Stereotypic Movements and Music Therapy

1987 ◽  
Vol 1 (2) ◽  
pp. 11-16 ◽  
Author(s):  
Martin Schulz
Keyword(s):  
Music Therapy ◽  
Personal Experience ◽  
Practical Experience ◽  
Therapeutic Approaches ◽  
Educational Approach ◽  
Therapeutic Work

Three main objectives are pursued with this study. The first is to summarise some current ideas about the origin and nature of stereotypic movements. The second is to present some music-therapeutic approaches to the phenomenon: different examples with a behaviouristic background are given; an educational approach is touched on; and Nordoff-Robbins' work is represented with a practical example. Thirdly, I discuss a case from my personal experience. My practical experience with stereotypies in music therapy was at the time of writing limited to one child. I am grateful to her for encouraging me to take some steps into a world that is, at first sight, quite bizarre and not very attractive, but one that holds some valuable possibilities for music therapeutic work.

Aesthetic Music Therapy

2015 ◽  
Author(s):  
Colin Andrew Lee
Keyword(s):  
Music Therapy ◽  
Therapeutic Work ◽  
The Arts ◽  
Musical Cultures ◽  
The World ◽  
Medicine Community ◽  
Theoretical Reflection

This chapter provides an overview of a music-centered model of music therapy entitled Aesthetic Music Therapy (AeMT). AeMT was developed over many years of practice and theoretical reflection not only as a music-centered approach to therapeutic work, but also as a way to consider the myriad means by which humans experience the world of self and others. By placing AeMT within the framework of other present-day music therapy models, the need for music-centered thinking to be considered equal to those of medicine, community, and psychotherapy is endorsed. By expanding our knowledge and use of diverse musical cultures, music therapy will remain at the forefront of contemporary theories in both the field of health and the arts.

scholarly journals Choosing the Right Interpreter: Reflections on My Experience

2015 ◽  
Vol 15 (2) ◽  
Author(s):  
Melody Schwantes
Keyword(s):  
Music Therapy ◽  
Personal Experience ◽  
Music Therapists ◽  
The Right

Music therapists are now frequently working outside of their own cultures with individuals who may speak a different language from them. While music can be one vehicle of connecting and communicating with clients, oftentimes an interpreter is still necessary. This article presents an overview of my personal experience working with interpreters in various settings. Benefits and challenges of working with an interpreter are discussed as well as recommendations for working with interpreters. It is hoped that this article will create a dialogue among the Voices community about working with interpreters in the music therapy setting.Keywords: music therapy, interpreter, relationships

Richard of St. Victor: An Early Scottish Theologian?

1958 ◽  
Vol 11 (1) ◽  
pp. 37-52
Author(s):  
G. S. M. Walker
Keyword(s):  
Personal Experience ◽  
Human Heart ◽  
Practical Experience ◽  
Song Of Songs ◽  
The Other ◽  
Proper Place ◽  
Peter Abelard ◽  
The Will ◽  
Reason And Faith ◽  
The One

The twelfth century witnessed a memorable conflict between rationalism and authority, in the persons of Peter Abelard and Bernard of Clairvaux. It is, of course, erroneous to exaggerate these two extremes; by the one, reason was ultimately accepted as the servant of personal faith, and by the other, authority was founded on a basis of mystical devotion. None the less it remains true that both, in different directions, were guilty of the same dangerous tendency, that of abstracting one element from the wholeness of human personality, and of confining religion to the sphere of that one element; Abelard was too exclusively concerned with matters of the intellect, while Bernard directed an almost equally exclusive attention to the will; and the factor neglected and suppressed by both, which breaks through in Bernard's Sermons on the Song of Songs, and overwhelms Abelard in his affair with Heloise—the factor of emotion, of personal experience, of the deep springs of affection in the human heart—it was this forgotten factor which another school of theologians had the distinction of restoring to its proper place. The great Victorines took a saner and more balanced view of human nature. They studied man in his totality, and were willing to derive or at least expound their doctrine on the level of practical experience. They occupied a mediating position from which, with exaggerating either, they could give due weight to the claims of both reason and faith.

scholarly journals Personal Experienced: An Exploration of Better Life Education Based on Goal Orientation

2021 ◽  
Vol 10 (S1) ◽  
pp. 11
Author(s):  
Fengmei Cao
Keyword(s):  
Goal Orientation ◽  
Personal Experience ◽  
Life Experiences ◽  
Practical Experience ◽  
Learning Ability ◽  
Direct Perception ◽  
Healthy Life ◽  
Experience Education ◽  
Life Education ◽  
Scientific Life

Mr. Xingzhi Tao once presented that the life we are experiencing is the education we received. To live a healthy life is to get a healthy education and to live a scientific life is to get a scientific education. The core concept is to experience education personally through life experiences. As mentioned in the Guide that children's learning ability should be improved through personal experience, direct perception, and practical exploration, which shows the importance of personal experience in life education. On the basis of goal-oriented exploration, this article conducted a research on children's personal life and education experiences, which focusing on children's real needs, considering the learners, establishing reasonable expectations of children's development, providing various development opportunities in life. And then support children to experience, perceive, manipulate, express, and perform, so as to promote them to make progress in reflections throughout the practical experience.

scholarly journals Health Professions Students’ Knowledge of and Attitude toward Complementary and Alternative Medicine

2021 ◽  
Vol 7 (3) ◽  
pp. 1-7
Author(s):  
Peter R Reuter ◽  
Keyword(s):  
Music Therapy ◽  
Alternative Medicine ◽  
Personal Experience ◽  
Positive Attitude ◽  
Massage Therapy ◽  
Health Professions ◽  
Chiropractic Care ◽  
Average Score ◽  
Five Practices ◽  
Yoga Meditation

Respondents reported an overall positive attitude toward and interest in CAM. Ninety percent had heard of and three-quarters reported previous experience with CAM practices. Respondents alluded to personal experience but also to knowledge gained about CAM in classes and clinical assignments. Acupuncture, yoga, massage therapy, meditation, cupping, aromatherapy, and chiropractic care were the CAM practices most respondents had heard about; yoga, meditation, massage therapy, aromatherapy, and chiropractic care were the CAM practices most respondents reported personal experience with. The top five practices students planned on making part of their career were yoga, meditation, massage therapy, diet-based therapy, and music therapy. Graduating health professions students had a more positive attitude toward CAM than pre-health professions students. They also had a higher average score for their interest in learning about CAM practices. Three-quarters of respondents planned on making CAM part of their career.

scholarly journals How does my training as an applied behavioural analysis practitioner influence my development as a Music Therapy student?

2021 ◽  
Author(s):  
◽  
Anthony Manere
Keyword(s):  
Content Analysis ◽  
Music Therapy ◽  
Current Practice ◽  
Research Question ◽  
Secondary Analysis ◽  
Theoretical Spectrum ◽  
Therapeutic Approaches ◽  
Intermediate School ◽  
Behavioural Analysis ◽  
The Impact

<p><b>The current study is attempting to answer the research question “the impact my previous ABA training may have on my current practice as a must therapy student?”. The goal of this study is to gain insight on my own clinical practice in order to develop a more well-rounded therapeutic approach. I used a secondary analysis of session notes from my student music therapy placement at an intermediate school. A deductive content analysis was used to explore data within separate categories underpinning either humanistic or behavioural approaches. The data collected into these categories was qualitatively considered to create themes and to support how behavioural methods manifest in my current practice. The study assumes that a behavioural way of thinking is already present in my practice and seeks to investigate how has also manifested in my professional identity. The study acknowledges that although the field of music therapy can take on a variety of different therapeutic approaches, the training that I have received at Victoria University of Wellington has a largely humanist emphasis.</b></p> <p>Overall, the study found that the use of either behavioural or humanistic approaches are situationally dependent on the client, activity, or therapeutic goal. In both goal setting, and musical choice, there was a spectrum of attitudes falling between the theories while other methods such as therapeutic relationship or prompting held a unique perspective falling into one or the other. I feel that the use of dual methodologies in my practice compliment the limitations and advantages that each approach may present. As these approaches both fall on opposite ends of the “theoretical spectrum”, they pair to create a middleground between a holistic, client-centered practice, and a tightly structured, goal-oriented practice. </p> <p>KEYWORDS:Music therapy, behaviourism, humanism, principles, content analysis, secondary analysis, deductive, qualitative</p>

Unchained Melody

2016 ◽  
pp. 934-962
Author(s):  
June Boyce-Tillman
Keyword(s):  
Therapeutic Approaches ◽  
Contemporary Culture ◽  
Notation System ◽  
Therapeutic Work ◽  
Therapeutic Uses ◽  
Cultural Developments

This chapter explores therapeutic approaches to singing with regard to personal and cultural developments, and includes several diverse strands of musicking: creating, composing, performing, and listening. The chapter explores this topic through the lens of contemporary culture and research, and gives a special emphasis to orate singing traditions—those which do not use a written notation system. By revaluing thesetraditions, possibilities for therapeutic uses of singing have been liberated. The author’s work has demonstrated that singing has the ability to strengthen people physically and emotionally. It also indicates that therapeutic work (in this case, singing) must bring individuals and communities together in order to provide healing at the deepest level.

scholarly journals Biographical Narratives in Teaching: a Study of Professors on Postgraduate Courses

2015 ◽  
Vol 5 (1) ◽  
pp. 12
Author(s):  
Ana Maria Costa Silva ◽  
Miriam Aparício
Keyword(s):  
Professional Identity ◽  
Cognitive Processes ◽  
Personal Experience ◽  
Adult Learning Theory ◽  
Practical Experience ◽  
Relevant Role ◽  
Core Issue ◽  
Complex Construction ◽  
Different Levels ◽  
Identification Strategy

Literature and research have shown that professional development constitutes an essential dimension in constructing both work and professional identity. An important aspect in such development is training. In the field of adult education, different authors (Pratt, 1993; Mezirow, 1985; Schön, 1996; Silva, 2007) emphasize the importance of placing trainees at the center of the learning and cognitive processes and within their corresponding social and historical contexts. Training is supported by a comprehensive adult learning theory. Therefore, the acquired knowledge is not only the result of an external and objective reality but also of a complex construction in which the appropriation of experience plays a relevant role. This paper reveals the findings obtained through biographical narratives in a five-year work program with teachers at different levels (from pre-school to higher education) on postgraduate courses. The core issue is the importance of biographical narratives, as an identification strategy for personal experience, knowledge construction and professional identity. This strategy provided the opportunity for recognition of practical experience, as a provider of learning, as well as his/her own authorship, which are important conditions in the understanding of professional identity.

scholarly journals How do I Perceive the Silences in my one-to-one Music Therapy Sessions

2021 ◽  
Author(s):  
◽  
Theodore Sekeris
Keyword(s):  
High School ◽  
Music Therapy ◽  
Thematic Analysis ◽  
Personal Experience ◽  
Research Process ◽  
Research Literature ◽  
Usual Practice ◽  
Ethnographic Approach ◽  
Therapy Room ◽  
Therapy Sessions

<p>Music therapy research is predominantly focused on the sounds and words that occur in sessions. The role and place of silence within usual practice is not so well covered in research literature. In this research, I used an auto-ethnographic approach and thematic analysis to try and understand how I perceive the silences in my own individual music therapy sessions with learners at a high school. This approach allowed me to connect with my own personal experience with silence, as it is a highly subjective and context dependent phenomena and tool. I perceived silence in nine major themes. Findings suggest I tend to ‘observe’ the learners when silences occur, for a variety of reasons, and this seems to contrast with my previous understanding of my therapeutic approach. Specifically, I found that I am more behaviourally focussed than I realised before I began my research journey, particularly in the way that I write and recall events in the therapy room. The research process enabled me to find out more about my personal relationship with silence, and to some degree a personal truth about myself.</p>

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