Article(electronic)#1May 4, 2018
Community music therapy as participatory practice in a child welfare setting – a Norwegian case study
In: Community development journal, Volume 53, Issue 3, p. 465-481
ISSN: 1468-2656
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Article(electronic)#2June 19, 2013
Perspektiv på musikkterapi i barnevernet: – Musikk som ressurs for å fremme barn og unges deltagelse
In: Tidsskriftet Norges barnevern, Volume 90, Issue 2, p. 110-124
ISSN: 1891-1838
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Article(electronic)#3November 21, 2016
Hvorfor og hvordan utvikle musikkterapi i barnevernet? - Om tjenesteutvikling og forskning som samspillende sosiale praksiser
In: Tidsskriftet Norges barnevern, Volume 93, Issue 3-4, p. 322-338
ISSN: 1891-1838
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Article(electronic)#4September 2014
Musikkterapi som ettervernstiltak i barnevernet – - deltakelse og jevnalderfellesskap
In: Tidsskriftet Norges barnevern, Volume 91, Issue 2-3, p. 79-93
ISSN: 1891-1838
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Article(electronic)#5June 13, 2019
Musikkterapi og skoledeltakelse for ungdommermed barnevernsbakgrunn – en casestudie
In: Tidsskriftet Norges barnevern, Volume 96, Issue 1-2, p. 40-55
ISSN: 1891-1838
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Article(electronic)#6June 13, 2019
Kunst og kreativitet i barnevernfeltet– hva og hvorfor?
In: Tidsskriftet Norges barnevern, Volume 96, Issue 1-2, p. 2-5
ISSN: 1891-1838
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Open Access#72020
Learning how to learn: The role of music and other expressive arts in responding to Early Leaving from Education and Training (ELET) in the STALWARTS project
This project report describes policy, practice and theory related to a cross-sectoral international project funded by the European Union's Erasmus+ programme. STALWARTS– Sustaining Teachers and Learners with the Arts: Relational Health in European Schools–aimed to promote relational health in schools through engagement with the arts. The project was developed in five European countries: Estonia, Italy, Norway, Portugal, and the UK. The local partnerships between five universities and community-based schools are diverse in terms of their locations in the European region and the populations they serve, in terms of age, social status and learning conditions. In this article we focus on the link between ELET policies in each country and local context. We ask: How can identified ELET policy initiatives in the five partner countries relate to the achievements of the STALWARTS partner schools when working with the expressive arts? Some related theoretical background underpinning the practical aspects of the project brings this report to a conclusion.
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Open Access#82020
Learning how to learn: the role of music and other expressive arts in responding to Early Leaving from Education and Training (ELET) in the STALWARTS project
This project report describes policy, practice and theory related to a cross-sectoral international project funded by the European Union's Erasmus+ programme. STALWARTS – Sustaining Teachers and Learners with the Arts: Relational Health in European Schools – aimed to promote relational health in schools through engagement with the arts. The project was developed in five European countries: Estonia, Italy, Norway, Portugal, and the UK. The local partnerships between five universities and community-based schools are diverse in terms of their locations in the European region and the populations they serve, in terms of age, social status and learning conditions. In this article we focus on the link between ELET policies in each country and local context. We ask: How can identified ELET policy initiatives in the five partner countries relate to the achievements of the STALWARTS partner schools when working with the expressive arts? Some related theoretical background underpinning the practical aspects of the project brings this report to a conclusion. ; acceptedVersion
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