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dc.contributor.advisorNicol, Jenniferen_US
dc.creatorLalonde, Gisèle Alineen_US
dc.date.accessioned2009-11-11T21:35:26Zen_US
dc.date.accessioned2013-01-04T05:08:14Z
dc.date.available2010-11-24T08:00:00Zen_US
dc.date.available2013-01-04T05:08:14Z
dc.date.created2009-10en_US
dc.date.issued2009-10-01en_US
dc.date.submittedOctober 2009en_US
dc.identifier.urihttp://hdl.handle.net/10388/etd-11112009-213526en_US
dc.description.abstractThis study investigated three francophone adolescent girls� experiences with singing. A qualitative, narrative research approach (Bogdan & Biklen, 2003; Murray, 2003) was used to increase understanding about the benefits of singing, with a particular interest in exploring singing as a potentially positive means for adolescent minority-culture girls to successfully negotiate multiple aspects of identity, that is, adolescence, gender, and culture. Semi-structured interviews provided an opportunity for the participants to share their experiences, and describe what it is like for them to sing. Data were analyzed with The Listening Guide (Gilligan, Spencer, Weinberg, & Bertsch, 2003), a relational analysis responsive to the narrative and authentic voices of participants, and used to generate �I� poems and identify themes. Three ways of singing were identified � private informal, social informal, public formal � as well as three themes, evoked with the metaphors of: Rhythm (singing and experiences of identity), Harmony (singing and relationships), and Melody (singing, wellbeing, and strength). Findings confirm and extend the small but growing research literature on the psychology of singing, and have implications for those interested in working with youth using a strength-based perspective focused on positive youth development (Larson, 2000).en_US
dc.language.isoen_USen_US
dc.subjectself-expressionen_US
dc.subjectresilienceen_US
dc.subjectunique voiceen_US
dc.subjectself-esteemen_US
dc.subjectcoping and healingen_US
dc.subjectconnectingen_US
dc.subjectselfen_US
dc.subjectsinger identityen_US
dc.subjectauthentic voiceen_US
dc.titleSinging for identity, relationship, wellbeing and strength : three francophone girls negotiate adolescence, gender, and minority identityen_US
thesis.degree.departmentEducational Psychologyen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Saskatchewanen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Education (M.Ed.)en_US
dc.type.materialtexten_US
dc.type.genreThesisen_US
dc.contributor.committeeMemberMartin, Stephanieen_US
dc.contributor.committeeMemberDenis, Wilfriden_US
dc.contributor.committeeMemberMiller, Dianneen_US


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