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Researchers have found that many post-secondary music students suffer from physical and mental health issues. However, researchers have mainly studied these problems at the individual level, with little investigation of how music students' work is shaped by the coordinating effects of policies, texts, and discourses at and beyond their local site. This paper describes a protocol for an international project that will explore the health of music students in the context of their daily work. Using an institutional ethnography approach, we will examine the social organization of music students' work at three universities: two in Canada and one in Australia. This will be the first set of studies that use institutional ethnography specifically for the purpose of understanding how the social organization of music students' work shapes their health. Data will be collected using several methods common to institutional ethnography: interviews, focus groups, observations, and collecting texts. Data analysis will begin during the data collection process and proceed in two fluid stages. The first stage will involve a detailed investigation of the pertinent work activities at each music school. The second will involve linking that work to specific social relations within and beyond the institution. After data analysis has been completed at all three sites, findings will be compared to one another to identify commonalities and differences in how students' work is organized. Findings of the entire project may inform policy-making and lead to positive change at the institutions studied, as well as others where similar social organization may occur. The novel approach described here will provide opportunities to expand current knowledge about music students' work and health beyond what has been learned through approaches that focus on students' individual behaviours and attributes. [ABSTRACT FROM AUTHOR]

HaCohen et al. (2018) identified three types of narratives that emerge in the context of integrating a difficult event into one's life story. We use their identification while focusing on the quality of emotional involvement evidenced in texts, and combining it with an abstract-content text analysis. This allows us to quantify emotional engagement in Expressive Writing (EW) texts. We analyze personal-experience narratives produced in EW, and examine whether good EW outcome cases (in terms of well-being improvement) would be characterized with different types of narratives than poor outcome cases. Results show that texts produced by good outcome cases presented more emotional involvement than poor cases. Furthermore, good cases presented with a more complex and well-integrated narrative of their story than poor cases. It is suggested that good outcome participants' writings are more emotionally involved, integrated and personal. Our findings emphasize the importance of context-sensitive and function-oriented accounts of EW texts. [ABSTRACT FROM AUTHOR]