Phd research proposal annelize bonthuys by Tomatis

TITLE Evaluating the Tomatis Method速 in promoting effective self-regulation in university students

PhD RESEARCH PROPOSAL Annelize Bonthuys M.A. Counselling Psychology Student number: 12253863

PROMOTER Prof. K. F. H. Botha

CO-PROMOTER Prof. I. P. Khumalo

Keywords: Self-regulation, listening, Tomatis Method速, interpersonal relationships, academic performance, psychological well-being, motivation, learning

This proposed study aims to explore the applicability, value and impact of the Tomatis Method速 as an instrument in promoting effective self-regulation in university students through the improvement of listening skills. Listening is a crucial aspect in self-regulation that appears not to be adequately valued and utilised in current programs designed to improve self-regulation skills. University students find themselves in a transitional phase which requires them to function as integrated social, cognitive and emotional beings, having to adjust to continuously changing situations. Developmentally, they have to establish a sense of identity and interpersonal meaning (Corey, 2009; Erikson, 1963), while academically they are simultaneously required to achieve challenging cognitive tasks through multiple deadlines within set time frames (Pekrun, Goetz, Titz, & Perry, 2002; Williams & Williams, 2011). In an effort to manage the potential conflict between these multitude of tasks, students are often confronted with additional challenges like cross-cultural issues, dysfunctional family life, poor frustration tolerance, alcohol- and drugs, as well as poor interpersonal attachments (Kritzrow, 2003). Within this new environment they have to continuously readjust themselves, their academic priorities and personal relations with parents, romantic partners, peers, and lecturers (Kritzrow, 2003; Mudhovozi, 2012). Some of these adjustments include changes in goal priority, time management, and interpersonal communication. Not only do they have to establish quality romantic and friendship relations, but they also need to clearly understand and communicate with lecturers to ensure an optimal context for academic performance. Mudhovozi (2012), in addition, found that increasing

cultural, religious and language variations within university contexts are possible barriers that make communication difficult with other students. Resistance to interracial contact often occur when students experience intergroup anxiety, leading either to avoidance of contact or to a negative experience of contact with students from different cultural groups, sexual orientation or religion (Finchilescu, Tredoux, Mynhardt, Pillay, & Muianga, 2007). Such behaviour is guided by prejudice and the role of perceived threats which are strongly related to preconceived ideas with regards to intergroup attitudes (Finchilescu et al., 2007). These preconceived ideas were found to be the most prominent reason for the lack of interracial mixing at universities in South Africa (Finchilescu et al., 2007). Thus students find it difficult to direct and adjust cognitions, emotions, and behaviour when it comes to social relationships within this new environment. A critical process in readjusting oneself and adapting to these challenging contexts is self-regulation, which literally means â&#x20AC;&#x153;changing oneself, or some aspects of oneself, to bring thinking and behaviour closer to desired rules, norms, goals or idealsâ&#x20AC;? (Forgas, Baumeister, & Tice, 2009). Maes and Karoly (2005) define self-regulation as a systematic process that involves setting personal goals and directing behaviour towards achieving these goals. Good selfregulation skills are of great importance to students as they have to effectively manage diverse goals related to academic strategies, identity, health, and interpersonal relationships (Vandergrift, 2005). Self-regulation is a complex construct described within many different theories and models (Carver & Scheier, 1981; Ryan & Deci, 2004; Vohs &

Baumeister, 2004). In this study, given the challenges university students are confronted with, self-regulation will primarily be conceptualised from a multiple level approach (Calkins & Fox, 2002) in which the individual is seen as an agent of self-change (Bandura, 2001). According to this perspective self-regulation is the ability to effectively adjust own behaviour based on monitoring, attention and feedback processes related to cognitive, emotional, and interpersonal aspects (Calkins & Fox, 2002). The ability to adjust own behaviour, refers to agency, which enables people to play a part in their own self-development, adaptation, and self-renewal. Baumeister and Vohs (2003, p.199) further indicate that agency implies reflexiveness, in that “... the self is active, involved, and responsive, intentionally engaging in volitional processes to change, alter, or modify itself” and “...the self takes action, selects a response from numerous options, filters irrelevant information, and is responsible for responses selection and enactment”. The effectiveness of self-regulation depends strongly on the process of self-monitoring which is defined as the comparison of performance with goals, standards and values in an effort to gain feedback about the success of one’s behaviour (Bandura, 2001; Mousoulides & Philippou, 2005; Pintrich, 1999). This feedback is dependent on the amount and intensity of attention being paid throughout the monitoring process. Berger (2011, p.20) defines attention as “the mechanism that enable adaptive behaviour by selecting, integrating, and prioritizing among competing demands on cognitive and emotional systems by external as well as internally generated goals”. According to Peterson and

Seligman (2004) attentional processes often constitute the first step toward success or failure in self-regulation. Successful self-regulation is dependent on directing attention to own behaviour, which limits automatic behaviours, such as prejudice that follows preconceived ideas, and subsequently produces the condition for self-change (Watson & Tharp, 2007). Although different systems are involved in attentional processes, most previous research on self-regulation has focused on visual attention, despite the fact that processing of auditory stimuli plays an equally significant role in attention, specifically in relating self to self, to others and the environment on affective and general sensory integration levels (Berger, 2011; Gomes, Molholm, Christodoulou, Ritter, & Cowan, 2000; Shinn-Cunningham, 2008; Thompson & Andrews, 1999). Due to this strong focus on visual processing, auditory dominance found in early developmental stages often goes undetected in adulthood (Robinson & Sloutsky, 2004; Robinson & Sloutsky, 2013). Listening, as the most basic aspect of processing auditory stimuli already starts to develop before birth since the inner ear is fully developed and can process and integrate sound by the fifth month of pregnancy (Tomatis, 1991). The relationship between listening and self-regulation can already be observed when infants suck their thumbs after hearing a loud sound in order to regulate responses to the environment, therefore becoming aware of sound and responding to the feedback (Florez, 2011; Thompson & Andrews, 1999). Later, in an academic environment, self-regulation is clearly not only determined by personal processes (i.e. perception of efficacy), but seems to also include

listening on external and internal levels - externally to stimuli from the environment such as encouragement from lecturers, and internally to one’s own speech or voice, known as self-observation, assumed to affect self-judgment, which in turn affects self-reaction or self-instructive action (Zimmerman, 1989). Vandergrift (2005) also found listening to correlate positively with both intrinsic and extrinsic motivation, processes directly linked to self-regulation. Good listening skills are further crucial in paying and directing attention, the basis for inhibitory, control and strategies of problem solving and self-monitoring (Berger, 2011). Self-monitoring, through the process of listening does not only include cognitive, perceptual or attentional processes, as explained by the perceptualloop theory (Levelt, 1989 cited by Robinson-Riegler & Robinson-Riegler, 2012), but also integrates affective and emotional processes (Särkämö et al., 2008) in which listening plays a critical role. Listening should therefore be an important aspect in effective self-regulation, as it provides important feedback information not available through other sensory systems. Failure in self-regulation is associated with most major social and personal problems in contemporary society, for example drug abuse, crime and violence, prejudice and stereotyping, eating and sexually related diseases (Forgas et al, 2009). These problems are clearly also relevant to the student population, and in addition, students often struggle with impulsivity, impatience, distractibility, or delay behaviour such as procrastination, which have been found to negatively impact executive functioning and students’ academic performance (Gibbons,

Gerrard, Reimer, & Pomery, 2006; Rabin, Fogel, & Nutter-Upham, 2011; Steel, 2007). Effective self-regulation, in contrast, is associated with higher levels of quality of life and psychological well-being (Tavakolizadeh, Yadollahi, & Poorshafeic, 2012). Students who effectively apply self-regulation skills are known to have higher levels of self-satisfaction, are psychologically well, motivated for learning, make use of adaptive learning models, and are capable of pro-social behaviour (Pekrun, Goetz, Titz, & Perry, 2002; Seligman et al, 2009; Williams & Williams, 2011; Zimmerman, 2002).These students have also been found to be more satisfied with the quality of their lives, have meaningful relationships, and experience overall happiness (Negovan, 2010). Although a number of self-regulation programs are applied in different settings around the world, most are focused on effective learning in children and adolescents (Bradley, Atkinson, Tomasino, Rees, & Galvin, 2009; Hadwin & Winne, 2001; Hemingway, Carroll, & Bower, 2010), or on health-specific behaviour, for example the role of self-regulation in diet and fitness (Wing, Tate, Gorin, Raynor, & Fava, 2006; Van Genugten, Van Empelen, Flink, & Oenema, 2010). Those that are available for educational and tertiary settings emphasise aspects like goal-setting, and change and time management (Hadwin & Winne, 2001). Further, while an intensive search on numerous databases shows that although visual information processing is often integrated in self-regulatory programs, listening skills as a critical feedback resource, particularly within relations and academic achievement seems to be neglected, underutilised or

even non-existent. There is thus a need to explore the effect better listening skills may have on self-regulation, specifically within the context of being a university student. The Tomatis Method® of auditory stimulation has specifically been developed with the improvement of listening skills in mind, and due to its potential value in feedback processes and sensory integration needed for effective self-regulation, may be a key aspect in addressing the current gap in knowledge. Dr. Alfred Tomatis (1920-2001) a French ear, nose and throat specialist developed this method from both a neurophysiological and psychosocial theoretical perspective (Tomatis, 1991; Tomatis, 2005). It can be described as sound-based intervention method that stimulates sensory integration via listening to enhance learning and regulation of intentional behaviour (Vandergrift, 2005). For effective listening to take place neurosensory integrators, specifically the vestibular, visual and cochlear systems, must be well established. Although the focus of the Tomatis Method® is on listening, the theoretical context is holistic and humanistic (Gilmor, Maduale, & Thompson, 1989). From this perspective, listening is to actively use hearing intentionally and attentively, in a way that is acceptable on a cognitive and emotional level for the purpose of learning and communicating (Solisten, 2009). Listening motivates action, personal growth and a healthy attitude towards the self and others (Tomatis, 2005). Many learning problems originate from poor “communication” between important parts of the ear; the vestibule and the cochlea (Sollier, 2005). When these parts of the ear work together in harmony the brain is “energized,

attentive, learns easily, and decodes language without effort” (Sollier, 2005). This is known as a “good listening ear”, which plays an important function in the regulation of cognitions, behaviour and emotions, as well as bringing about a sense of well-being (Sollier, 2005; Tomatis, 1991; Tomatis, 2005). For the development of a “good listening ear”, Tomatis developed a device known as the Electronic Ear (EE) (Thompson & Andrews, 2000). The ears are trained by listening to music played through special earphones that combines both air and bone conduction after being modified by the EE (Thompson & Andrews, 2000). The Tomatis Method® and EE exercise the whole ear through air and bone conduction specifically aiming to strengthen the effects of the middle ear, the inner ear, the auditory system as a whole, and the central nervous system for the purpose of awakening the connections needed for the brain to fully process auditory information (MacDonald & Nicoloff, 2008; Nicoloff & Le Roux, 2011). The Tomatis Method® therefore has the potential for enhancing self-regulation skills through its focus on the improvement of listening skills that impacts cognitive-judgmental and affective functioning (Akakios, 2002; Du Toit, 2010; Du Plessis, Munro, Wissing, & Nel, 2008). Research also found that it is possible to be able to learn better and achieve better results, when following a Tomatis programme due to its positive impact on regulating sensory integration and attention skills, factors specifically associated with self-regulated learning (Sollier, 2005). Previous research has reported the Tomatis Method® to be an effective intervention model for addressing learning disabilities and behavioural problems

(Kershner, Cummings, Clarke, Hadfield, & Kershner, 1990), attention deficit disorders (Davis, 2005), stuttering (Van Jaarsveld & Du Plessis, 1988), auditory processing disorders (Ross-Swain, 2007; Gerritsen, 2009), and psychological disorders (Du Plessis et al., 2001). Some, such as Corbett, Shickman and Ferrer (2008) have been particularly critical of the method and its reported findings. The proponents of the Tomatis Method速 also agree that further research and development are needed. The core question this study wants to answer is thus: To what extent and in what ways would the Tomatis Method速 promote self-regulation in a group of South African students? What, if any, moderating role does the Tomatis Method速 play between self-regulation and outcome variables like psychological well-being, interpersonal relations and academic performance? Research done within the area of self-regulation still lack comprehensive impact studies and much more knowledge is still needed about effective selfregulation interventions (Boekaerts, Maes, & Karoly, 2005; Vancouver & Day, 2005). If this approach is successful, it could bring about a new understanding of listening skills in the dynamics of self-regulation, specifically as it relates to interpersonal relationships and academic performance in university students. Further, valuable information regarding cultural aspects of listening and selfregulation could emerge, that may be integrated into programs aimed at improving more effective racial relationships on university campuses. In addition, if the Tomatis Method速 is successful regarding academic performance, it could

be integrated into standard approaches to improve study methods and learning strategies. Aim and objectives The aim of the study is to explore the applicability, value and impact of the Tomatis Method® as an instrument in promoting effective self-regulation in university students through the improvement of listening skills. The specific objectives are to: 1)

critically review and compare national and international literature on the value and applicability of the Tomatis Method® as alternative among different approaches, for improving self-regulation in a sample of South African university students,

determine the extent to which the Tomatis Method® will improve the selfregulation of a sample of South African university students, as well as to determine the moderation effect of the Tomatis Method® between self-regulation and the outcome variables psychological well-being, interpersonal relations and academic performance,

explore the critical factors that are relevant to how the sample of students perceive the effect of the Tomatis Method® on their self-regulation, and to develop a model based on the relationship between these critical factors.

Methodology This study will conduct systematic evaluations of data and results, using control groups, physiological data, validated tests and advanced statistical and

qualitative analyses to increase empirical findings that support the efficacy of the Tomatis Method® (Olkiewicz, 2011). The study will be presented in three related but independent articles, each addressing one study objective. Each article will present a different phase in the research process. For the purpose of the thesis the three articles will be presented with an introduction, summary, conclusion and recommendations. The three proposed articles are: Article 1 - Proposed title: The theoretical value and applicability of the Tomatis Method® in the promotion of self-regulation Research Design A critical systematic review (based on the guidelines by Higgins & Greene, 2008) of current literature and intervention models focusing on the improvement of university students’ self-regulation will be conducted with the specific aim to explore the contents and limitations of these interventions regarding the university context as challenge to students’ psychological wellbeing, interpersonal relations and academic performance. It will then be explored how the Tomatis Method® may address these limitations and challenges and be an effective intervention model for enhancing students’ self-regulation in relationships and academic functioning. This will be further explored through investigating the role of auditory integration and listening, as crucial aspects of self-monitoring and feedback and used to develop guidelines for applying the Tomatis Method® as instrument for increased effective self-regulation of university students. Databases that will be explored include national and

international university catalogues, Ebscohost, Science Direct, Web of Science, Pubmed, Medline, and Google Scholar. Article 2 – Proposed title: The effect of the Tomatis Method® in promoting self-regulation in a sample of South African university students Proposed Research Design A concurrent triangulation, mixed method experimental design (Hanson et al., 2005) will be conducted for article 2. Quantitative and qualitative data will be collected using a three-group pre-post, and repeated post-assessment design to determine the effect of the Tomatis Method® on self-regulation, as well as the moderating role Tomatis Method® play in the relationship between selfregulation, psychological well-being and academic performance. Sampling It is intended to recruit and select at least 120 first year undergraduate, non-psychology students from the North-West University, through stratified purposive sampling (Patton, 1990) to obtain 40 students each from the Potchefstroom, Mahikeng, and Vanderbijlpark campuses. The study will be advertised as research to understand and explore the function of listening within a university context (Patton, 1990). Contact details of the researcher will be provided and participation is therefore voluntary. Currently a maximum of 8 participants can go through the Tomatis programme at a given time. Multiple samples will therefore be selected to allow for the expected participant pool of 120 (5 groups of 8 participants for each of the three research conditions, thus 5 x 8 x 3 = 120). Participants will then be assigned randomly to Group 1 (the

experimental group who undergoes the basic Tomatis programme), Group 2 (a control group that listen to music, but without the gating effect of Tomatis) and Group 3 (a second control group that does not listen to any music). Proposed Procedure The research study will be advertised on all three campuses of the North West University. Lecturers in three different faculties on the three campuses will be contacted and the research will be explained to them. If they provide permission, the researcher will address the students in their classes and introduce the research study. The voluntary basis of the study will be explained and the researcher will provide contact details for students who would like to take participate. The researcher will explain that the objective of the study is to understand and explore the function of listening within a university context. A purposive sample of 40 students from each campus and informed consent will be obtained. Participant information will be gathered through self-reporting questionnaires and interviews. The project, its objectives and procedures as well as risks / gain and compensation will be explained to all participants. Participants will then be sampled into the three experimental conditions after which an initial listening test and pre-tests will be conducted. Listening tests will again be performed in the middle of the programme on all participants and post-tests will be done immediately as well as one month after completing the Tomatis Method速. Group 2 and 3 will also have the opportunity to benefit from the Tomatis Method速 within one year after the study has been completed.

The Listening Programmes Selected participants for Group 1 and 2 will report to the Audio-psychophonology facilities at the Institute for Psychotherapy and Counselling at the Potchefstroom Campus of the NWU. Group 1 will take part in a basic Tomatis programme that consists out of 60 half hour sessions, 2 hours a day, listening to Mozart and Gregorian chants modified by the gating effect of the EE. Tomatis found that music rich in high frequencies is most effective in reaching the area for cortical recharge and after 25 years researching various composers, Mozart and Gregorian chants delivered the best results (Tomatis, 1991; Maduale, 1994). Group 2 will spend the same amount of time listening to the Mozart and Gregorian music without the gating effect of the EE. Participants can perform activities such as drawing, painting, building puzzles or just relaxing while listening takes place for the 2 hours a day, in private rooms. These activities have been proposed for participants not to get bored and it enhances the integration of reflex and tactile sensory systems (Thompson & Andrews, 1999). These activities will not be collected or interpreted as data. The researcher is a qualified Tomatis practitioner, and will present the program herself. She will have a technical assistant, who will be an intern psychologist. Proposed Quantitative Measures a) Biographical information The Adult Solisten速 Program Background Questionnaire (Solisten, 2009) will provide a biographical profile of all participants. It will also be used to

determine pre-treatment group equivalence, provide background information against which the rest of the data can be interpreted. b) Listening The Tomatis Listening Test (TLTS) is a direct outcome of Tomatisâ&#x20AC;&#x2122; distinction between hearing and listening (Du Plessis et al., 2001). The Listening Test is not a hearing test but establishes air and bone conduction thresholds, studies the effect of spatialization and auditory selectivity. It also establishes ear dominance and auditory laterality. Frequencies ranging from 125 to 8000 hertz, are evaluated creating both air and bone conduction curves (Du Plessis et al., 2001) The test reflects how the desire to listen is utilized or resisted therefore revealing listening strengths or listening weaknesses (Du Plessis et al., 2001). c) Self-regulation The Shortened Self-Regulation Questionnaire (SSRQ: Carey, Neal, & Collins, 2004; Potgieter & Botha, 2009) is a 31 item scale with seven subtests, designed to measure a personâ&#x20AC;&#x2122;s average ability to regulate his or her behaviour to achieve a desired goal. Potgieter and Botha (2009) have proposed a factor structure relevant in a South Africa context, and criterion-related validity and reliability reported a Cronbach alpha of 0.90. This seven factor structure has been successfully used as part of a Masters study within the South African context (Cloete, 2010) and will therefore be used in the current project. CogLab 2.0 (Francis, Neath, & Van Horn, 2008) is a set of computerbased cognitive experiments that allows better understanding of certain cognitive functions, including the executive functions of which self-regulation is part. For

the purpose of the study participants will complete experiments of attention, working memory, and judgement as specific skills relevant to regulating interpersonal relations and academic performance. Access to computers will be made available for participants to complete the required experiments. d) Interpersonal relationships The decision on how to rate participants’ interpersonal relations will be informed by the results and conclusion of article 1, as the researcher would like to first get a better understanding of appropriate measures for student samples. One option would be to use The Personal, Home, Social and Formal Relations Questionnaire (PHSF : Fouché & Grobbelaar, 1983) that indicates the degree of adjustment of individuals in 4 main areas of interpersonal functioning which are personal, home, social and formal relations. The questionnaire contains 12 scales namely self-confidence, self-esteem, selfcontrol, nervousness, health, family influences, personal freedom, sociability G and S, moral sense, formal relations and desirability. The questionnaire has been standardised for application on tertiary students of South Africa (Breytenbach, 2008). Reliability coefficients range between 0.70 and 0.89 on all subscales. e) Academic performance First, a copy of each student’s academic record will be collected. In addition, the Academic Motivation Scale (AMS : Vallerand et al., 1992) will be used to determine participants’ academic motivation. The AMS was developed to measure intrinsic motivation on three levels (to know, to accomplish things and to experience stimulation), extrinsic motivation on three levels (external, introjected

and identified regulation) and amotivation within an educational context. This 28item questionnaire has shown Cronbach alphas for the 7 subscales between .62 and .86. f) Psychological well-being The Mental Health Continuum – Short Form (MHC-SF : Keyes, 2006; Keyes et al., 2008) consists of 14 items that places positive mental health along a continuum from languishing to flourishing, and consists of three subscales namely: 1) Emotional well-being, 2) psychological well-being, and 3) social wellbeing. Flourishing individuals would have high levels of personal well-being, emotional vitality, and positive feelings towards themselves and positive psychological and social functioning, where languishing individuals would experience a life of emptiness, stagnation and feelings of being hollow, and have a low score on the scale (Keyes, 2002; Khumalo, Temane, & Wissing, 2012). The MHC-SF has shown to be reliable and valid for use in an African context (Keyes et al., 2008). Cronbach alpha’s of .74 (Keyes et al, 2008) and .84 (Khumalo et al., 2012) have been reported. Proposed Quantitative data analysis T-tests, analysis of variance (ANOVA), and Bayesian analysis will be used to explore the differences between groups (Pallant, 2011). Data will further be explored through moderation research methods (Frazier, Tix, & Barron, 2004), specifically hierarchical multiple regression for examining the interaction effects of self-regulation (predictor variable), the Tomatis Method® (moderator), interpersonal relationships, psychological well-being and academic performance

(outcome variables) (Frazier et al., 2004). Predictor and moderator variables will be created and/or transformed through coding categorical variables, as well as centering and standardizing continuous variables. Product terms will be created and structuring of the equation will be done (Frazier et al., 2004). Inter-variable correlation and multi-colinearity analyses (Hair, Tatham, Anderson, & Black, 2006) will be conducted to compensate for any convergence or colinearity problems. Statistical and practical significance of the results will be calculated through effect sizes (Cohenâ&#x20AC;&#x2122;s d : Cohen, 1997). Qualitative data collection Participants will be asked to keep a reflective journal to record their subjective experience throughout the listening programmes. They will be asked to report on behaviour, thoughts and emotions they experience as well as the quality of their interpersonal relations throughout the programmes. The Zin Obelisk Game (Francis & Young, 1979) will be conducted to assess participantsâ&#x20AC;&#x2122; interpersonal self-regulation. The object of using the game is to observe intraand interpersonal communication between the participants within the different groups. These interactions will be observed and documented by a panel which will consist out of the researcher and three registered psychologists not involved in the study. Specific focus will be paid to listening skills during the interactions. Audio-visual recordings will be made to compare listening in interpersonal functioning before and after listening programmes. Proposed Qualitative data analysis

Thematic analysis will be done on both the reflective journals and the Zin Obelisk Game. Through this method patterns or themes are identified and analysed across the data sets (Wilson & MacLean, 2011). Participants will be asked to keep record of their thoughts, emotions, behaviour and interpersonal relationships for the duration of the study. The verbal data from the Zin will be transcribed into written form and together with the observation notes and journal data, themes will be identified and codes will be assigned to each theme. Themes will be reviewed and refined, named, defined and a report compiled (Bruan & Clarke, 2006). Trustworthiness will be ensured through the keeping of notes and memos during the analysis. The use of different data collection methods, have been found to enhance trustworthiness of qualitative data (Shenton, 2004). The use of observation and combining it with reflective journals will provide a background to and assist with explaining attitudes and behaviour of those in the sample (Shenton, 2004). Regular debriefing sessions between the researcher and promoters will be scheduled and colleagues, peers and other academics will be asked to provide feedback on presentations made during the project (Shenton, 2004). Crystallization (Cugno & Thomas, 2009; Ellingson, 2009), in-depth multiple genre descriptions will enable integration of themes and pattern of student experiences, creating a â&#x20AC;&#x153;conceptual analysisâ&#x20AC;? of qualitative data (Cugno & Thomas, 2009). This method is linked to grounded theory and other systematic analysis, which will enhance trustworthiness of the data analysis. Evaluation of the quality of qualitative research conducted within this

study will be done through triangulation (Lincoln & Guba, 1995; Wilson & MacLean, 2011). Results from the quantitative and qualitative data will be integrated according to the guidelines provided by Hanson et al. (2005). Article 3 – Proposed title: Developing a model of how university students perceive the effect of the Tomatis Method® on their self-regulation. The aim of article 3 is to build on the results of article 2, in that specific trends that emerge will be explored more in-depth, and to develop a model explaining how the Tomatis Method influences self-regulation. The expectation is that this model would provide specific guidelines in how to promote selfregulation. Only the participants of the experimental group in article 2, therefore, only those who undergo the Tomatis Method®, will take part in this study. Proposed Research Design and data generation Interactive qualitative analysis (IQA: Northcutt & McCoy, 2004) will be used to explore participants’ subjective experience of the Tomatis Method® in relation to their self-regulation. IQA uses a systems approach to investigate meaning, where meaning refers to socially constructed shared understanding of a concept (Northcutt & McCoy, 2004). Focus groups will be conducted at least 1 month after completion of the Tomatis Method® during which participants will be asked: “What are the most important factors related to your experience of the Tomatis Method ®, specifically in relation to how you perceive yourself, your relations and your academic performance from before starting the program to now?” Individual interviews will

follow the focus groups for adding depth and individual experience to group-level processes (Tabane, 2009). All focus groups and interviews will be recorded and transcribed. Therapeutic support in the form of psychotherapy will be available for all participants during and after the interventions if required. Data analysis In the first phase of data analysis, inductive coding, participants will be divided into small groups and given the task to compare and integrate their thoughts and experiences related to the question (see previous section) through brainstorming. During the next phase, axial coding, participants will be asked to classify the thoughts generated within the focus groups into similar themes or affinities (Northcutt & McCoy, 2004). This process will be facilitated by the researcher to ensure that the emerging themes complied to the criteria indicated by Northcutt and McCoy (2004, p.99-103), namely that themes should (a) describe one construct rather than a mixture of different topics; (c) be easy to define; and (d) be conceptually exclusive, and not significantly overlap with other themes. Individual interviews will further clarify these themes and to add depth and individual experience. A simple affinity relationship table (ART) is then created and theoretical coding is done to determine perceived cause-effect relationships among the affinities in the system (Northcutt & McCoy, 2004). An interrelationship diagram (IRD) is then constructed, summarizing ART affinities in the form of arrows indicating the direction of each cause-effect relationship pair that have been identified. Finally a system influence diagram (SID), visually represents the entire system of influence and outcomes and is created by

representing information in the IRD as a system of affinities and relationships (Northcutt & McCoy, 2004; Tabane, 2009). A visual representation of the proposed methodology is presented in figure 1 on the next page.

Phase 1

Phase 2

Systematic Literature Review

Sampling

Phase 3

Pretests

Phase 4

Exposure to exp / contr conditions

Phase 5

Outcome: Article 1

Post-tests

Exp

Contr 1

Contr 2

Tomatis MethodÂŽ

Music only

No exposure

Exp

Contr 1

Contr 2

Outcome: Article 2

Phase 6

IQA evaluation

Interviews

SID Model

Outcome: Article 3

Figure 1 â&#x20AC;&#x201C; A visual representation of the proposed research process

Validity, reliability and trustworthiness Only measures that show acceptable validity and internal consistency will be used (see description of measures). In addition, the validity and reliability of statistical data for the sample used in this study will also be assessed. All statistical calculations and interpretations will be done in cooperation with the Statistical Consultation Services of the North-West University. Trustworthiness of the qualitative data for article 2 will be ensured by following the guidelines provided by Krefting (1991): i) Credibility – data will be triangulated by making use of both reflective journals as well as the Zin Obelisk Game while the researcher will spend sufficient time in exploring and understanding the data, a strategy called prolonged engagement. She will, finally, continuously reflect on her own background and involvement with the Tomatis Method®, to ensure that she is not biased. ii) Transferability – as the qualitative findings of article 2 will mainly be descriptive in an effort to augment the quantitative results, transferability will not really be an issue, and the researcher will be careful not to make generalizations to other contexts. However, as the sample will be stratified regarding ethnical groups, transferability will be possible to a certain extent. iii) Dependability – the researcher will provide a dense, clear and comprehensive description of the process and methodology so that the research will be auditable by other researchers. iv) Confirmability – finally, the researcher will keep record of all raw data, codings, transcripts, and field notes, to be able to verify any aspect of the research.

The IQA methodology that is proposed for article 3 addresses trustworthiness inherently by facilitating a process through which participants identify and develop themes themselves (Northcutt & McCoy, 2004; Tabane, 2009). The promoter of the study will assist the researcher in this facilitation process to ensure that the IQA protocol is accurately followed. In addition, continuous engagement with the participants during the development of the model will further ensure trustworthiness. The same guidelines as described in the previous paragraph, will however strictly be followed. Ethical issues This study forms part of a research project titled The dynamics of selfregulation as psychological strength in the South African context, which has been ethically approved by the North-West University (ethics number NWU 00103-11S1). Research will be conducted in accordance to the research protocol of the North-West University and to the aims and ethical guidelines of the umbrella project. Informed consent to this study will be obtained from all participants prior to conducting research through signing of a consent form. Participation within the study is on voluntary basis. Participants will remain anonymous and the researcher will provide contact details. Numbers will be assigned to each participant to ensure anonymity. No psychology students will be used in the study, to ensure that none of the students who are lectured by the researcher take part in the study. Participants may withdraw at any stage during the research process without explaining why. Participants will be informed that the results of the study may be published, but that no identities will be disclosed.

Psychometric tests will only be administered and interpreted by qualified and registered practitioners in terms of the regulations set out by the Health Professions Council of South Africa (HPCSA). The researcher will travel to all three campuses to collect data. Captured data will be stored in a locked archive room in the Audio-psycho-phonology office, and only the researcher, promoter and co-promoter will have access to it. The listening programmes will be conducted by the researcher, who is a trained Tomatis Consultant. Both group 2 and 3 will have the opportunity to benefit from the Tomatis programme within a year after completion of the research study. Planning Time frame Proposal writing, submission and approval March 2013 – Sep 2013 Article 1 Literature search and integration

Oct 2013 – Jan 2014

Finalisation and submission

Feb 2014 – May 2014

Article 2 Literature search and integration

June 2014 – July 2014

Sampling & data collection

Aug 2014 – September 2014

Pre-testing

Oct 2014

Programme implementation

Oct 2014 – Feb 2015

Intermediate-testing

March 2015

Post-testing

May 2015

Data interpretation

June 2014 – July 2015

Finalisation and submission

Aug – Oct 2015

Article 3 Literature search and integration

January 2015 – April 2015

Data interpretation

June 2015 – Aug 2015

Finalisation and submission

Sept 2015 – Oct 2015

Budget Photocopying of assessment material

R5 000

Assistant salaries

R20 000

Transcription fees

R7 000

Data analysis

R7 000

Maintenance of equipment

R4 000

Running costs of centre

R5 000

Travel costs (Site visits, conferences - National and International)

R30 000

Refreshments for participants

R2 000

Language editing

R5 000 Total: R85 000

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