11 am ET, Gaelen McCormick, M.M., Program Manager of Eastman Performing Arts Medicine, and Dagmar Kaufmann, Ph.D., Assistant Professor of Clinical Psychiatry (University of Rochester): “Developing Identity as a Musician: The Demands and Expectations Students Place on Themselves.”
Musicians can be highly sensitive and early on in life are developing and/or questioning their identity as a musician. Often issues such as perfectionism, performance anxiety, career concerns, and inclusion in historically white spaces arise. Some students have difficulties reconnecting to their original desire to give through performance, a desire that is often numbed during the intense training years in conservatory/music school. With careful mentoring and focusing on the whole person, students can be helped to rekindle their desire to share their gifts with others and decide what role music plays in their life.
12 noon ET, Ralph Manchester, M.D., Vice Provost & Director - University Health Service (University of Rochester): “The role of the Music Teacher: What Can Teachers Handle? What Necessitates a Visit to the University Health Center?”
Students can arrive on campus and at their lessons with a wide range of emotional issues, some related to their music studies and some very personal. Understanding the boundaries of what a faculty member can and cannot handle becomes essential. Basic knowledge of the FERPA (Family Educational Rights and Privacy Act) and HIPAA (The Health Insurance Portability and Accountability Act) laws and how to apply them to sensitive situations will be reviewed. Common mental health problems affecting college students, the ethical and legal limits on what faculty can do to help students and the resources available will be discussed.
1 pm ET, John Chong, M.D., Medical Director of the Musicians' Clinics of Canada: “Handling the Psychological Issues that Arise During and Following an Injury: A Team Approach Between Student, Teacher, Physician and Therapist.”
When an injury occurs, the psychological issues often take a sideline as the physical injury is addressed. The importance of giving students an opportunity to also adapt psychologically to the aftermath of pain or injury will be examined through a trauma-informed integrative approach that involves student, teacher, physician and therapist, working as a team to help the student return to play. A key paradigm shift from "What's Wrong with You?" to "What Happened to You?" by all stakeholders involved will be emphasized as the foundation of healing and resilience in music education.