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• W14687576 abstract "[Part Three in a Series of Three Hypothetical Case Studies Involving Voice Students with Musical Performance Anxiety] MUSICAL PERFORMANCE ANXIETY (MPA) is a multifaceted and complicated phenomenon with many causes and a complex array of signs and symptoms. This article is the final installment in a series of three case studies that discuss hypothetical voice students with MPA. Each theoretical student has different inherent challenges that are at the root of his or her stage fright, and each article looks into the therapeutic (and sometimes pharmacological) techniques used by mental health and medical professionals for patients with extreme cases. The therapeutic techniques are subsequently adapted into strategies for use by the voice teacher in the studio with a student exhibiting similar challenges. However, only medical and mental health professionals are licensed to make clinical diagnoses-do not attempt to diagnose clinical issues in your student, and always have your students refer severe cases to their primary care physician, a psychologist, or a psychiatrist. In parts one and two of this series we considered the cases of high school sophomore Suzie and mother-of-three Katherine. Suzie's generalized MPA was stifling her visions of Broadway success, so we delved into the clinical treatment of phobias to create a studio plan for combating her stage fright through the use of desensitization. Katherine wanted to sing solos in her large church, but her perfectionist tendencies resulted in such powerful negative self-talk that she just couldn't get up in front of a crowd. By taking cues from the clinical treatment of obsessive-compulsive disorder (OCD), we developed a strategy for her vocal studies that uses cognitive restructuring to temper her MPA. Our third and final hypothetical student experiences stage fright stemming from some fundamental personal challenges. HYPOTHETICAL STUDENT #3 is a high school junior who has sung in chorus since eighth grade and started taking voice lessons this year. He says that if he goes to college he might want to major in music because he really likes to sing. You taught his older sister Maria for three years before she left last year for college. Maria was not the most naturally talented student, but she was a dedicated and disciplined singer who progressed well. She decided to minor in music and major in criminal science when she went off to college. It was Maria who got her younger brother Jose interested in singing. Jose is an attractive young man with much more natural vocal potential than his sister. He has a beautiful, sizeable baritone instrument and good musical instincts. However, he also lacks confidence and is progressing quite slowly. In the one studio recital in which he has sung (his first solo performance ever), he paced around backstage right up until he walked on, had conspicuous perspiration during the performance, sang at half-voice, had numerous memory slips, then walked offstage saying, thought I was going to lose my lunch! Though he appears to be motivated, he is often late for his voice lessons, occasionally forgets to come at all, and almost always comes unprepared. During lessons he is easily distracted by the squirrel in the tree outside the window, the noise of the lawn mower next door, or even the screen saver on your computer. You suspect, based on his behavior in lessons and lack of preparation, that his practice sessions are even less productive (when he actually does practice). After observing his distractibility and lack of preparation for a while, you have a talk with Jose explaining to him that he has an exceptional talent, but he simply isn't doing his part to develop that talent and you are concerned. When you ask him if he really wants to continue to pursue voice study, he says, don't know. I get so nervous singing in front of people. And I can never compete with my sister. She's better at everything. …" @default.
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• W14687576 date "2011-09-01" @default.
• W14687576 modified "2023-09-24" @default.
• W14687576 title "Musical Performance Anxiety: Adapting Multiple Cognitive Behavior Therapy Techniques to the Voice Studio, Part 3" @default.
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