
The Psychology of Music Performance Anxiety
by Kenny, DiannaBuy New
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Summary
Author Biography
Dianna Kenny is a Professor of Psychology and a Professor of Music at the University of Sydney, Australia. She was the Founding Director of the Australian Centre for Applied Research in Music Performance at the Sydney Conservatorium of Music, University of Sydney, a post she held for five years. Dianna is interested in interdisciplinary research and has combined her own disciplines of psychology and music to progress the scientific study of music performance anxiety. Dianna has published widely in both disciplines, and has over 200 books, edited books, book chapters, journal articles, monographs and commissioned reports.
Table of Contents
Figures | p. xvii |
Tables | p. xviii |
Boxes | p. xix |
Phenomenology of music performance anxiety | p. 1 |
Summary | p. 12 |
Conceptual framework | p. 15 |
Philosophy, psychology, and psychological perspectives | p. 16 |
Definitions of anxiety and their contribution to definitions of music performance anxiety | p. 18 |
Anxiety: biological and environmental interactions | p. 19 |
Summary | p. 32 |
The anxiety disorders | p. 33 |
Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) | p. 33 |
Summary | p. 45 |
Defning music performance anxiety | p. 47 |
Constructions of music performance anxiety | p. 50 |
Differential diagnosis of music performance anxiety | p. 64 |
Comorbidity and music performance anxiety | p. 64 |
Psychological characteristics of people who suffer from anxiety | p. 66 |
Summary | p. 81 |
Epidemiology of music performance anxiety | p. 83 |
Epidemiology of the anxiety disorders | p. 83 |
Epidemiology of music performance anxiety | p. 85 |
Self-reported causes of music performance anxiety | p. 91 |
Summary | p. 107 |
Theoretical contributions to understanding music performance anxiety | p. 109 |
Psychoanalytic/psychodynamic theories | p. 109 |
Attachment and relational theories of anxiety | p. 112 |
Behavioral theories of anxiety | p. 115 |
Cognitive theories of anxiety | p. 122 |
Emotion-based theories of anxiety | p. 128 |
Psychophysiological and neurochemical theories of anxiety | p. 132 |
Theories of performance: how to achieve optimal performance | p. 135 |
Theories of music performance anxiety | p. 154 |
Summary | p. 165 |
Treatment | p. 167 |
Psychoanalytic/psychodynamic therapies | p. 168 |
Behavioral, cognitive, and cognitive behavioral therapy (CBT) | p. 177 |
New wave cognitive behavioral therapies | p. 188 |
Multimodal therapies | p. 192 |
Other interventions for music performance anxiety | p. 195 |
Emotion-based therapies | p. 199 |
Performance-based approaches | p. 202 |
Pharmacotherapy for anxiety disorders | p. 217 |
Treatment of anxiety disorders in children and adolescents | p. 228 |
Summary | p. 230 |
Severe music performance anxiety: phenomenology and theorizing | p. 233 |
Music performance anxiety as a disorder of the self | p. 233 |
Method of analysis | p. 240 |
Summary | p. 260 |
Common themes in the lives of performing musicians | p. 263 |
Musical identity | p. 264 |
Sense of self | p. 265 |
Onset of music performance anxiety | p. 268 |
Causes of music performance anxiety | p. 271 |
Phenomenology of music performance anxiety | p. 271 |
What our teachers told us | p. 274 |
Situational factors that may exacerbate music performance anxiety 276 | |
Self-help strategies: the wisdom of performing musicians | p. 278 |
Summary | p. 283 |
Prevention and pedagogy | p. 285 |
Parenting the musically gifted child | p. 286 |
Teaching the musically gifted child | p. 287 |
The audition | p. 289 |
Interview with Stephanie McCallum | p. 291 |
Summary | p. 298 |
Conclusion | p. 299 |
References | p. 301 |
Author index | p. 343 |
Subject index | p. 349 |
Table of Contents provided by Ingram. All Rights Reserved. |
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