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    The personal benefits of musicking for people living with dementia: a thematic synthesis of the qualitative literature

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    Authors
    Dowlen, Robyn
    Keady, John
    Milligan, Christine
    Swarbrick, Caroline
    Ponsillo, Nick
    Geddes, Lucy
    Riley, Bob
    Affiliation
    University of Manchester; Lancaster University; Lancaster University; Manchester Camerata
    Publication Date
    2017-09-08
    
    Metadata
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    Abstract
    This review aimed to explore the psychological, social and emotional benefits of music activities for people living with dementia through a systematic review of qualitative literature. Eighteen studies were identified that covered a wide range of music programmes for people with dementia, with the majority of programmes focusing on active musical participation. A thematic synthesis revealed four key benefits of music engagement for people with dementia, namely: Taking Part, Being Connected, Affirming Identity and Immersion “in the moment”. Overall, engaging with music was seen to have a number of psychological, social and emotional benefits for people with dementia. However, only seven studies actively included people with dementia in the research process. Going forward, it would appear essential that people with dementia are encouraged to take a more active role in research exploring musical experiences and that a heightened emphasis is placed upon participatory approaches to knowledge generation.
    Citation
    Dowlen, R., Keady, J., Milligan, C., Swarbrick, C., Ponsillo, N., Geddes, L., & Riley, B. (2018). The personal benefits of musicking for people living with dementia: a thematic synthesis of the qualitative literature. Arts & Health, 10(3), 197-212. https://doi.org/10.1080/17533015.2017.1370718
    Publisher
    Taylor & Francis
    Journal
    Arts & Health
    URI
    http://hdl.handle.net/10034/622705
    DOI
    10.1080/17533015.2017.1370718
    Additional Links
    https://www.tandfonline.com/doi/full/10.1080/17533015.2017.1370718
    Type
    Article
    Description
    This article is not available on ChesterRep
    ISSN
    1753-3015
    EISSN
    1753-3023
    ae974a485f413a2113503eed53cd6c53
    10.1080/17533015.2017.1370718
    Scopus Count
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    Education

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