ABSTRACT
The chapter provides examples of documentary records of participatory action research (PAR) that stimulated iterative inter professional reflection and the review of classroom actions addressing issues of mental health. Two textual outcomes of these reflexive processes are presented.
The first comprises 39 professional competence statements arranged within the Framework of Competences for music/arts based therapeutic teaching practice. Data generated through PAR evidence how the phrasing of competence statements gradually evolved, building on the teachers’ pedagogical capacities and reflecting the application of sensitivities from community music therapy informed by understandings of communicative musicality.
The chapter describes how PAR facilitated teacher's contributions to the Flow Observation Schedule, exploring the perceived relevance of the 5 selected Flow variables for the inclusion, as learners, of young people with social, emotional and mental health concerns. A second textual outcome comprises an illustrative profile recognising a young person's reconnections in the classroom during group music making sessions over 6 weeks. It derived from inter professional discussions about data from completed Flow Observation Schedules and informed consideration of plans for her education/health provision.
