Exploring a school’s context and its influence on goal processes: A music therapy student’s perspective

<p><strong>This qualitative research project explored how the context of a school influenced a music therapy student’s approach to goal-setting. While there is extensive literature on goal processes, few studies examine the relationship between these processes and the practice context, particularly within Aotearoa. Thus, a case study of a specialist school is utilised to explore this in greater detail. This interpretivist case study is viewed through a social constructivist lens. The research drew on multiple data sources, including reflective journal entries, personal meeting notes, session notes, Individual Learning Plans, educational documents, information from the school’s webpage, and clinical notes from four individuals and one group (comprising seven students). Data were analysed through reflexive thematic analysis, employing both inductive and deductive approaches. Findings suggest that the school’s values and beliefs shaped its approach to student learning and development, which in turn influenced working processes within the school, ultimately impacting the identification of a therapeutic focus. The understanding and support for music therapy within the school also influenced goal-setting. Finally, time emerged as an overarching factor that influenced all areas of the goal-setting process. Although the scope of data and scale of the study were identified as limitations, the research aligns within the ethics approval granted for this type of student research. This research contributes to the literature on identifying a therapeutic focus in music therapy, particularly for students and new professionals. It is hoped that this study will offer insights for future music therapy students, and new music therapy professionals as they embark on their journeys.</strong></p>