Question
Asked 6th Jul, 2017

How can we focus on the dynamics in the supervisor and supervisee relationship to encourage awareness and accountability of difference and otherness?

I am currently working on the second ellipses article the third in the supervision relationship.
I would welcome your thoughts, suggestions, practice related examples and references to key theoretical text....

All Answers (3)

7th Jul, 2017
Aisling Mcmahon
Dublin City University
Hi Salma,
Your project sounds really interesting and I wish you well with it...close exploration of the processes and dynamics within the supervisory relationship is really valuable and much needed. While it does not attend to diversity issues, you may be interested in a reflective article I wrote in relation to the supervisory relationship, which does address some key dynamics (it can also be viewed on my home page on RG):
 McMahon, A. (2014). Four guiding principles for the supervisory relationship. Reflective Practice: International and Multidisciplinary Perspectives, 15(3), 333-346.
With best wishes,
Aisling
23rd Jul, 2017
Salma Siddique
University of St Andrews
Aisling, thank you for the reference and our project is considering diversity and difference as configurations... I would welcome your reflections on dynamics

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What should musicians’ health education sound like? The floor is yours!
Workshops funded by Realab and the IMR
Wednesday, 19 September OR Monday, 24 September 2018 | 11.30 AM, Royal Northern College of Music (RNCM), Manchester, UK
Tuesday, 25 September OR Saturday, 29 September 2018 | 11.30 AM
Institute of Musical Research, Senate House, London, UK
The physical and psychological demands of the training and practice that musicians must achieve to perform to a high standard can produce deleterious effects on their health and wellbeing. However, music conservatoires still endorse practices that are informed by tradition more than evidence, while health literacy and critical thinking are still not embedded in music students’ core training. Finally, there are no guidelines or regulations regarding what conservatoires should provide in terms of health education.
We want to address that AND we need your help!
We invite psychologists (both researchers and practitioners, from any specialism and not restricted to those who work with musicians) to join us in this discussion! We have prepared comprehensive lists of topics and we shall discuss their relevance and priority in small groups. Additionally, we will brainstorm ideas about what other topics might be needed as part of the conservatoires’ curricula.
Places are free, but limited. While we prioritise psychologists (due to the nature of our task and topic focus), we also welcome:
- Health professionals working with musicians
- Philosophers (yes, yes! We’d also like to discuss cognitive biases and logical fallacies!)
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- PhD students in any of the topics above
For any queries, please contact the organisers: Raluca Matei, AHRC-funded PhD student in music psychology: raluca.matei@student.rncm.ac.uk | +44 757 061 2760 OR
Keith Phillips, PhD student in music psychology: keith.phillips@student.rncm.ac.uk

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