References:

Ahonen, H., & Lee, C. A. (2011). The meta-musical experiences of a professional string quartet in music-centred music therapy. In Meadows, A. N. (Ed.), Developments in Music Therapy Practice: Case Study Perspectives (pp. 518–541). Barcelona Publishers.
Aigen, K. (2005). Music-centered music therapy. Barcelona Publishers.
Aigen, K. (2014). The study of music therapy: Current issues and concepts. Routledge.
Alossa, N., & Castelli, L. (2009). Amusia and musical functioning. European Neurology, 61(5), 269–277. https://doi.org/10.1159/000206851
Amodeo, A. L., Picariello, S., Valerio, P., Bochicchio, V., & Scandurra, C. (2017). Group psychodynamic counselling with final-year undergraduates in clinical psychology: A clinical methodology to reinforce academic identity and psychological well-being. Psychodynamic Practice, 23(2), 161–180. https://doi.org/10.1080/14753634.2017.1308834
Association québécoise de musicothérapie (AQM). (n.d.). Definition. https://www.musicotherapieaqm.org/en/definition/
Baker, F. A., & Young, L. (2016). The relationship between research and practice. In B. L. Wheeler & K. M. Murphy (Eds.), Music therapy research (3rd ed.). Barcelona Publishers.
Bernhard II, H. C. (2007). A survey of burnout among college music majors. College Student Journal, 41(2), 392–401.
Bonneville-Roussy, A., Vallerand, R. J., & Bouffard, T. (2013). The roles of autonomy support and harmonious and obsessive passions in educational persistence. Learning and Individual Differences, 24, 22–31. https://doi.org/10.1016/j.lindif.2012.12.015
Borman, K. M., Clark, C., Cotner, B., & Lee, R. (2006). Cross-Case Analysis. In Handbook of Complementary Methods in Education Research (pp. 123–139). Lawrence Erlbaum Associates, Inc.; Published for the American Educational Research Association.
Botha, M., Panebianco, C., & Masenge, A. (2022). The relationship between perfectionism, cognitive rumination, mindfulness and mental health in music students at a South African university. Muziki: Journal of Music Research in Africa, 19(1), 3–20. https://doi.org/10.1080/18125980.2022.2089721
Bouchrika, I. (2023, July 27). Music degree guide: 2023 costs, requirements & job opportunities. Research.com. https://research.com/degrees/music-degree
Brooks, G. (2013). Burnout. In L. Eyre (Ed.), Guidelines for Music Therapy Practice in Mental Health (pp. 767–813). Barcelona Publishers.
Bruscia, K. E. (2014). Defining music therapy (3rd ed.). Barcelona Publishers.
Cambridge University Press & Assessment (n.d.). Positive. In Cambridge Dictionary. Retrieved July 10, 2023, from https://dictionary.cambridge.org/dictionary/english/positive
Cambridge University Press & Assessment (n.d.). Negative. In Cambridge Dictionary. Retrieved July 10, 2023, from https://dictionary.cambridge.org/dictionary/english/negative
Canadian Association of Music Therapists. (2020, September). About music therapy. https://www.musictherapy.ca/about-camt-music-therapy/about-music-therapy
Comeau, G., Huta, V., Lu, Y., & Swirp, M. (2019). The motivation for learning music (MLM) questionnaire: Assessing children’s and adolescents’ autonomous motivation for learning a musical instrument. Motivation and Emotion, 43(5), 705–718. https://doi.org/10.1007/s11031-019-09769-7
Curtis, S. L. (2016). Survey research. In K. Murphy & B. L. Wheeler (Eds.), Music therapy research (3rd ed.). Barcelona Publishers.
Dalla Bella, S., & Peretz, I. (1999). Music agnosias: Selective impairments of music recognition after brain damage. Journal of New Music Research, 28(3), 209–216. https://doi.org/10.1076/jnmr.28.3.209.3108
Dobos, B., Piko, B. F., & Kenny, D. T. (2019). Music performance anxiety and its relationship with social phobia and dimensions of perfectionism. Research Studies in Music Education, 41(3), 310–326. https://doi.org/10.1177/1321103x18804295
Evans, P., & McPherson, G. E. (2015). Identity and practice: The motivational benefits of a long-term musical identity. Psychology of Music, 43(3), 407–422. https://doi.org/10.1177/0305735613514471
Ghetti, C. M., & Keith, D. R. (2016). Qualitative content analysis. In B. L. Wheeler & K. M. Murphy (Eds.), Music therapy research (3rd ed.). Barcelona Publishers.
Grocke, D. E. (2019). Guided imagery and music: The Bonny Method and beyond (2nd ed.). Barcelona Publishers.
Gross, S.-A., & Musgrave, G. (2020). Can music make you sick? Measuring the price of musical ambition. University of Westminster Press. https://doi.org/10.16997/book43
Gruttadaro, D., & Crudo, D. (2012). College students speak - nami. nami.org. https://www.nami.org/getattachment/About-NAMI/Publications-Reports/Survey-Reports/College-Students-Speak_A-Survey-Report-on-Mental-Health-NAMI-2012.pdf
Jabusch, H.-C., Müller, S. V., & Altenmüller, E. (2004). Anxiety in musicians with focal dystonia and those with chronic pain. Movement Disorders, 19(10), 1169–1175. https://doi.org/10.1002/mds.20110
Jackson, N. A. (2013). Adults with depression and/or anxiety. In L. Eyre (Ed.), Guidelines for Music Therapy Practice in Mental Health (pp. 339–377). Barcelona Publishers.
Juuti, S., & Littleton, K. (2010). Musical identities in transition: Solo-piano students’ accounts of entering the academy. Psychology of Music, 38(4), 481–497. https://doi.org/10.1177/0305735609351915
Kadison, R., & DiGeronimo, T. F. (2004). College of the overwhelmed: The campus mental health crisis and what to do about it. Jossey-Bass.
Kathios, N., Patel, A. D., & Loui, P. (2024). Musical anhedonia, timbre, and the rewards of music listening. Cognition, 243, 105672. https://doi.org/10.1016/j.cognition.2023.105672
Kegelaers, J., Schuijer, M., & Oudejans, R. R. (2021). Resilience and mental health issues in classical musicians: A preliminary study. Psychology of Music, 49(5), 1273–1284. https://doi.org/10.1177/0305735620927789
Kenny, D. T. (2011), Epidemiology of music performance anxiety. In The Psychology of Music Performance Anxiety. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199586141.003.0030
Khan, Samia & VanWynsberghe, Robert (2008). Cultivating the under-mined: Cross-case analysis as knowledge mobilization. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 9(1), Art. 34, http://nbn-resolving.de/urn:nbn:de:0114-fqs0801348
Kim, Y. (2008). The effect of improvisation-assisted desensitization, and music-assisted progressive muscle relaxation and imagery on reducing pianists' music performance anxiety. Journal of Music Therapy, 45(2), 165–191. https://doi.org/10.1093/jmt/45.2.165
Kokotsaki, D. & Davidson, J. W. (2003). Investigating musical performance anxiety among music college singing students: A quantitative analysis. Music Education Research, 5(1), 45–59. https://doi.org/10.1080/14613800307103
Koops, L. H., & Kuebel, C. R. (2019). Self-reported mental health and mental illness among university music students in the United States. Research Studies in Music Education, 43(2), 129–143. https://doi.org/10.1177/1321103x19863265
La Marca, R., Scheiwiller, M., Pfaff, M., La Marca-Ghaemmaghami, P., & Böker, H. (2025). Plasma BDNF in burnout-related depressive disorders: The mediating role of perceived social isolation and the biopsychological effect of a multimodal inpatient treatment. Journal of Affective Disorders Reports, 20, 100880. https://doi.org/10.1016/j.jadr.2025.100880
Lee, C. (1996). Music at the edge: The music therapy experiences of a musician with AIDS. Routledge.
Lee, C. (2016). Music at the edge: The music therapy experiences of a musician with AIDS (2nd ed.). Routledge.
Martin, R. (2015). Guided music imaging for music performance anxiety. In D. E. Grocke, T. Moe, & C. McKinney (Eds.), Guided Imagery & Music (GIM) and Music Imagery Methods for Individual and Group Therapy (pp. 119–129). Jessica Kingsley Publishers.
Matney, B. (2017). The effect of specific music instrumentation on anxiety reduction in university music students: A feasibility study. The Arts in Psychotherapy, 54, 47–55. https://doi.org/10.1016/j.aip.2017.02.006
Mayring, P. (2022). Qualitative content analysis: A step-by-step guide. Sage.
Miksza, P., Evans, P., & McPherson, G. E. (2019). Motivation to pursue a career in music: The role of social constraints in university music programs. Psychology of Music, 49(1), 50–68. https://doi.org/10.1177/0305735619836269
Miles, M. B., & Huberman, A. M. (1994). Cross-case displays: Exploring and describing. In Qualitative Data Analysis: An Expanded Sourcebook (2nd ed., pp. 172–206). Sage Publications, Inc.
Porru, F., Schuring, M., Bültmann, U., Portoghese, I., Burdorf, A., & Robroek, S. J. W. (2022). Associations of university student life challenges with mental health and self-rated health: a longitudinal study with 6 months follow-up. Journal of Affective Disorders, 296, 250–257. https://doi.org/10.1016/j.jad.2021.09.057
Red Ventures. (2021, July 28). How do I earn a bachelor’s degree in music? Online Schools Center. https://www.onlineschoolscenter.com/bachelors-degree-music/
Rickinson, B. (1998). The relationship between undergraduate student counselling and successful degree completion. Studies in Higher Education, 23(1), 95–102. https://doi.org/10.1080/03075079812331380522
Robotham, D. (2008). Stress among higher education students: towards a research agenda. Higher Education: The International Journal of Higher Education and Educational Planning, 56(6), 735–746. https://doi.org/10.1007/s10734-008-9137-1
Robson, K. E., & Kenny, D. T. (2017). Music performance anxiety in ensemble rehearsals and concerts: A comparison of music and non-music major undergraduate musicians. Psychology of Music, 45(6), 868–885. https://doi.org/10.1177/0305735617693472
Seabrook, D. (2018). The experiences of professional artists in clinical improvisation: A pilot study. Nordic Journal of Music Therapy, 28(3), 193–211. https://doi.org/10.1080/08098131.2018.1542615
Simoens, V. L., & Tervaniemi, M. (2013). Musician-instrument relationship as a candidate index for professional well-being in musicians. Psychology of Aesthetics, Creativity, and the Arts, 7(2), 171–180. https://doi.org/10.1037/a0030164
Solmi, M., Radua, J., Olivola, M., Croce, E., Soardo, L., Salazar de Pablo, G., Il Shin, J., Kirkbride, J. B., Jones, P., Kim, J. H., Kim, J. Y., Carvalho, A. F., Seeman, M. V., Correll, C. U., & Fusar-Poli, P. (2021). Age at onset of mental disorders worldwide: large-scale meta-analysis of 192 epidemiological studies. Molecular Psychiatry, 27(1), 281–295. https://doi.org/10.1038/s41380-021-01161-7
Steptoe, A., & Fidler, H. (1987). Stage fright in orchestral musicians: A study of cognitive and behavioural strategies in performance anxiety. British Journal of Psychology, 78(2), 241–249. https://doi-org.lib-ezproxy.concordia.ca/10.1111/j.2044-8295.1987.tb02243.x
Sternbach, D. J. (2008). Stress in the lives of music students. Music Educators Journal, 94(3), 42–48. https://doi.org/10.1177/002743210809400309
Trondalen, G. (2010). The flute and I: The Bonny Method of Guided Imagery and Music (GIM) with a young man. Voices: A World Forum for Music Therapy, 10(3). https://doi.org/10.15845/voices.v10i3.356
Trondalen, G. (2013). Musicians. In L. Eyre (Ed.), Guidelines for Music Therapy Practice in Mental Health (pp. 840–872). Barcelona Publishers.
Wesner, R. B., Noyes, R., & Davis, T. L. (1990). The occurence of performance anxiety among musicians. Journal of Affective Disorders, 18(3), 177–185. https://doi.org/10.1016/0165-0327(90)90034-6
Wristen, B. G. (2013). Depression and anxiety in university music students. Update: Applications of Research in Music Education, 31(2), 20–27. https://doi.org/10.1177/8755123312473613