bluuebunny/crossref_metadata_2025_split huggingface dataset:
Introduction
Authors: Harold James 
Published: August 2023

Abstract
This chapter introduces the volume. It describes the goals of the volume, as well as the rationale for choosing the topics covered. It also discusses some of the more specific aims. While the introduction summarizes each individual only chapter very briefly, it offers fuller summaries of each of the four sections of the volume, highlighting important themes and ideas. Of particular importance are: the focus on less discussed traditions, problems, and figures; historical and contemporary problems; how different ethical problems arise in different art forms and media; and the inter and intradisciplinary questions that arise in thinking about ethics and art.
Evolution of Art and Moral Concerns in New China
Authors: Man Eva Kit Wah 
Published: August 2023

Abstract
Mao Zedong’s speeches on literature and art at the Yenan Forum in 1942 lays out the socialist direction of artistic expression in the new China. The content and the form of art in China have then developed from political propaganda to social critiques. Mao promoted literature and art as basic revolutionary causes, and regarded them as the tools of ideological changes and political revolution. In 2014, Xi Jinping gave a speech at the Forum on Literature and Art in which he regarded art and literature as important means of enhancing cultural confidence and realizing the China Dream of national rejuvenation with prosperity. They are important manifestations of the country’s soft cultural power and comprehensive national strength. This chapter reviews the evolution of art and literature as national tools in the speeches of the two influential leaders, and how they discussed art and moral concerns in artistic practice and their different emphasis.
Kantian Approaches to Ethical Judgment of Artworks
Authors: Shapshay Sandra 
Published: August 2023

Abstract
It is difficult to capture a distinctively Kantian approach to the ethical evaluation of artworks since Kant’s own aesthetic concerns are arguably first and foremost about the aesthetic experience of nature, and only secondarily about art. Yet Kant’s theory of the pure judgment of taste (centered on natural objects) does lend some support to formalists and autonomists about art. Somewhat ironically, however, Kant’s own theory of fine art lends support to anti-formalists, moralists, and ethicists about art. This chapter considers a contemporary formalist (Nick Zangwill) and a contemporary autonomist (James Harold) to investigate to what extent their approaches to the ethical judgment of artworks may be justifiably termed “Kantian.” Next, it turns to some wider, suggestive connections that Kant drew between the overall domains of the aesthetic and the ethical. These include Kant’s theory of the sublime and its ramifications for morally salutary art; his view that interest in the beauty of nature (though notably not in art) is the mark of a morally good soul; and finally, Kant’s famous claim that beauty is a symbol of morality.
Forgery
Authors: Hick Darren Hudson 
Published: August 2023

Abstract
Grounded in a series of real-world cases, this chapter outlines approaches to the two key philosophical questions that tend to weigh on forgery: What is it, and why would it be wrong? Answering the first question requires cashing out the difference between referential and inventive forgeries, and proposals for what determines genuineness in different artforms. A series of hard cases show how artistic practices, which are neither stable, nor simple, nor uniform, complicate matters. With this as background, the second part of the chapter uses cases raised in the first half to analyze the several wrongs of forgery, including failures of integrity (including both moral duty and artistic integrity); harms (monetary, epistemic, and developmental); and violations of rights and duties (including discussion of rights against false attribution, and moral rights under the law).
Art, Ethics, and Vandalism
Authors: Bacharach Sondra 
Published: August 2023

Abstract
The first section of the chapter rehearses the merits and roots of the mainstream view about the ethics of vandalism. But this position does not consider some particular cases where vandalism is condoned. The remaining two sections explore two key situations where vandalism is celebrated. The author argues that vandalism is not only tolerated, but indeed appreciated, when it transforms an existing work into something new and different. To defend this view, the author introduces the concepts of replacement and additive vandalism to underscore why these artistically rich kinds of vandalism are valuable, and how they differ from the mere vandalism that is purely destructive. The third section considers some special contexts in which vandalism forms part and parcel of the artistic creative process. When the artistic creative process cannot involve authorial consent or sanction, the author argues that some form of vandalism is not only permissible, but necessary for the artwork’s creation. Street art and posthumously completed art are two paradigmatic cases where the process of artwork creation crucially lacks authorial consent or sanction. The chapter concludes with some reflections on the relationship between the ethics of vandalism and the ontology of artistic creation.
Art, Ethics, and Value in the Modern European Aesthetic Tradition
Authors: Costelloe Timothy M. 
Published: August 2023

Abstract
This chapter explores ethics and art in the modern European context by focusing not on the arts as such, then still a nascent category, but, as did writers of the period themselves, on different spheres of value, moral and aesthetic. The division between art and value is reflected in the distinction between philosophy of art and the aesthetic, and manifest in the view of leading contributors to the tradition. In order to connect these spheres, writers also identified a mechanism, taste, manifest variously as internal sense, sentiment, and imagination, though this also raised a number of problems, including effectively substituting aesthetic value for moral value and ignoring diversity. The chapter concludes by emphasizing how writing itself, including philosophy, cannot avoid the tension between the demand that writing have a civilizing influence and the fact that art is fundamentally representational and involves deception.
The Functions of Nonsuicidal Self-Injury
Authors: Taylor Peter James , Dhingra Katie , Peel-Wainwright Kelly-Marie , Gardner Kathryn Jane 
Published: August 2023

Abstract
This chapter explores the extant research concerning the functions of nonsuicidal self-injury (NSSI), highlighting the key implications of this work for future research, clinical practice, and prevention. It uses the term “function” to refer to either the self-reported reasons for engaging in NSSI behaviors, or the expected or actual consequences of the behaviors. Many of the functions of NSSI are considered intrapersonal (sometimes called autonomic), focusing on changing or affecting a person’s internal states in some way. These include self-injury as a form of affect regulation, helping the person to cope with or reduce emotional distress. In addition to intrapersonal functions, many reported functions of NSSI are interpersonal in nature, involving other people. These include NSSI providing a means to express or communicate the level of distress one is experiencing, or as a way of seeking help from others. It has also been noted that NSSI may act as a means of hurting others. The chapter then outlines implications for future research and clinical practice based on what is known so far about the functions of NSSI.
NSSI in Elementary School
Authors: Van Hove Lisa , Baetens Imke , Simundic Amanda , Bloom Elana , Heath Nancy 
Published: August 2023

Abstract
This chapter discusses nonsuicidal self-injury (NSSI) found among children of elementary age, referencing the research on Belgian and Canadian elementary school staff’s experiences with children who engage in NSSI. Suicide ideation was associated with elevated levels of study anxiety, self-accusation, impulsivity, and loneliness across all age groups. In terms of NSSI methods, interfering with wound healing, head banging, and cutting were reported frequently by both Belgian and Canadian school staff. The chapter explains the most perceived reasons for engaging in NSSI were frustration, difficulty in communicating emotions, and managing stress. Most Belgian and Canadian school staff expressed that they felt ill-prepared to deal with NSSI situations, which resulted in the suggestion for NSSI professional development for elementary educators and school professionals.
NSSI in Older Adults
Authors: Van Hove Lisa , Baetens Imke , Hamza Chloe A. , Dierckx Eva , Haekens An , Fieremans Lila , Vanderstichelen Steven 
Published: August 2023

Abstract
This chapter explores the epidemiology of nonsuicidal self-injury (NSSI) in older adults. It explains how a systematic review presents the risk and protective factors of NSSI among the elderly population, referencing the selection process of the Meta-Analyses and Systematic Reviews of Observational Studies in Epidemiology. Even though some findings are similar to NSSI research on adolescents and young adults, the experience of loss is specific to NSSI-related behaviors among older adults. The chapter then considers the distinction between suicidal intent and the directness of self-harm within the elderly population. It suggests conducting a longitudinal, cross-cultural design that distinguishes between the specific forms of self-harm to conduct an early intervention and prevent NSSI repetition.
NSSI Among Sexual and Gender Diverse Youth
Authors: Zullo Lucas , Rogers Megan L. , Taliaferro Lindsay A. 
Published: August 2023

Abstract
This chapter considers the frequency of nonsuicidal self-injury (NSSI) among sexual and gender diverse (SGD) youth. Compared to their heterosexual and cisgender counterparts, SGD youth report higher rates of NSSI within the past year and across the lifespan. The chapter looks into the Minority Stress Model, which highlights the SGD youth’s experiences of stigma, discrimination, victimization, violence, rejection, and prejudice. The most powerful reductions in minority stress will likely occur once SGD youth have regular access to safe and affirming environments. The chapter clarifies that no evidence-based interventions are currently available to target this specific population aside from Attachment-Based Family Therapy (ABFT) for Lesbian, Gay, and Bisexual (LGB) Youth, which was designed for suicidal sexual minority youth.
An Integrated Cognitive-Emotional Perspective of NSSI
Authors: Tonta Kate , Greene Danyelle , Hasking Penelope , Boyes Mark 
Published: August 2023

Abstract
This chapter covers an integrated cognitive-emotional perspective of nonsuicidal self-injury (NSSI). Recent understandings of NSSI highlight the importance of emotions in the experience of NSSI. Transdiagnostic cognitive processes associated with the onset, maintenance, and recovery of NSSI range between rumination, distress tolerance, self-criticism, and perfectionism. Thus, therapists must consider from a range of therapeutic approaches how to best target emotional difficulties, transdiagnostic processes, and behavior-specific thoughts and beliefs. The chapter details how patterns of cognition can amplify emotional distress. It then mentions how future research could use ecological momentary assessment methodology to track emotion, cognitive processes, and behavior-specific thoughts and beliefs.
Media Representations of Nonsuicidal Self-Injury
Authors: Westers Nicholas J. 
Published: August 2023

Abstract
This chapter reviews the extant literature on the relationship between representations of nonsuicidal self-injury (NSSI) in media and NSSI engagement. It places this discussion within the context of the cognitive-emotional model of NSSI and begins by looking at the risk and protective factors of exposure to NSSI content in traditional forms of media, including films, television, news, music, and print novels and comics. Consistent with the Werther and Papageno effects, it summarizes media depictions of NSSI as increasing or decreasing the likelihood someone will experience NSSI urges, behaviors, and stigma. It then discusses how framing of NSSI matters in terms of perpetuating stigma and unhelpful narratives or promoting new and more helpful narratives, highlighting its bidirectional association with cultural narratives and public perceptions of the behavior. It references guidelines for responsibly depicting NSSI in media and then focuses on challenges, recommendations, and future considerations related to researching NSSI and media. Finally, it discusses ethical concerns and clinical implications. Key takeaways include: the way in which NSSI is represented in media may increase or decrease the risk for NSSI, although research is limited and causal relationships cannot be inferred; use of trigger warnings in media to warn audiences of potentially disturbing content related to NSSI may be ineffective or problematic; referencing NSSI media guidelines as flexible and aspirational “principles of conduct” may increase their uptake among media professionals; cinematherapy and bibliotherapy using exemplar NSSI portrayals may help individuals self-reflect on their own NSSI from a safe distance and consider alternative coping behaviors.
Social Contagion of Nonsuicidal Self-Injury
Authors: Jarvi Steele Stephanie , Jaffe Nigel , Murray Grace 
Published: August 2023

Abstract
This chapter explores the social contagion of nonsuicidal self-injury (NSSI) via interpersonal, media and online exposure among both youths and adults by referencing social learning theory and the Social Exposure to Non-Suicidal Self-Injury Scale. According to social learning theory, people imitate and learn certain behaviors by identifying with people who act as models. The chapter elaborates on the concepts of social learning, modeling, and imitation, and general recommendations for the assessment and treatment of clinical practice addressing social contagion factors. It then suggests utilizing ecological momentary assessment (EMA) and single-case experimental design (SCED) for future studies on social contagion of NSSI.
Disability, Lifelong Musical Engagement, and Care
Authors: Baker David 
Published: August 2023

Abstract
This chapter reflects on care in the lifelong musical engagement of disabled people. It outlines disability causes, categories, benchmarks, and how commonplace terms frame disabled people’s care. The chapter subsequently describes three disability models. It explores how ideas and beliefs embedded within these models shape people’s thinking on caring by giving examples from the author’s research on blind and partially sighted musicians. The chapter also considers the viability of caring for disabled musicians and music learners as accessible and socially inclusive practice. Nel Noddings’s writings on “caring about” and reciprocity in the teaching relationship are then discussed. In conclusion, the author suggests that Virginia Hel’s “distributive justice” and, where feasible, exploring the “insider” perspective of disabled people might be a way to counter ableism, and policy and pedagogical practice that, otherwise, circumvent their potential agency.
Caring Through Dialogical Relations in Community Music Settings
Authors: Benjamins Laura 
Published: August 2023

Abstract
This chapter addresses the notion of “care” in relation to musical and pedagogical practices within community music settings. Using the Bakhtinian concept of dialogism, the chapter explores how facilitators might encourage musicians’ engagement in participative dialogue and encounter with Others through their practices. It further examines dialogism within a Christian church worship context as a particular case study, considering how one’s immediate actions may position the self in relation to an Other, while also noting the significance of the social field or “text” to which one’s acts contribute. This chapter concludes with considerations for other community music-making settings, suggesting the necessity of active processes of reflection and awareness from facilitators and pedagogues.
The Musical Circle of Care
Authors: Morelli Janelize 
Published: August 2023

Abstract
Community music facilitators working with underserved communities need to be aware of the impact of past and continued violence on the persons they are musicing alongside. Community music facilitators wishing to practice with this awareness need to employ a trauma-informed approach. The musical circle of care is a pedagogical framework synthesized over the last decade of community music practice. It draws on research in trauma-informed care, attachment theory, and reflexive community music practice to develop the theoretical foundation of this framework. The musical circle of care is a conceptual framework that may be used to reflect on or co-create caring musicing workshops. This framework creates the basis for caring musicing rituals by proposing five phases through which the facilitator and participants may move during the workshop.
(Re)Imagining Intersectionality
Authors: Thomas-Durrell Latasha 
Published: August 2023

Abstract
This chapter considers intersectionality as a holistic approach to teaching music. Embedding care with a philosophy of intersectionality may lead to student autonomy and self-actualization as each student gets the particular care that they need and students are accepted in their wholeness and uniqueness. That care is developed over time and from a co-created learning space through several components, including (a) embracing dissent, (b) fostering critical thinking and autonomy, (c) each person getting what they need, and (d) acceptance of the whole person.
Facilitating Trust and Connection Through Musical Presencing
Authors: Hendricks Karin S. , Finn Delaney A. K. , Freeze Cheryl M. , Kono Jessandra 
Published: August 2023

Abstract
Trust in other people is experiencing a generally downward trend; however, music-making can provide a unique space for the facilitation of collective and relational trust. This chapter describes seven facets of trust (vulnerability, confidence, benevolence, honesty, openness, reliability, competence) in the conflict transformation work of Dani Larkin, a Belfast-based singer-songwriter and peacebuilding activist. Five themes related to trust, music-making, and conflict transformation are addressed: (a) the multifaceted and dynamic nature of trust, (b) facilitating a multilayered space of presence to foster trusting connections through music, (c) vulnerability and agency, (d) competence as self-awareness, and (e) trust in the process of music-making. The chapter offers implications for community musicians, classroom teachers, and others working in conflict situations.
Using the Lens of Psychological Safety to Understand the Effects of Bullying Within the School-Based Music Ensemble Classroom
Authors: Rawlings Jared R. 
Published: August 2023

Abstract
Bullying occurs on children’s playgrounds and even inside the school building; however, what about the music ensemble classroom? Music education researchers report that youth enrolled in a music ensemble demonstrate prosocial behaviors that may dampen bullying victimization experiences. The purpose of this chapter is to present and discuss the effects of peer victimization and psychological safety as an approach to address matters of music classroom inclusivity. This research and the investigations outlined within this chapter indicate that youths selecting to participate in a music ensemble, as an example of their resilience and agency, may be a factor that buffers the effects of bullying traumatic events.
The Vulnerability in Being Heard
Authors: Schei Tiri Bergesen 
Published: August 2023

Abstract
Young students who have chosen voice as their instrument in Norwegian music high schools often experience what is at stake when they go onstage. Performing in front of an audience is a sudden reminder that all human beings are susceptible, vulnerable bodies and that our voice is not only an extremely important relational tool but also a musical instrument embedded in the person. In this chapter, the point of departure is the human voice and how establishing a “caring relationship” between music teacher and student may liberate the student from the entanglements of misplaced voice shame and defensive shame avoidance.
Student and Teacher Mental Health
Authors: Dirks Rachel L. 
Published: August 2023

Abstract
Since 2011, researchers have revealed dramatic increases in the reported prevalence of anxiety, depression, and suicidal thoughts and behaviors among school children, especially adolescents. These increases are due to a variety of external stressors including social media, impending negative climate changes, and the COVID-19 pandemic. This chapter explores how shifts in mental health impact both students and teachers in the music classroom. It also introduces the framework of AIR (awareness, inquiry, and response) and its capacity to serve as a tool to help students and teachers cope with mental health concerns. The importance of relational trust between students and teachers is discussed as a means to create classroom and school environments that support the health and mental wellbeing of all.
Trauma
Authors: Hibbard Shannan , Price Erin 
Published: August 2023

Abstract
Music teachers routinely work with students whose behavior is disruptive to music-learning. Students living with the lasting effects of trauma may act as if they are chronically unsafe in their bodies. A result of adverse conditions, adaptive behaviors are beyond students’ immediate control. Unsafe or surprising behaviors may trigger music teachers’ anger, blame, or punitive tendencies, which only exacerbate students’ stress responses. Even the desire to help can activate music teachers’ deficit and salvationist thinking, which keeps them from seeing students beyond their trauma. When classroom relationships are considered through a trauma lens, however, teachers can consider universal compassionate approaches that may end cycles of harm and create the possibility for students’ safety, musical expression, and even empowerment.
Caring Connection, Music Participation, and Quality of Life of Older Adults
Authors: Lehmberg Lisa J. , Fung C. Victor 
Published: August 2023

Abstract
Research shows that human needs vary according to stage of life. Older adulthood is accompanied by a wide range of physical, psychological, and social changes. These illuminate a unique set of needs, including the need for older adults to form caring connections with others, with their inner selves, with their own life histories, with the realities of the present, and for the future of their families, friends, and community members. In this chapter, we focus on music participation as an important path to caring connection that helps older adults achieve a high quality of life. Lifelong musical growth should be a goal for all ages. We offer implications for older adults, service providers, and music educators.
Conveying Pupil Access to Wellbeing Through Relational Care in Music Education
Authors: Holdhus Kari 
Published: August 2023

Abstract
This chapter makes the claim that helping schoolchildren relate to music is an act of care. It especially points out the importance of contributing to pupils’ establishment of “musical asylums” of one’s own. By linking liminal aesthetic rooms to issues of social responsibility and education, it poses the question: How can, and why do, music teachers nurture musical processes and enhance pupils’ musical experiences with care? The multifaceted, theoretical answer comprises pedagogical stances of relational and reciprocal equity; acceptance of teacher vulnerability; the concept of “eudaimonia” (understood as wellbeing through citizenship); and a view on the facilitation of aesthetic, pedagogic transitional rooms as deeply connected with care.