, and sometimes smile quite quickly on hearing us say ‘ooohhh whooo is my little baaaby?’ This is especially true if the speaker is a family member but it also can occur in new encounters when the conversational partner knows and can offer this communication in a playful and experimental way. However, there are many more powerful scientific and theoretical findings that indicate how this type of interaction builds the bonds of trust and love between parents and infants.</span></div>
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<span style="font-family: Times, Times New Roman, serif;">Work by psychobiologist Colwyn Trevarthen, the ethologist Ellen Dissanayake, and researcher Sandra Trehub and her team at the University of Toronto, has paved the way in showing how the functions of this interaction have less to do with entertaining and engaging the baby and are more aligned with the infant’s ability to evoke and interpret these signals from adults and their siblings within weeks of birth. For me, and for the researchers mentioned above, these interactions are easily identified as musical. Observations of the nature of these interactions between parents and infants led Stephen Malloch to coin the term ‘Communicative Musicality’, to capture the unique pitch and rhythmic structures that communicative partners use.</span></div>
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<span style="font-family: Times, Times New Roman, serif;">This type of interaction is, as the quote from Stern at the opening attests, playful, rich, and highly involved. It teaches the many skills we need in being able to be with people successfully in intimate relationships, in relationships involving teachers and students, and in work groups. When we do not have adequately rich and supported experiences of attachment in infancy there can be lifelong consequences. Therefore, offering support to parents and infants in difficulty can provide long term benefits. Music therapy is uniquely poised to make a useful contribution to this work as infants are receptive to musical and music-like interactions from sensitive and responsive adults.</span></div>
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Jane Edwardshttp://www.blogger.com/profile/16108798890207541554noreply@blogger.com0tag:blogger.com,1999:blog-7401056881090643214.post-2926097528905462242011-04-09T06:43:00.000-07:002014-10-27T03:32:14.562-07:00Creative Insight Method<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: Times, Times New Roman, serif;">Here is a piece I started a couple of years ago when I decided to try to name my facilitation method for teaching and in group workshops. I came up with various ideas and alighted upon Creative Insight Method which has stuck (for now). I am continuing to develop this idea and hope to see it in press sometime in 2014. All comments and feedback welcome.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Times, Times New Roman, serif;"><span style="color: #6aa84f;">Jane Edwards, 2011</span><o:p></o:p></span></b></div>
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<span style="font-family: Times, Times New Roman, serif;">This is an arts based research method in the interpretivist tradition which takes as its starting point the understanding that the arts occupy a potentially important space in our cultural, intra-and interpersonal life. The arts reveal aspects of experiences to ourselves, and engaging in artistic experiences can facilitate our connections to others. <o:p></o:p></span></div>
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<span style="font-family: Times, Times New Roman, serif;">Individuals, groups and societies can use the arts to consider more deeply their relationship to each other, the past, and their hopes for the future. The arts allow the emotionality of complex experiences to be manifest in ways that allow for reflection and insight. Such encounters can permit us to re-experience, or to further engage with our emotional state to promote insight and self-awareness.<o:p></o:p></span></div>
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<span style="font-family: Times, Times New Roman, serif;">The title of the Creative Insight Method reflects its parameters. Creative processes are used to inspire, guide and reflect on each stage of the research. Writing, poetry, visual arts media and music are used as the basis of the research process. <o:p></o:p></span></div>
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<span style="font-family: Times, Times New Roman, serif;">The naming of the method is inspired from years of teaching through the arts that has allowed the author and founder to discover and refine aspects of this process. Year on year of student group she has taught have reflected how being given the license to write about experience, or draw, or improvise has allowed them to develop greater insight into their experiences of training, of study, or in the case of PhD students, a closer connection to their data and resultant reflective insights.<o:p></o:p></span></div>
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<span style="font-family: Times, Times New Roman, serif;">The Creative Insight Method is intended to reveal in stages, increased clarity and understanding for individual and group member reflections about processes that have occurred in creating works specifically intended to represent or ‘be about the phenomenon under investigation.</span><br />
</div>
<div style="text-align: justify;">
<span style="font-family: Times, Times New Roman, serif;"><br /></span></div>
</div>
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<div style="text-align: justify;">
<span style="font-family: Times, Times New Roman, serif;">[I am working on further details and explanation of the method, due for publication in 2014]</span><span style="font-family: Arial; font-size: 11pt;"><o:p></o:p></span></div>
</div>
</div>
Jane Edwardshttp://www.blogger.com/profile/16108798890207541554noreply@blogger.comtag:blogger.com,1999:blog-7401056881090643214.post-11466942933194510782011-04-09T05:54:00.000-07:002014-10-27T03:32:01.264-07:00The World Is One Country<div dir="ltr" style="text-align: left;" trbidi="on">
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<br />
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<div style="text-align: justify;">
<span style="font-family: Times, Times New Roman, serif;">A week ago I participated in a barbecue
competition in Limerick city. Forty-six registered teams represented countries
in what was called the ‘International Barbecue Cook Off’. Each team cooked
samples of their country’s food and gave them out to anyone who stopped by.
Teams also prepared competition entries for the fish, chicken and vegetable
heats. The barbecues were ringed in a double line on one of the old canal paths
in the city with a barricade around so that we couldn’t be mobbed by the
general public; who arrived before the barbecues were lit at midday and kept
coming all through the afternoon.</span></div>
</div>
<div class="MsoToc1" style="text-align: left;">
<div style="text-align: justify;">
<span style="font-family: Times, Times New Roman, serif;"><br /></span></div>
</div>
<div class="MsoToc1" style="text-align: left;">
<div style="text-align: justify;">
<span lang="EN-AU" style="font-family: Times, Times New Roman, serif;">While I was helping out with food preparation
and other essentials such as getting beers for members of my team I looked
around at some of the other stalls. It was obvious that some people took it
more seriously than others. The group representing Vatican City were spotted in
the supermarket earlier having just come from the nightclub. Kitted out in
somewhat fetishistic religious outfits, they started on the chardonnay and gin
and tonics on arrival at their stall. As for food, I never saw them light the
barbecue or cook anything, and a large pile of raw sausages sat on their table
in the sun throughout the day. They played recordings of Vatican City Radio and
had their photo taken with tourists attending the event. They won the prize for
best dressed stall.<o:p></o:p></span></div>
</div>
<div class="MsoToc1" style="text-align: left;">
<div style="text-align: justify;">
<span style="font-family: Times, Times New Roman, serif;"><br /></span></div>
</div>
<div class="MsoToc1" style="text-align: left;">
<div style="text-align: justify;">
<span lang="EN-AU" style="font-family: Times, Times New Roman, serif;">An Irish friend on the Dubai team said they
also had trouble taking it seriously and were handing out hamburger patties
garnished with sand. Then I talked a while with a fellow from work who is from
Poland and was on the Spanish team. As the directions had said ‘dress up’ he
came in a very short dress wearing makeup. His dreadlocks made quite a
contrast. The Irish team on the next stall prepared very elaborate food and
even gave us some samples of the potatoes they had boiled in a pot on their
barbecue. The drummers at the Nigerian stall across from us worked us into a
festive mood.<o:p></o:p></span></div>
</div>
<div class="MsoToc1" style="text-align: left;">
<div style="text-align: justify;">
<span style="font-family: Times, Times New Roman, serif;"><br /></span></div>
</div>
<div class="MsoToc1" style="text-align: left;">
<div style="text-align: justify;">
<span lang="EN-AU" style="font-family: Times, Times New Roman, serif;">As the only Australian on the team for
Israel, my Scottish, Israeli and Irish team mates gave me a number of
compliments about the huge bowl of hummus I had made from chick peas, tahini
and garlic. They told me that some people came back to our stall for second
helpings. Even though the hummus was not included in any of the judged events,
I feel proud of the third place our team achieved in the vegetable heat. I
cannot recall ever winning a medal before.<o:p></o:p></span></div>
</div>
<div class="MsoToc1" style="text-align: left;">
<div style="text-align: justify;">
<span style="font-family: Times, Times New Roman, serif;"><br /></span></div>
</div>
<div class="MsoToc1" style="text-align: left;">
<div style="text-align: justify;">
<span lang="EN-AU" style="font-family: Times, Times New Roman, serif;">However, the main message of the event for me
was not about winning our place. I learned about myself in my community here in
Ireland. Irish people mixed with people from all around the world who live in
this city. Food was swapped and shared and recipes discussed. Irish people
represented teams from other countries. Many teams like mine were mixed
nationalities, working alongside friends rather than people from our own
country. The organisers had themed the event ‘the world is one country’. I
experienced food the way I often experience music; a way to bring people
together. Our music helps us to name aspects of individual and collective
identity but more importantly to forego these as markers of difference and
share them as means of connections where differences are incorporated rather
than elaborated.<o:p></o:p></span></div>
</div>
<div class="MsoToc1" style="text-align: left;">
<div style="text-align: justify;">
<span style="font-family: Times, Times New Roman, serif;"><br /></span></div>
</div>
<div class="MsoToc1" style="text-align: left;">
<div style="text-align: justify;">
<span lang="EN-AU" style="font-family: Times, Times New Roman, serif;">In music therapy we may never manage a song
for the whole world however I believe we will continue to lead the way in
staying open to the musics of the world; exploring, sharing, collaborating and
listening to all the different music we can.<o:p></o:p></span></div>
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<span lang="EN-AU"><span style="font-family: Times, Times New Roman, serif;">Edwards, Jane (2007). The World Is One
Country. First published in <b><a href="http://testvoices.uib.no/?q=coledwards210507">Voices: A World Forum for Music Therapy</a></b>.</span><o:p></o:p></span></div>
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Jane Edwardshttp://www.blogger.com/profile/16108798890207541554noreply@blogger.comtag:blogger.com,1999:blog-7401056881090643214.post-82240453567490940562009-04-09T03:40:00.000-07:002014-11-04T21:20:02.683-08:00Jane Edwards: Career summary<div dir="ltr" style="text-align: left;" trbidi="on">
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<li style="text-align: justify;"><span style="font-family: inherit; text-indent: -18pt;">Academic appointments held in 7 universities across 4 countries; Australia, Germany, Ireland, UK</span></li>
<li style="text-align: justify;"><span style="font-family: inherit; text-indent: -18pt;">Full-time music therapy academic posts held continuously since 1993; at senior level since 1999</span></li>
<li style="text-align: justify;"><span style="font-family: inherit; text-indent: -18pt;">21 keynotes and grand rounds presented in 7 countries</span></li>
<li style="text-align: justify;"><span style="font-family: inherit; text-indent: -18pt;">2 edited books, 1 edited book in progress, more than 35 refereed journal papers, and 12 book chapters</span></li>
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<i><span lang="EN-GB" style="font-family: inherit;"><b><span style="background-color: #d9ead3; color: #999999;">Expertise –</span></b></span></i></div>
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<li style="text-align: justify;"><span style="text-indent: -18pt;">Creative arts through the lifespan</span></li>
<li style="text-align: justify;"><span lang="EN-GB" style="font-family: inherit; text-indent: -18pt;">Parenting, i</span><span lang="EN-GB" style="font-family: inherit; text-indent: -18pt;">nfancy, child development, and attachment</span></li>
<li style="text-align: justify;"><span style="color: black; font-family: inherit; font-size: small; text-indent: -18pt;"><span lang="EN-GB">Constructivist (qualitative) research methods <o:p></o:p></span></span><span style="text-indent: -18pt;">methods; including arts based research</span></li>
<li style="text-align: justify;"><span style="text-indent: -18pt;">Curriculum development in clinical therapies and mental health</span></li>
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<i><span lang="EN-GB" style="font-family: inherit;"><b><span style="background-color: #d9ead3; color: #999999;">Career highlights –</span></b></span></i></div>
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<li style="text-align: justify;"><span style="text-indent: -18pt;">Guest professor University of the Arts, Berlin, Germany (2004-2011)</span></li>
<li style="text-align: justify;"><span style="text-indent: -18pt;">Founded first university based Child Play Therapy training in Australia, Deakin University, 2014</span></li>
<li style="text-align: justify;"><span style="text-indent: -18pt;">Visiting research fellowships at University of Cambridge (2004) and Queen Margaret University (2012)</span></li>
<li style="text-align: justify;"><span style="text-indent: -18pt;">Founder of national parenting programme </span><i style="text-indent: -18pt;">Sing & Grow</i><span style="text-indent: -18pt;"> Australia</span></li>
<li style="text-align: justify;"><span style="text-indent: -18pt;">Editor of the first book about music therapy with parents and infants: </span><i style="text-indent: -18pt;">Music Therapy and Parent-Infant Bonding</i><span style="text-indent: -18pt;"> (OUP) in 2011</span></li>
<li style="text-align: justify;"><span style="font-family: inherit; text-indent: -18pt;">Sole editor for the forthcoming </span><i style="font-family: inherit; text-indent: -18pt;">Oxford University Handbook of Music Therapy</i></li>
<li style="text-align: justify;"><span style="text-indent: -18pt;">Inaugural President and Founding Member, International Association for Music & Medicine (IAMM)</span></li>
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<li style="text-align: justify;"><span style="font-family: inherit; text-indent: -18pt;"><span lang="EN-GB">Director, Clinical Therapies Development Unit; 2 years – attained 13 million euro of competitive national funding for, and then founded, Occupational Therapy and Speech and Language Therapy departments <o:p></o:p></span></span><span style="text-indent: -18pt;">– responsible for </span><span style="text-indent: -18pt;">budget, recruitment, degree structure, curriculum, community buy-in and accreditation</span></li>
<li style="text-align: justify;"><span style="font-family: inherit; text-indent: -18pt;"><span lang="EN-GB">Director, Psychology <o:p></o:p></span></span><span style="text-indent: -18pt;">; 3 years - founded department of Psychology, including budget and recruitment, and developed the associated degrees</span></li>
<li style="text-align: justify;"><span style="text-indent: -18pt;">Associate Dean for Research, Faculty of Arts, Humanities & Social Sciences; 3 years – responsible for 180+ PhD researchers and the research aspirations and achievements of ~80 academic faculty</span></li>
<li style="text-align: justify;"><span style="font-family: inherit; text-indent: -18pt;">Director, Music & Health Research Group; since 2005</span></li>
<li style="text-align: justify;"><span style="font-family: inherit; text-indent: -18pt;"><span lang="EN-GB">Co-Director <o:p></o:p></span></span><span style="text-indent: -18pt;">Research Cluster Contemporary Understanding of Emotions in Society; 2 years</span></li>
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<li style="text-align: justify;"><span style="font-family: inherit; text-indent: -18pt;"><span lang="EN-GB">Competitive grant funding received <o:p></o:p></span></span><span style="text-indent: -18pt;">from European Science Foundation, Irish Research Council, Health Research Board (Ireland), and Health Services Executive (Ireland) and various competitive schemes Australia</span></li>
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<li style="text-align: justify;"><span style="text-indent: -18pt;">Chair of Advisory Committee for the Graduate Education Medical School at UL; appointed Chair of the committee upon inauguration of the first graduate entry training in medicine in Ireland</span></li>
<li style="text-align: justify;"><span style="font-family: inherit; text-indent: -18pt;">Elected Governor of the University of Limerick for a five-year term; appointed to the Strategic Planning Committee with responsibility for the development of the </span><b style="font-family: inherit; text-indent: -18pt;"><a href="http://www2.ul.ie/pdf/521283169.pdf">UL Strategic Plan 2011-2015</a></b></li>
<li style="text-align: justify;"><span style="text-indent: -18pt;">Director, Pathways (Mental Health service located in Barwon Region, Victoria), 2014</span></li>
<li style="text-align: justify;"><span style="font-family: inherit; text-indent: -18pt;">Editorial board member for </span><i style="font-family: inherit; text-indent: -18pt;">The Arts in Psychotherapy</i><span style="font-family: inherit; text-indent: -18pt;"> (Elsevier), </span><i style="font-family: inherit; text-indent: -18pt;">Music & Medicine</i><span style="font-family: inherit; text-indent: -18pt;"> (SAGE), and </span><i style="font-family: inherit; text-indent: -18pt;">Journal of Music Therapy</i><span style="font-family: inherit; text-indent: -18pt;"> (AMTA, USA)</span><i style="font-family: inherit; text-indent: -18pt;">. </i><span style="font-family: inherit; text-indent: -18pt;">European editor for </span><i style="font-family: inherit; text-indent: -18pt;">Voices</i><span style="font-family: inherit; text-indent: -18pt;"> an on-line refereed journal</span></li>
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Jane Edwardshttp://www.blogger.com/profile/16108798890207541554noreply@blogger.comtag:blogger.com,1999:blog-7401056881090643214.post-57664163828773544482009-04-09T03:25:00.000-07:002014-06-05T22:30:16.157-07:00Jane Edwards: Curriculum vitae<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>2000 PhD </b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> Dept of Paediatrics & Child Health, Faculty of Medicine, University of </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> Queensland, Australia</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><b>1993 Master of Music </b>(by research thesis) </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> Faculty of Music, University of Melbourne, Australia</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><b>1986 Bachelor of Music </b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> Faculty of Music, University of Melbourne, Australia</span><br />
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<!--StartFragment--><!--EndFragment--></div>
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<span lang="EN-AU" style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: small;"><b><br /></b></span></span>
<span lang="EN-AU" style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: small;"><b>1987 </b><span style="font-weight: normal;">Registered Music Therapist (AMTA,
Australia)</span></span><o:p></o:p></span></div>
<div class="MsoToc1">
<span lang="EN-AU"><br /></span></div>
<!--EndFragment--></div>
<div class="MsoBodyText">
<h3 style="text-align: left;">
<span lang="EN-GB"><span style="background-color: #d9ead3; color: #999999; font-family: inherit; font-size: small;">Academic appointments and leadership </span></span></h3>
</div>
<div class="MsoNormal" style="text-align: left;">
<div style="text-align: left;">
</div>
<span style="font-family: Arial, Helvetica, sans-serif;"><b><br /></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b>2014 – </b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Mental Health Programme Leader, Deakin University, Australia. </span><span style="font-family: Arial, Helvetica, sans-serif;">Responsible for business plan, course proposal, and curriculum development for:</span><br />
<ul style="text-align: left;">
<li><span style="font-family: Arial, Helvetica, sans-serif;">Master of Child Play Therapy</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Master of Advanced Practice in Community Mental Health</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Master of Youth and Family Mental Health</span></li>
</ul>
<b><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></b>
<b><span style="font-family: Arial, Helvetica, sans-serif;"></span></b>
<b><span style="font-family: Arial, Helvetica, sans-serif;">1999 – </span></b><span style="font-family: Arial, Helvetica, sans-serif;"><b>(on unpaid leave since January 2014)</b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Associate Professor, University of Limerick, Ireland</span><br />
<b><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></b>
<b><span style="font-family: Arial, Helvetica, sans-serif;">May 2009 – Nov 2011</span></b><br />
<div style="text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;">Associate Dean, Research, Faculty of Arts, Humanities and Social Science (FAHSS), University of Limerick</span></div>
<b><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></b>
<b><span style="font-family: Arial, Helvetica, sans-serif;">2004 – 2007</span></b><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Director of Psychology, University of Limerick Campus developments</span><br />
<b><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></b>
<b><span style="font-family: Arial, Helvetica, sans-serif;">2001 – 2003</span></b><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Director, Clinical Therapies Development Unit, University of Limerick</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<h3 style="text-align: left;">
<b><span lang="EN-GB" style="font-family: inherit; font-size: 11.0pt; mso-bidi-font-family: Arial;"><span style="background-color: #d9ead3; color: #999999; font-family: inherit; font-size: small;">Previous
academic appointments including honorary and visiting roles </span></span></b></h3>
</div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><b><br /></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b>2012</b> (Autumn semester)</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Visiting Research Fellow, Queen Margaret University, Musselburgh, Scotland</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b>2004 – 2011</b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Guest Professor – Institute for Music Therapy, University of the Arts, Berlin, Germany</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b>2004</b> (Easter term)</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">By-Fellow Churchill College & Visiting Member of Faculty of Music</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">University of Cambridge, UK</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<b><span style="font-family: Arial, Helvetica, sans-serif;">1993 </span><span style="font-family: Arial, Helvetica, sans-serif;">– </span><span style="font-family: Arial, Helvetica, sans-serif;">2000</span></b><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Inaugural Lecturer & Course Co-ordinator for BMus(MusThy) & PGDipMusThy,</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">University of Queensland, School of Music</span><br />
<br />
<h3 style="text-align: left;">
<span style="background-color: #d9ead3; color: #999999; font-size: small;">Prior relevant professional healthcare experience </span></h3>
<br />
<div style="text-align: left;">
<b><span style="font-family: Arial, Helvetica, sans-serif;">1991 & 1992</span></b></div>
<div style="text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;">Visiting specialist programme adviser and leader, Dementia Day Care services in St Kilda and Northcote, Victoria</span></div>
<div style="text-align: left;">
<b><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></b></div>
<div style="text-align: left;">
<b><span style="font-family: Arial, Helvetica, sans-serif;">1988 </span></b><b><span style="font-family: Arial, Helvetica, sans-serif;">– </span></b><b><span style="font-family: Arial, Helvetica, sans-serif;">1991</span></b></div>
<div style="text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;">Inaugural Programme Director, The Burra Club (dementia day care service)</span></div>
<div style="text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;">South and Port Melbourne (Full-time post)</span></div>
<div style="text-align: left;">
<b><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></b></div>
<div style="text-align: left;">
<b><span style="font-family: Arial, Helvetica, sans-serif;">1987 </span></b><b><span style="font-family: Arial, Helvetica, sans-serif;">– </span></b><b><span style="font-family: Arial, Helvetica, sans-serif;">1988</span></b></div>
<div style="text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;">Music Therapist </span><span style="font-family: Arial, Helvetica, sans-serif;">–</span><span style="font-family: Arial, Helvetica, sans-serif;"> Windsor Nursing Home (Part-time, 0.6)</span></div>
<div style="text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;">Music Therapist – Sessional programmes in 3 mental health services – funded by Red Cross</span></div>
<b><br /></b>
</div>
<h3 style="text-align: left;">
<span style="background-color: #d9ead3; color: #999999; font-size: large;">Publications </span></h3>
<h3 style="text-align: left;">
<span style="background-color: #d9ead3; color: #999999; font-size: small;"><br /></span></h3>
<h3 style="text-align: left;">
<span style="background-color: #d9ead3; color: #999999; font-size: small;">Edited Books </span></h3>
<div class="MsoNormal">
<br />
<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2011) (Ed). <i>Music therapy and parent-infant bonding</i>. Oxford: Oxford University Press.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2007) (Ed). <i>Music: Promoting health and creating community in healthcare contexts</i>. Newcastle Upon Tyne: Cambridge Scholars.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="color: #999999; font-family: Arial, Helvetica, sans-serif;"><i style="background-color: #d9ead3;">In progress</i></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> </span><span style="font-family: Arial, Helvetica, sans-serif;">(Ed) (Due November 2014) <i>Oxford Handbook of Music Therapy</i>. Oxford: Oxford University Press. Contributing or sole author for the following chapters (working titles):</span><br />
<ul style="text-align: left;">
<li><span style="font-family: Arial, Helvetica, sans-serif;">The use of music therapy to support vulnerable parents</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Music therapy for hospitalised children</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Developmental music therapy</span></li>
</ul>
</div>
<h3 style="text-align: left;">
<span style="background-color: #d9ead3; color: #999999; font-size: small;"><br /></span></h3>
<h3 style="text-align: left;">
<span style="background-color: #d9ead3; color: #999999; font-size: small;">Peer reviewed journal publications and book chapters </span></h3>
<div class="MsoNormal" style="text-align: left;">
<br />
<div style="text-align: left;">
<span style="color: #999999; font-family: Arial, Helvetica, sans-serif;"><i style="background-color: #d9ead3;">Published since 2000 </i></span></div>
<div style="text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div style="text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2014). The role of the music therapist in promoting parent infant attachment. <i>Canadian Journal of Music Therapy</i>, 20(1), 41-51.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><b><br /></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J. </b>(2014). Facilitating the highly bonded cohort: Should more be done to anticipate and reduce the potential for hyper-cohesiveness and deindividuation in therapy training cohorts in universities? <i>European Journal of Psychotherapy & Counselling</i>, 16, 114-126.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><b><br /></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b>Van den Tol, A. J. M., & Edwards, J.</b> (2014). Listening to sad music in adverse situations: How music selection strategies relate to self-regulatory goals, listening effects, and mood-enhancement. <i>Psychology of Music</i>, doi:10.1177/0305735613517410 IF: 1.553</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><b><br /></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J. </b>(2013). Examining the role and functions of self-development in healthcare therapy trainings: A review of the literature with a modest proposal for the use of learning agreements. <i>European Journal of Psychotherapy & Counselling</i>, 15(3), 214-232.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><b><br /></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b>Ledger, A., Edwards, J., & Morley, M.</b> (2013). A change management perspective on the introduction of music therapy to interprofessional teams. <i>Journal of Health Organization and Management</i>, 27(6), 714-732.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Van den Tol, A., & Edwards, J. </b>(2013). Exploring a rationale for listening to sad music when feeling sad. <i>Psychology of Music</i>, 41, 440-465 doi: 10.1177/0305735611430433 IF 1.553</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2012). We need to talk about epistemology: Orientations, meaning, and interpretation within music therapy research. <i>Journal of Music Therapy</i>, 49, 372-394</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2012). The power of music in medicine and healthcare. <i>Music & Medicine</i>, 4, 112-117</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Intveen, M. A. & Edwards, J</b>. (2012). The history and basic tenets of Anthroposophical Music Therapy. <i><a href="https://normt.uib.no/index.php/voices/article/viewArticle/646">Voices: A World Forum for Comment and Discussion</a></i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2011). The use of music therapy to promote attachment between parents and infants. <i>The Arts in Psychotherapy</i>, 38, 190-195</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2011). A music and health perspective on music's perceived “goodness”. <i>Nordic Journal of Music Therapy</i>, 20, 90-101</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J. & Kennelly, J.</b> (2011). Music Therapy for children in hospital care: A stress and coping framework for practice. In Anthony Meadows (Ed). <i>Developments in music therapy practice: Case study perspectives</i> (pp. 150-165). Gilsum, NH: Barcelona</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2011). Music therapy and parent-infant bonding, In J. Edwards (Ed). <i>Music therapy and parent-infant bonding</i> (pp. 4-20). Oxford: Oxford University Press</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2011). Consideration of potential informants from feminist theory for music therapy practice. In Ken Bruscia (Ed.), <i>Readings in music therapy theory</i>. Gilsum, NH: Barcelona [reprint with permission from Hadley (Ed) (2006)]. E-book</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Ledger, A., &</b> <b>Edwards, J.</b> (2011). Arts-based research practices in music therapy research: Existing and potential developments. <i>The Arts in Psychotherapy</i>, 38, 312-317</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>McCaffrey, T., Edwards, J.</b> & Fannon, D. (2011). Is there a role for music therapy in the recovery approach in mental health? <i>The Arts in Psychotherapy</i>, 38, 185-189</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Van den Tol, A., & Edwards, J.</b> (pre-publication online 2011). Exploring a rationale for listening to sad music when feeling sad. <i>Psychology of Music</i>,</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">doi: 10.1177/0305735611430433</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards. J.</b> (2009). Music and medicine in Ireland: A vibrant and developing community of practice. <i>Music and Medicine</i>, 1, 117-122</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Smyth, S. & Edwards, J.</b> (2009). Exploring the experiences of students in the final stage of music therapy training. <i><a href="https://normt.uib.no/index.php/voices/article/viewArticle/346/270">Voices: A World Forum for Music Therapy</a></i>, 9(2)</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2008). The use of music in healthcare contexts: A select review of writings from the 1890s to the 1940s. <i><a href="https://normt.uib.no/index.php/voices/article/viewArticle/428">Voices</a></i>, 8(2)</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J., Scahill, M. & Phelan, H. </b>(2007). Music therapy: Promoting healthy mother-infant relations in the vulnerable refugee and asylum seeker community. In J. Edwards (Ed). <i>Music: Promoting health and creating community</i>. Newcastle Upon Tyne: Cambridge Scholars</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2007). Antecedents of contemporary uses for music in healthcare contexts: The 1890s to the 1940s. In J. Edwards (Ed.). <i>Music: Promoting health and creating community in healthcare contexts. </i>Newcastle Upon Tyne: Cambridge Scholars</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> & Hadley, S. (2007). Expanding music therapy practice: Incorporating the feminist frame. <i>The Arts in Psychotherapy</i>, 34, 199-207</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2006). Music Therapy in the treatment and management of mental disorders. <i>Irish Journal of Psychological Medicine</i>, 23, 33-35</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2006). Consideration of potential informants from feminist theory for music therapy practice. In S. Hadley (Ed.), <i>Feminist perspectives in music therapy</i>. Gilsum, NH: Barcelona</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2005). Developing music therapy approaches to pain management in hospitalized children (pp. 57-64). In C. Dileo and J. Loewy (Eds.). <i>Music therapy at end of life</i>. PA: Jeffrey Books</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2005). The contribution of music therapy to the process of therapeutic change for people receiving hospital care. C. Le Navenec & L. Bridges (Eds.). <i>Creating connections between nursing care and creative arts therapies</i> (pp. 149-156). Springfield: Charles C Thomas</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2005). Possibilities and problems for evidence based practice in music therapy. <i>The Arts in Psychotherapy</i>, 32, 293-301</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2005). The role of the music therapist in working with hospitalized children. <i>Music Therapy Perspectives</i>, 23, 36-44</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2005). Developments and issues in music therapy research. Chapter 2 in Barbara Wheeler (Ed.). <i>Music therapy research</i> (2nd edition, pp. 20-31). Gilsum, NH: Barcelona.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J. & Burns, D.</b> (2005). Funding music therapy research. Chapter 9 in Barbara Wheeler (Ed.). <i>Music therapy research</i> (2nd edition, pp. 72-76). Gilsum, NH: Barcelona</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2004) Can music therapy in medical contexts ever be evidenced-based? <i><a href="http://musictherapyworld.net/">Music Therapy Today</a></i> Vol. V (4) August 2004.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2004). Kann die Verwendung des Modells der Evidenzbasierten Medizin behilflich sein bei der Einrichtung von Musiktherapie-Stellen im Gesundheitswesen? <i>Musiktheraputische Umschau</i>, 25, 221-232</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J. & Kennelly, J.</b> (2004). Music therapy in paediatric rehabilitation: The application of modified Grounded Theory to identify techniques used by a music therapist. <i>Nordic Journal of Music Therapy</i>, 13, 112-126</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J. & McFerran, K.</b> (2004). Educating music therapy students about working with clients who have been sexually abused. <i>The Arts in Psychotherapy</i>, 31, 335-348</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J. & Daveson, B.</b> (2004). Music therapy student supervision: Considering aspects of </span><span style="font-family: Arial, Helvetica, sans-serif;">resistance and parallel process in the supervisory relationship with students in final clinical </span><span style="font-family: Arial, Helvetica, sans-serif;">placement. <i>The Arts in Psychotherapy</i>, 31, 67-73</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Abad, V. & Edwards, J.</b> (2004). Strengthening families: A role for music therapy in contributing to family centred care. <i>Australian Journal of Music Therapy</i>, 15, 3-16</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Hadley, S. & Edwards, J.</b> (2004). Sorry for the silence: The contribution of feminist discourse(s) to music therapy theory <i><a href="https://normt.uib.no/index.php/voices/article/viewArticle/177/136">Voices: A World Forum for Music Therapy</a></i>, 4(2)</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2002). Using the Evidence Based Medicine framework to support music therapy posts in health care settings. British Journal of Music Therapy, 16, 29-34</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Daveson, B. A., & Edwards, J.</b> (2001). A descriptive study exploring the role of music therapy in prisons. <i>The Arts in Psychotherapy</i>, 28,137-141</span></div>
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<span style="background-color: #d9ead3; color: #999999; font-family: Arial, Helvetica, sans-serif; font-size: small;">Professional publications (selected since 2000) </span></h3>
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<span style="color: #999999; font-family: Arial, Helvetica, sans-serif;"><i style="background-color: #d9ead3;">Invited publications with revisions undertaken after editorial review </i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2012). Musical ways of interacting with children. <a href="http://blog.oup.com/2012/12/music-therapy-children/">Invited blog for Oxford University Press</a>.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2007). Opportunities and challenges in responding to ‘Vision for Change’. IACAT <i>The Irish Association of Creative Arts Therapists Journal</i>, 22, 16-17</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2004, March). New York: Reflections on a symposium and an experience. <i>Network: A National Forum for Comment and Discussion Among Registered Music Therapists</i>, 5, 6 & 8.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2001). MA in Music Therapy at the University of Limerick. <i>The Irish Association of Creative Arts Therapists Journal</i>,16, 3-5.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2001, June). Evidence Based Medicine and Music Therapy. <i>Network</i>, 2, 2-4.</span></div>
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<span style="background-color: #d9ead3; color: #999999; font-family: Arial, Helvetica, sans-serif; font-size: small;">Refereed conference proceedings </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Van den Tol, A. J. M., &</b> <b>Edwards, J.</b> (2012). A self-regulatory perspective on choosing ‘sad’ music to enhance mood. <i><a href="http://icmpc-escom2012.web.auth.gr/sites/default/files/papers/1049_Proc.pdf">Proceedings of the 12th international conference on Music Perception and Cognition and the 8th Triennial Conference of the European Society for the Cognitive Sciences of Music</a></i>, July 23-28, Thessaloniki, Greece.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Abad, V. & Edwards, J.</b> (2002). Sing and Grow - a new music therapy initiative to meet family needs in community settings.<i> Proceedings of the 10th World Congress in Music Therapy</i>, Oxford, UK.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J</b>. (1996). Paradigms & prisms: The contribution of different theoretical perspectives to an understanding of music in music therapy. <i>Conference Collection of the 22nd annual conference of Australian Music Therapy Association Inc.</i>, Melbourne, Australia: AMTA Inc.</span></div>
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<span style="font-family: inherit;"><span lang="EN-GB" style="background-color: #d9ead3; color: #999999; font-size: small;">Other publications: Book
reviews, reports, editorials (selected) </span></span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2013). Universities, Music Therapy, and Change Advocacy. Column for <i><a href="http://tinyurl.com/cstne9k">Voices: A World Forum for Music Therapy</a></i>.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2011). Individual submission: <i><a href="http://www.dohc.ie/publications/pdf/trfe_english.pdf?direct=1">Towards a restraint free environment in Nursing Homes. Department of Health, Ireland</a></i></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2009-10). Book review: B. Koen (2008). ‘The Oxford Handbook of Medical Ethnomusicology’. Oxford: OUP. <i>Journal of the Society for Musicology in Ireland</i>, 5, 81-87.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2008). Book review: K. Twyford, & T. Watson (2008). Integrated team working. London: Jessica Kingsley. <i>British Journal of Music Therapy</i>, 22, 97-98</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b>,<b> Ledger, A., Loane, R., Newson McMahon, J. & Wale, S.</b> (2006). An evaluation of the effects of combining music therapy and art therapy to reduce challenging behaviour in people with dementia on a specialist care ward. <i>National Institute of Health Sciences Research Bulletin</i>, 3(3), 51-55</span><br />
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<span style="background-color: #d9ead3; color: #999999; font-size: large;">Research grants & competitive income </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">Jane has received competitive research funding from a range of sources including the Health Research Board of Ireland (equivalent NHMRC Australia), and the Irish Research Council. She has been awarded various development funds for programmes and services in mental health and early childhood all of which have included a sepcialist research and evaluation dimension.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: small;"><br /></span><span style="font-size: small;"><span style="font-family: Arial, Helvetica, sans-serif;">The European Research Council, the ANZ Trustees, and other university competitive grant funds have contributed to an impressive portfolio of total funding income of ~$800k. Additionally her successful project leadership of two bids for funded places in Occupational Therapy and Speech and Language Therapy at the University of Limerick resulted in a one off 4m euro capital contribution along with 1m euro per annum for 9 years.</span></span></div>
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<span style="background-color: #d9ead3; color: #999999; font-size: large;">Presentations </span></h3>
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<span style="background-color: #d9ead3; color: #999999; font-size: small;">Invited keynote presentations </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2012, May). Keynote: <i>Pitching it right</i>. NHS Chelsea & Westminster Hospital, London.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2012, March). <i>Parent and infant music-making</i>. University of Western Australia, Distinguished International Guest Lecture Series. Chair: Professor Jane Davidson</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2012, February). Keynote: <i>Music in parent-infant bonding</i>. <a href="http://www.gha.net.au/Uploadlibrary/409486398PaediatricOncologySymposium3.pdf">Paediatric Oncology Symposium, Peter MacCallum Hospital</a>, Melbourne, Australia.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2011, September). <i>Empathy and discontent</i>. Keynote address: The social pathologies of contemporary civilisation, School of Sociology and Philosophy, University College Cork.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2010, April). <i>Music therapy</i>. Public seminar: Your brain and music, National Concert Hall, Dublin. Other speakers; Daniel Levitin, Paul Robertson - Review in <a href="http://www.bmj.com/content/340/bmj.c2180?keytype=ref&ijkey=9h9Eh6QTmV393mg">British Medical Journal</a></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2010, February). <i>History of Music in Medicine including its use in hospitals 1890-1940</i>. Keynote for the launch of <a href="http://www.nuigalway.ie/about-us/news-and-events/news-archive/">Arts in Action, Faculty of Medicine, National University of Ireland, Galway</a>.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2008, November). <i>Music therapy in parent-infant programmes</i>. [Actual title: <i>Musik und Therapie: Neue Erkenntnisse zur Förderung und Therapie von Kindern und Jugendlichen durch Musik</i>], Nordkolleg, Rendsburg, Germany.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2006, November). <i>Research in context – a response to the imperative of EBM</i>. Forschung: Musiktherapie in der Neurologie, Universität der Künste, Berlin. <a href="http://www.musiktherapie.de/fileadmin/user_upload/medien/pdf/mu_downloads/mu_28_01_pfeffer.pdf">Review here</a></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2006, September). <i>Researching the particular: Investigating music therapy</i>. Keynote, Clinical Therapies Research Day, Health Sciences Building, University of Limerick. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2004, November). <i>Paediatric music therapy: Facing the challenge to provide evidence</i>. Keynote address, British Society of Music Therapy Research Conference, Nordoff-Robbins Centre, Lissenden Gardens, London, UK.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2004, March). <i>Developing music therapy approaches to pain management in hospitalized children</i>. Keynote address at international symposium ‘Music Therapy at the end of life’. Beth Israel Medical Centre, New York City, New York.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2002, December). <i>The applications of principles of Evidence Based Medicine within research and practice in Music Therapy</i>. Forschungstag; 15th Dezember - anlässlich der Verleihung der Honorarprofessur an Prof. Dr. Albert Diefenbacher. Universität der Künste, Berlin, Germany.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (1999, September). <i>Music therapy in medical settings</i>. Keynote address for the New Zealand Music Therapy Association Annual Conference. Wellington, New Zealand.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (1996, October). <i>Paradigms & prisms: The contribution of different theoretical perspectives to an understanding of music in music therapy</i>. The 22nd annual conference of Australian Music Therapy Association Inc., Melbourne, Australia: AMTA Inc.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2010, June). <i>Music Therapy in paediatric oncology</i>. Princess Margaret Hospital, Perth, WA</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2008, January). <i>Music Therapy in the care and support of patients who have mental disorders</i>. Mayo Mental Health Service, Ireland.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2004, March). <i>Music Therapy research in pediatric rehabilitation</i>. School of Medicine, University of Louisville, Kentucky, USA.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> & Kennelly, J. (2004, February). <i>Music Therapy at Royal Children’s Hospital, Brisbane: Ten years of challenges and achievements</i>. Royal Children’s Hospital, Brisbane, Australia.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (1993, January). <i>Music Therapy</i>. Royal Children’s Hospital, Brisbane, Australia.</span><br />
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<span style="background-color: #d9ead3; color: #999999;"><b>Parliamentary presentations </b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J. </b>(2008, May). Panel member: <a href="http://www.oireachtas.ie/viewdoc.asp?fn=/documents/Committees30thDail/J-EducationScience/Presentations/20080522-2.doc">UCC and University of Limerick presentation on the current and future need and plans for the third level sector in the provision of music therapy to the Joint Committee on Education and Science</a>. Leinster House, Dublin, Ireland</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Edwards, J.</b> (2006, April). Music therapy presentation to the <a href="http://debates.oireachtas.ie/TOJ/2006/04/11/00003.asp">Joint Committee on Arts, Sport, Tourism, Community, Rural and Gaeltacht Affairs Debate</a>. Leinster House, Dublin, Ireland</span><br />
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<span style="background-color: #d9ead3; color: #999999; font-size: small;">Conference Presentations (selected since 2010) </span></h3>
<i><span style="color: #999999;">‘Invited’ indicates that the visit was funded by the host</span></i></div>
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<b>Edwards, J.</b> (November 2012, invited). <i>Sound care: Current findings about hospital noise and implications for policy reform</i>. Mozart & Science, Krems, Austria.<br />
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<b>Edwards, J.</b> (October 2012, invited). <i>Inaugural annual Arts Therapy lecture. The intrinsic value of the arts in mental health</i>. South West London and St George’s Trust. NHS Mental Health Trust<br />
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<b>Edwards, J.</b> (July 2012). <i>President’s welcome</i>. 2nd International Conference of the International Association for Music & Medicine, Chulalongkorn University. Bangkok, Thailand.<br />
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<b>Edwards, J.</b>, Kavanagh, R. & Keegan, N. (July 2012). <i>“It’ll be alright on the night”: Performing arts students’ experiences of illness, injury and wellness</i>. 2nd International Conference of IAMM, The Power of Music in Medicine and Healthcare, Chulalongkorn University, Thailand.<br />
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Ledger, A. & <b>Edwards, J.</b> (2012, June). <i>Understanding music therapy service development</i>. 7th Nordic Conference of Music Therapy, University of Jyvaskyla, Finland.<br />
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<b>Edwards, J.</b> (2012, June invited). <i>The musical infant.</i> Matilda Bay Rotary Club, Perth, WA<br />
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van den Tol, A., & <b>Edwards, J.</b> (2012, May). <i>A self-regulatory perspective on choosing 'sad' music to enhance mood</i>. Conference: Regulating Emotions; the inaugural conference of the Research Cluster in Emotions in Society, University of Limerick.<br />
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<b>Edwards, J. </b>(2012, May invited). <i>Teaching feminist theory to current day music therapy students.</i> Gender, Health and Creative Arts Therapies. Concordia University, Montreal, Canada.<br />
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<b>Edwards, J. </b>(2011, November). <i>Motivational states and music choice. </i>The Power of Music. Perth, UWA.<br />
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Van Den Tol, A. & <b>Edwards, J.</b> (2011, November). <i>A self-regulatory perspective on choosing 'sad' music to enhance mood</i>. The Power of Music. University of Western Australia, Musicological Society of Australia.<br />
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<b>Edwards, J.</b> (2011, June). <i>Session Chair: Narratives of health and illness across the lifespan</i>. Royal Irish Academy, Dublin<br />
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<b>Edwards, J.</b> (2011, March). <i>Is there a role for Music Therapy in the Irish Mental Health Services?</i> Irish World Academy Public Seminar. Other speakers: Dr Dominic Fannon, Tommy Hayes, Tríona McCaffrey, Sue Baines<br />
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<b>Edwards, J.</b> (2010, March, invited). <i>Creative discussions on Evidence Based Medicine in music therapy. </i>Invited presentation: Supportive Cancer Care, Windsor Ontario, Canada.</div>
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<span style="background-color: #d9ead3; color: #999999; font-size: small;">Research supervision University of Limerick </span></h3>
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<span style="font-family: inherit;">(2012): Annemieke Van den Tol, Irish World Academy, UL</span><br />
<span style="font-family: inherit;">Topic: A self-regulatory perspective on peoples’ decision to engage in listening to self selected sad music when feeling sad</span><br />
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<span style="font-family: inherit;">(2011): Andrea Intveen, Irish World Academy, UL</span><br />
<span style="font-family: inherit;">Topic: Exploring Anthroposophical Music Therapy</span><br />
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<span style="font-family: inherit;">(2010): Alison Ledger, Irish World Academy, UL</span><br />
<span style="font-family: inherit;">Title: Am I a Founder or am I a Fraud? Music therapists’ experiences in service development</span><br />
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<span style="background-color: #d9ead3; color: #999999;"><b>PhD supervisor (external) </b></span></span><br />
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<span style="font-family: inherit;">PhD Graduate (2010): Elaine Streeter, York University, UK</span></div>
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<span style="font-family: inherit;">Topic: Developing electronic databases for analyzing Music Therapy session recordings</span><br />
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<span style="background-color: #d9ead3; color: #999999; font-family: inherit; font-size: small;">Current PhD Researchers </span></h3>
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<span style="font-family: inherit;">Tríona McCaffrey – Mental health service users as ‘experts by experience: Lived experience of participants in music therapy programmes in acute mental health care.</span><br />
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Susan Baines (Canada) - An elaboration of models of Anti-Oppressive Practices in music therapy in mental health</span><br />
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Jason Noone – Computer assisted interactions in music making with adults accessing a disability service</span><br />
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Julie Tiernan – Community music in Ireland as an access pathway to education for children and adolescents</span><br />
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<span style="background-color: #d9ead3; color: #999999; font-family: inherit;">Applications in progress (via Irish Research Council postgraduate funding and DCYA) </span><br />
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Mark O’Connor: The ‘audio mirror’: Voice recording as a means to support identity strengthening in vulnerable adolescents.</span><br />
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Sharon Moore: The role and function of music in children’s leisure.</span><br />
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<span style="background-color: #d9ead3; color: #999999; font-size: large;">Service to the University and wider community </span></h3>
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<span style="background-color: #d9ead3; color: #999999; font-size: small;">International service ongoing </span></h3>
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<span style="font-family: inherit;"><b>2010 –</b> Editorial board member Journal of Music Therapy (AMTA, USA)</span><br />
<span style="font-family: inherit;"><b>2009 –</b> President, International Association for Music & Medicine</span><br />
<span style="font-family: inherit;"><b>2009 –</b> COST reviewer (European Science Foundation)</span><br />
<span style="font-family: inherit;"><b>2008 – </b> Editorial board member, Arts in Psychotherapy (Elsevier)</span><br />
<span style="font-family: inherit;"><b>2008 –</b> Editorial board member, Music & Medicine (SAGE)</span><br />
<span style="font-family: inherit;"><b>2006 –</b> Reviewer, European Science Foundation, Scientific Workshops</span><br />
<span style="font-family: inherit;"><b>2005 – </b> European Editor, <a href="http://www.voices.no/">Voices: A World Forum for Music Therapy </a></span><br />
<span style="font-family: inherit;"><b>2004 – </b> Member of Scientific Board, Institute for Music Therapy, University of the Arts, Berlin</span></div>
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<span style="background-color: #d9ead3; color: #999999; font-size: small;">International service completed (selected recent) </span></h3>
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<span style="font-family: inherit;"><b>2010-2012</b> Member of Advisory Board, 2nd International Conference of the International Association for Music & Medicine, Chulalongkorn University, Bangkok, Thailand</span><br />
<span style="font-family: inherit;"><b>2012</b> Member of Scientific Committee, International Symposium on Emotion Regulation, University of Limerick</span><br />
<span style="font-family: inherit;"><b>2011</b><b> – </b><b>2012</b> Chair of Evaluation Panel, Centres of Excellence Proposals, Norwegian Research Council</span><br />
<span style="font-family: inherit;"><b>2003 – 2008</b> Member of Editorial Board, Music Therapy Perspectives, USA</span><br />
<span style="font-family: inherit;"><b>2003 – </b><b>2005</b> Assistant editor, Australian Journal of Music Therapy</span></div>
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<span style="background-color: #d9ead3; color: #999999; font-size: small;">Service in Ireland ongoing (selected) </span></h3>
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<span style="font-family: inherit;"><b>2013 – </b> Chair, Methods Panel, Curriculum Review, Irish World Academy</span><br />
<span style="font-family: inherit;"><b>2011 – </b> Evaluation adviser to the Youth Mental Health Project, Association of Irish Choirs</span><br />
<span style="font-family: inherit;"><b>2010 – </b> Founding member <a href="http://www2.ul.ie/web/Research/Emotions/Home">Emotions in Society Research Cluster</a>, University of Limerick</span><br />
<span style="font-family: inherit;"><b>2005/9 – </b> Director, Music & Health Research Group, UL</span><br />
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<span style="background-color: #d9ead3; color: #999999; font-size: small;">Service in Ireland completed (selected recent) </span></h3>
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<span style="font-family: inherit;"><b>2007 – 2012</b> Elected Professorial Governor, University of Limerick Governing Authority</span><br />
<span style="font-family: inherit;"><b>2009 – 2011</b> Chair; Postgraduate Research Committee, FAHSS</span><br />
<span style="font-family: inherit;"><b>2009 – 2011</b> Chair; Faculty Research Board, FAHSS</span><br />
<span style="font-family: inherit;"><b>2008 – 2011</b> Founding Member, FAHSS Research Ethics Committee</span><br />
<span style="font-family: inherit;"><b>2007 – 2011</b> Chair of the Advisory Board, Graduate Education Medical School, University of Limerick</span><br />
<span style="font-family: inherit;"><b>2011 </b> Member of progress review panel for IRCHSS Research Development Initiative awards</span><br />
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<span style="background-color: #d9ead3; font-size: large;"><a href="http://creativityinpractice.blogspot.de/p/professor-jane-edwards-is-director-of.html" style="background-color: #d9ead3;">Biography</a> </span></h3>
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<span lang="EN-GB" style="background-color: #d9ead3; color: #999999; font-family: inherit; font-size: large;"><b><a href="http://creativityinpractice.blogspot.de/2013/04/jane-edwards-career-summary.html">Career Summary</a> </b></span></h3>
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Jane Edwardshttp://www.blogger.com/profile/16108798890207541554noreply@blogger.com