COMPARISON OF THE MUSIC THERAPY CODING SCHEME WITH THE MUSIC THERAPY CHECKLIST

2007 ◽  
Vol 101 (7) ◽  
pp. 875
Author(s):  
A. RAGLI
Keyword(s):  
Music Therapy ◽  
Coding Scheme

A Coding Scheme for the Evaluation of the Relationship in Music Therapy Sessions

2006 ◽  
Vol 99 (1) ◽  
pp. 85-90 ◽  
Author(s):  
A. Raglio ◽  
D. Traficante ◽  
O. Oasi
Keyword(s):  
Music Therapy ◽  
Coding Scheme ◽  
The Relationship ◽  
Therapy Sessions

Comparison of the Music Therapy Coding Scheme with the Music Therapy Checklist

2007 ◽  
Vol 101 (3) ◽  
pp. 875-880 ◽  
Author(s):  
A. Raglio ◽  
D. Traficante ◽  
O. Oasi
Keyword(s):  
Data Processing ◽  
Music Therapy ◽  
Therapeutic Process ◽  
Music Therapists ◽  
Coding Scheme ◽  
Recording Method ◽  
Different Types ◽  
Main Factors ◽  
Musical Interaction

The Music Therapy Checklist is useful for music therapists to monitor and evaluate the music therapeutic process. A list of different types of behaviors were selected based on results derived from applying the Music Therapy Coding Scheme. The use of a checklist to code the events with a recording method based on 1-min. intervals allows observation without data-processing systems and drastically reduces coding time. At the same time, the checklist tags the main factors in musical interaction.

A constant key length coding scheme for linear quadtrees

1996 ◽  
Vol 10 (2) ◽  
pp. 205-218
Author(s):  
Henry Ker-Chang Chang ◽  
Chung-Yu Liou
Keyword(s):  
Coding Scheme ◽  
Key Length

The Evolution of Music Therapy

2015 ◽  
Vol 26 (4) ◽  
pp. 207-221
Author(s):  
Wolfgang Mastnak
Keyword(s):  
Music Therapy ◽  
Evidence Based Medicine ◽  
Wide Spectrum ◽  
Evidence Based ◽  
Modern Music ◽  
Guided Imagery And Music ◽  
Theoretical Perspectives ◽  
International Importance ◽  
Evolution Of Music ◽  
Based Medicine

Abstract. Five overlapping eras or stages can be distinguished in the evolution of music therapy. The first one refers to the historical roots and ethnological sources that have influenced modern meta-theoretical perspectives and practices. The next stage marks the heterogeneous origins of modern music therapy in the 20th century that mirror psychological positions and novel clinical ideas about the healing power of music. The subsequent heyday of music therapeutic models and schools of thought yielded an enormous variety of concepts and methods such as Nordoff–Robbins music therapy, Orff music therapy, analytic music therapy, regulatory music therapy, guided imagery and music, sound work, etc. As music therapy gained in international importance, clinical applications required research on its therapeutic efficacy. According to standards of evidence-based medicine and with regard to clearly defined diagnoses, research on music therapeutic practice was the core of the fourth stage of evolution. The current stage is characterized by the emerging epistemological dissatisfaction with the paradigmatic reductionism of evidence-based medicine and by the strong will to discover the true healing nature of music. This trend has given birth to a wide spectrum of interdisciplinary hermeneutics for novel foundations of music therapy. Epigenetics, neuroplasticity, regulatory and chronobiological sciences, quantum physical philosophies, universal harmonies, spiritual and religious views, and the cultural anthropological phenomenon of esthetics and creativity have become guiding principles. This article should not be regarded as a historical treatise but rather as an attempt to identify theoretical landmarks in the evolution of modern music therapy and to elucidate the evolution of its spirit.

Emotional Experiences of Students in the Classroom

2010 ◽  
Vol 15 (2) ◽  
pp. 142-151 ◽  
Author(s):  
Wondimu Ahmed ◽  
Greetje van der Werf ◽  
Alexander Minnaert
Keyword(s):  
Heart Rate ◽  
Emotional Response ◽  
Task Difficulty ◽  
Physiological Reactivity ◽  
Emotional Experiences ◽  
Heart Rate Monitoring ◽  
Coding Scheme ◽  
Stimulated Recall ◽  
Response Systems ◽  
The Relationship

In this article, we report on a multimethod qualitative study designed to explore the emotional experiences of students in the classroom setting. The purpose of the study was threefold: (1) to explore the correspondence among nonverbal expressions, subjective feelings, and physiological reactivity (heart rate changes) of students’ emotions in the classroom; (2) to examine the relationship between students’ emotions and their competence and value appraisals; and (3) to determine whether task difficulty matters in emotional experiences. We used multiple methods (nonverbal coding scheme, video stimulated recall interview, and heart rate monitoring) to acquire data on emotional experiences of six grade 7 students. Concurrent correspondence analyses of the emotional indices revealed that coherence between emotional response systems, although apparent, is not conclusive. The relationship between appraisals and emotions was evident, but the effect of task difficulty appears to be minimal.

Music therapy for dementia: A documental analysis

2008 ◽  
Author(s):  
J. Garcia-Sevilla ◽  
M. Penaranda-Ortega ◽  
E. Quinones-Vidal
Keyword(s):  
Music Therapy
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