scholarly journals ”Everything Changed When I Got Those Drums”: A Collaborative Case Reflection

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Rebecca Fairchild ◽  
Malakai Mraz
Keyword(s):  
Music Therapy ◽  
Family Violence ◽  
Growth And Development ◽  
Short Term ◽  
Collaborative Process ◽  
Music Therapist ◽  
The Family ◽  
Personal Reflections

Children accompanying their families through the family violence system are often described through the lens of risk. In contrast, there are minimal narratives that describe the interplay between how children’s existing resources can be enriched through engagement in therapeutic programs. This article describes a collaborative case reflection exploring the experiences and actions of a music therapist (Rebecca Fairchild) and an 11-year-old boy (‘Malakai Mraz’) who was accompanying his mother through the family violence system. Following involvement in short term music therapy, Malakai expressed how receiving a drum machine and learning to play the drums had changed his life. We decided to collaborate in writing this article together to describe our personal reflections about the various stages of our engagement in music therapy together and to explore the range of conditions and resources at play that contributed to Malakai’s growth and development. We will also share a song that was written as part of the collaborative process as a way of providing an arts-based and child-centred representation of our experiences. Critical considerations for writing collaboratively in this way with participants in therapeutic programs will also be discussed.

scholarly journals How did I as a student music therapist, use songwriting techniques to facilitate self-expression with adolescents in a mental health school setting?

2021 ◽  
Author(s):  
◽  
Emma Johnson
Keyword(s):  
Mental Health ◽  
Music Therapy ◽  
School Setting ◽  
Secondary Analysis ◽  
Health Issues ◽  
Short Term ◽  
Music Therapist ◽  
Clinical Notes ◽  
Therapy Sessions

<p>The purpose of this research was to understand how a student music therapist was able to facilitate self-expression using specific songwriting techniques, during long term and short term, group and individual music therapy sessions. Long term is considered a four-month period of weekly sessions, and short term is considered a single session. This research took place at an educational facility where I was working with adolescents with various mental health issues. In this exegesis, I discuss the various definitions of self-expressions as defined in literature, and consider the ways this relates to songwriting methods chosen and applied during therapy. A qualitative method of research was used, using secondary analysis of data collected from five months of Music Therapy practice. Thematic analysis was applied to clinical notes from sessions, student review statements and personal reflective practitioner journal. I was guided by music therapy literature discussing songwriting that I had been drawing on for the benefit of my practice. My analysis revealed that I developed specifically tailored methods and techniques for individuals and groups, which would begin with how they would like to approach their songwriting. I also found, that alongside more well documented techniques such as lyric writing and composition, improvisation and song planning were of high value to my practice and therefore were included as therapeutic songwriting techniques in my findings.</p>

An Investigation into Short-Term Music Therapy with Mothers and Young Children

2003 ◽  
Vol 17 (1) ◽  
pp. 26-45 ◽  
Author(s):  
Amelia Oldfield ◽  
Malcolm Adams ◽  
Lucy Bunce
Keyword(s):  
Young Children ◽  
Music Therapy ◽  
Nursery School ◽  
Therapy Session ◽  
Control Group ◽  
Clinical Group ◽  
Short Term ◽  
Music Therapist ◽  
Children And Parents ◽  
Group Music Therapy

This paper describes an outcome investigation into two clinical groups of mothers and young children receiving short-term music therapy. The first group was a closed group of mothers and toddlers receiving six-weekly music therapy sessions. The second group was an ongoing group of parents and babies receiving one music therapy session followed by a discussion of videotaped excerpts of this music therapy session a week later. As a point of comparison, a group of children and parents attending a local nursery school receiving six-weekly music sessions run by a music therapist was also investigated. Video analyses, audio analyses and parent's questionnaires were used to measure results. Comparing information collated from the questionnaires to results of the video analyses revealed that parents attending the clinical group viewed their children's behaviours in a less positive light than control group parents. The article is written from the music therapist's viewpoint. This group music therapy work is described and reflected upon in a more qualitative way in a previous article entitled ‘“Mummy can play too…” Short-term music therapy with mothers and young children’ published two years ago in the BJMT.

scholarly journals Personal Reflections on working as a Music Therapist, Music Therapy Groups and Music Making

2012 ◽  
Vol 12 (2) ◽  
Author(s):  
Becky White
Keyword(s):  
Music Therapy ◽  
Video Coding ◽  
Group Work ◽  
Clinical Work ◽  
Musical Life ◽  
Music Therapist ◽  
Musical Development ◽  
Music Making ◽  
Personal Reflections

This paper explores how studying clinical work can be a rich experience and lead to personal and musical development. In this paper I describe completing a master’s project on group work for children who have autism. This paper describes how analysing a group in detail (using music and video coding analysis) and reading  literature on music therapy and group work, led to a personal prompting to reflect on my own musical experiences and identity and to develop more as a musician. It explores how the roles of music therapist, student and musician can influence each other an be blurred together, and how I experienced cross-over in my personal and musical life.  

scholarly journals “It’s Not What’s Done, But Why It’s Done”

2020 ◽  
Vol 20 (3) ◽  
pp. 19
Author(s):  
Beth Pickard ◽  
Grace Thompson ◽  
Maren Metell ◽  
Efrat Roginsky ◽  
Cochavit Elefant
Keyword(s):  
Music Therapy ◽  
Social Model ◽  
Disability Rights ◽  
Political Movement ◽  
Music Therapists ◽  
Social Model Of Disability ◽  
Music Therapist ◽  
Beliefs And Values ◽  
The Social ◽  
Personal Reflections

This position paper offers our personal reflections as five music therapists from varying social and international contexts attempting to understand and engage with the theory, politics and implications of the Neurodiversity Movement. We begin by positioning our views on the importance of the therapist’s intentionality when working with individuals for whom this social, cultural and political movement may represent central beliefs and values. The evolution of the Neurodiversity Movement is discussed, growing from the social model of disability and Disability Rights Movements to present a challenge to the dominant, medicalised model of disability. Throughout the paper, we invite critical debate around the role, position and attitude of the music therapist when working with neurodivergent participants, taking the powerful words of Autistic author and activist, Penni Winter, as our provocation. Finally, we offer our interpretation of key concepts and dimensions of this discourse, before sharing examples of how we might apply these understandings to tangible tenets of music therapy practice in different contexts through a series of brief composite case stories. Through critical reflection and discussion, we attempt to draw together the threads of these diverse narratives to challenge a normocentric position, and conclude by posing further questions for the reader and the wider music therapy profession.

scholarly journals Short-term Music Therapy for Families With Preterm Infants: A Randomized Trial

PEDIATRICS ◽  
2022 ◽  
Author(s):  
Tora Söderström Gaden ◽  
Claire Ghetti ◽  
Ingrid Kvestad ◽  
Łucja Bieleninik ◽  
Andreas Størksen Stordal ◽  
...  
Keyword(s):  
Music Therapy ◽  
Maternal Depression ◽  
Premature Infants ◽  
Controlled Trial ◽  
Depression Scale ◽  
Parental Anxiety ◽  
Short Term ◽  
Mixed Effect ◽  
Music Therapist ◽  
Secondary Outcomes

OBJECTIVES: To evaluate short-term effects of music therapy (MT) for premature infants and their caregivers on mother-infant bonding, parental anxiety, and maternal depression. METHODS: Parallel, pragmatic, randomized controlled-trial conducted in 7 level III NICUs and 1 level IV NICU in 5 countries enrolling premature infants (&lt;35 weeks gestational age at birth) and their parents. MT included 3 sessions per week with parent-led, infant-directed singing supported by a music therapist. Primary outcome was mother-infant bonding as measured by the Postpartum Bonding Questionnaire (PBQ) at discharge from NICU. Secondary outcomes were parents’ symptoms of anxiety measured by General Anxiety Disorder-7 (GAD-7) and maternal depression measured by Edinburgh Postpartum Depression Scale (EPDS). Group differences at the assessment timepoint of discharge from hospital were tested by linear mixed effect models (ANCOVA). RESULTS: From August 2018 to April 2020, 213 families were enrolled in the study, of whom 108 were randomly assigned to standard care and 105 to MT. Of the participants, 208 of 213 (98%) completed treatment and assessments. Participants in the MT group received a mean (SD) of 10 sessions (5.95), and 87 of 105 participants (83%) received the minimum of 6 sessions. The estimated group effect (95% confidence interval) for PBQ was −0.61 (−1.82 to 0.59). No significant differences between groups were found (P = .32). No significant effects for secondary outcomes or subgroups were found. CONCLUSIONS: Parent-led, infant-directed singing supported by a music therapist resulted in no significant differences between groups in mother-infant bonding, parental anxiety, or maternal depression at discharge.

scholarly journals Using reflexive tools for coping and bringing closure in pediatric palliative care: A music therapist’s story of working with a terminally ill child.

2011 ◽  
Vol 11 (3) ◽  
Author(s):  
Maeve Rigney
Keyword(s):  
Palliative Care ◽  
Music Therapy ◽  
Coping Skills ◽  
Terminally Ill ◽  
Young Girl ◽  
Pediatric Palliative Care ◽  
Terminal Cancer ◽  
Music Therapist ◽  
Her Family ◽  
Personal Reflections

 This paper outlines the therapeutic journey of a newly qualified music therapist and a young girl with terminal cancer. As well as describing the clinical sessions with this young girl and her family, it includes personal reflections from the journal of the therapist, used as a method of self-review and clarification of thoughts and feelings following each session. The aim of this paper is to narrate the music therapy journey with Tina * from the music therapist's perspective, and to share my thoughts and feelings on coping while working with terminally ill children. In addition to outlining the significance of using reflexive tools for this type of work as a way to improve coping skills and to work more effectively when the future with your client is uncertain, I hope to encourage further others to share their work in pediatric palliative care. 

scholarly journals How did I as a student music therapist, use songwriting techniques to facilitate self-expression with adolescents in a mental health school setting?

2021 ◽  
Author(s):  
◽  
Emma Johnson
Keyword(s):  
Mental Health ◽  
Music Therapy ◽  
School Setting ◽  
Secondary Analysis ◽  
Health Issues ◽  
Short Term ◽  
Music Therapist ◽  
Clinical Notes ◽  
Therapy Sessions

<p>The purpose of this research was to understand how a student music therapist was able to facilitate self-expression using specific songwriting techniques, during long term and short term, group and individual music therapy sessions. Long term is considered a four-month period of weekly sessions, and short term is considered a single session. This research took place at an educational facility where I was working with adolescents with various mental health issues. In this exegesis, I discuss the various definitions of self-expressions as defined in literature, and consider the ways this relates to songwriting methods chosen and applied during therapy. A qualitative method of research was used, using secondary analysis of data collected from five months of Music Therapy practice. Thematic analysis was applied to clinical notes from sessions, student review statements and personal reflective practitioner journal. I was guided by music therapy literature discussing songwriting that I had been drawing on for the benefit of my practice. My analysis revealed that I developed specifically tailored methods and techniques for individuals and groups, which would begin with how they would like to approach their songwriting. I also found, that alongside more well documented techniques such as lyric writing and composition, improvisation and song planning were of high value to my practice and therefore were included as therapeutic songwriting techniques in my findings.</p>

Considerations of Development Issues in Choosing Interventions for Resistance in Music Therapy

1994 ◽  
Vol 8 (1) ◽  
pp. 5-6 ◽  
Author(s):  
Janice M. Dvorkin
Keyword(s):  
Music Therapy ◽  
Music Therapist ◽  
Primary Object ◽  
Object Experience

It is the focus of this paper to look at the idea of resistance as providing information on the primary object experience. Using this information, the music therapist needs to assess his or her role in playing music during the session, in the same way that he or she assesses verbal interventions.

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