scholarly journals How do music therapists use songwriting techniques and processes to facilitate self-expression with people who have eating disorders?

2021 ◽  
Author(s):  
Eliza Pickard
Keyword(s):  
Eating Disorders ◽  
Music Therapy ◽  
Exploratory Research ◽  
Music Therapists ◽  
Clinical Notes ◽  
Safe Environment ◽  
Letting Go ◽  
Data Source ◽  
Therapeutic Context ◽  
Interpretative Approach

<p>This qualitative research explored how music therapists use songwriting to facilitate self-expression with people who have eating disorders. I employed an interpretative approach using an exploratory research method. It involved being reflexive within my songwriting processes to gain a deeper understanding of personal self-expression to inform my music therapy practice as a student. The main data source was based on literature accompanied by a personal journal and some clinical notes. An analysis of data was applied using thematic analysis to develop themes and produce findings. The findings suggested that by utilising songwriting techniques, music therapists can help people who have eating disorders developtheir identity, create a safe environment for people to express themselves, and provide opportunities for letting go of control. This project helped me to develop my songwriting and reflexive skills in a therapeutic context and to facilitate groups with people who have eating disorders. It also helped me to gain a more in-depth understanding of the various songwriting techniques and processes that music therapists use to facilitate self-expression in the context of eating disorders.</p>

scholarly journals How do music therapists use songwriting techniques and processes to facilitate self-expression with people who have eating disorders?

2021 ◽  
Author(s):  
◽  
Eliza Pickard
Keyword(s):  
Eating Disorders ◽  
Music Therapy ◽  
Exploratory Research ◽  
Music Therapists ◽  
Clinical Notes ◽  
Safe Environment ◽  
Letting Go ◽  
Data Source ◽  
Therapeutic Context ◽  
Interpretative Approach

<p>This qualitative research explored how music therapists use songwriting to facilitate self-expression with people who have eating disorders. I employed an interpretative approach using an exploratory research method. It involved being reflexive within my songwriting processes to gain a deeper understanding of personal self-expression to inform my music therapy practice as a student. The main data source was based on literature accompanied by a personal journal and some clinical notes. An analysis of data was applied using thematic analysis to develop themes and produce findings. The findings suggested that by utilising songwriting techniques, music therapists can help people who have eating disorders developtheir identity, create a safe environment for people to express themselves, and provide opportunities for letting go of control. This project helped me to develop my songwriting and reflexive skills in a therapeutic context and to facilitate groups with people who have eating disorders. It also helped me to gain a more in-depth understanding of the various songwriting techniques and processes that music therapists use to facilitate self-expression in the context of eating disorders.</p>

scholarly journals Gestalt-Musicoterapia: Ampliando o Campo

2020 ◽  
Vol 26 (1) ◽  
pp. 53-62
Author(s):  
Lázaro Castro Silva NASCIMENTO
Keyword(s):  
Music Therapy ◽  
Gestalt Therapy ◽  
Exploratory Research ◽  
Specific Training ◽  
Music Therapists ◽  
Arts And Health ◽  
Bibliographical Survey

Music Therapy is an autonomous and hybrid area arising from the relation between the knowledge and the practices of arts and health fields. Because of this hybridism, it bases some of its knowledge on other disciplines and other practices such as psychotherapies and, amongst them, Gestalt therapy. The research aims to investigate relations between Music therapy and Gestalt Therapy in order to reflect about a Gestalt Music Therapy. It is an exploratory research, developed as a systematic and unsystematic bibliographical survey, as well as with theoretical and political propositions. The literature shows that although there are works in this direction, the proposal of a Gestalt Music Therapy is still little explored, especially in Brazil, and it seems that there is still little opening for professionals Music therapists to seek specific training in Gestalt therapy.

Music Therapy with People Who Have Eating Disorders

2015 ◽  
Author(s):  
Helen Loth
Keyword(s):  
Eating Disorders ◽  
Body Weight ◽  
Eating Disorder ◽  
Food Intake ◽  
Music Therapy ◽  
Significant Role ◽  
The Body ◽  
Music Therapists ◽  
Psychological Issues ◽  
And Control

This chapter gives an overview of approaches, theoretical ideas, and techniques which music therapists have developed to work with adults and older teenagers who have eating disorders. Eating disorders are complex psychological disorders; the restriction of food intake and control of body weight serve to meet a psychological or emotional need. Music therapy can help people to explore and understand the psychological issues that may have led them to using eating as a way of controlling their feelings and emotions. Methods such as free and structured improvisation, songwriting and listening to pre-composed music can be used to help clients to address specific aspects of eating disorder pathology, such as being able to recognise and tolerate their feelings, connect with others, and make links between thoughts, feelings, and the body. Music therapy can have a significant role within the overall treatment of a person with an eating disorder.

scholarly journals Music therapy for supporting communication development for young children with complex needs in a specialist conductive education service

2021 ◽  
Author(s):  
Qiaoling Liang
Keyword(s):  
Young Children ◽  
Language Development ◽  
Music Therapy ◽  
Exploratory Research ◽  
Analysis Method ◽  
Speech And Language ◽  
Music Therapists ◽  
Complex Needs ◽  
Communication Development ◽  
Speech And Language Development

<p>This research aimed to explore the ways in which I, as a music therapy student, could benefit speech and language development with children with complex needs in an early childhood service. Communication is one of the most important parts of our lives. It helps us to connect and build a relationship with others, families, friends and so on. Speech-language development is a core part in music therapy of Communication development for young children which aim to help children to express their inner feelings, emotions; to improve children’s understanding communication and interpret information from other people (Perry, 2003; Knight & Rabon 2017). This is theoretical exploratory research which contains various data from music therapy literature, music therapy audiovisual recordings in public domains, and reflective notes from general experience on placement. This research used a thematic analysis method. The data was interpreted in an open inductive way, discovering ideas and combinations of codes without assumptions, and finding new ideas from the sources. The data analysis method followed the guidelines of Braun & Clarke in 2006 which included six steps in the process: 1) familiarizing with data, 2) generating initial codes, 3) searching for themes, 4) reviewing themes, 5) defining and naming themes and 6) providing a report. This research found there were three main themes in response to the question how do music therapists support speech and language for young children. The most important fundamental process was “Building trust and familiarity” between therapist and child; the secondary theme or process was “Moving up together” which involved musical collaboration and enjoyment. Throughout these processes therapists used “flexible musical skills”. This exploratory study also helped me as a student music therapist to better understand how to facilitate and support speech and language development in my placement in a specialist conductive education facility.</p>

scholarly journals The Violin in Music Therapy: How do I use the violin in music therapy with people who have intellectual disabilities or neurological conditions?

2021 ◽  
Author(s):  
◽  
Lucy Kelly
Keyword(s):  
Music Therapy ◽  
Therapeutic Potential ◽  
Secondary Analysis ◽  
Music Therapists ◽  
Music Therapist ◽  
Clinical Notes ◽  
Research Journal ◽  
Performance Techniques ◽  
Neurological Conditions ◽  
Primary Instrument

<p>In this research I explored my use of the violin in music therapy with people who have intellectual disability and neurological conditions. I am interested in this topic because the violin is my primary instrument and I wanted to learn more about its therapeutic potential. My research methodology was Secondary Analysis of Qualitative Data, and the data were my clinical notes and research journal. Findings were generated through thematic analysis of the data. Five themes emerged. Specifically, I found that the violin’s voice-like timbre was helpful in fostering connections and encouraging emotional and communicative expression. Similarly, the ability to physically share the instrument, and to play it while mobile, also fostered connections between me and my participants. Because of my expertise on the violin I was able to utilize a vast variety of performance techniques both with familiar music and within improvisations that elicited meaningful musical moments. My relationship with the violin has developed and changed throughout this process and the violin has become a part of my identity as a music therapist. I anticipate that findings will interest other music therapists, and perhaps encourage them to use alternative instruments within their practice.</p>

scholarly journals The Violin in Music Therapy: How do I use the violin in music therapy with people who have intellectual disabilities or neurological conditions?

2021 ◽  
Author(s):  
◽  
Lucy Kelly
Keyword(s):  
Music Therapy ◽  
Therapeutic Potential ◽  
Secondary Analysis ◽  
Music Therapists ◽  
Music Therapist ◽  
Clinical Notes ◽  
Research Journal ◽  
Performance Techniques ◽  
Neurological Conditions ◽  
Primary Instrument

<p>In this research I explored my use of the violin in music therapy with people who have intellectual disability and neurological conditions. I am interested in this topic because the violin is my primary instrument and I wanted to learn more about its therapeutic potential. My research methodology was Secondary Analysis of Qualitative Data, and the data were my clinical notes and research journal. Findings were generated through thematic analysis of the data. Five themes emerged. Specifically, I found that the violin’s voice-like timbre was helpful in fostering connections and encouraging emotional and communicative expression. Similarly, the ability to physically share the instrument, and to play it while mobile, also fostered connections between me and my participants. Because of my expertise on the violin I was able to utilize a vast variety of performance techniques both with familiar music and within improvisations that elicited meaningful musical moments. My relationship with the violin has developed and changed throughout this process and the violin has become a part of my identity as a music therapist. I anticipate that findings will interest other music therapists, and perhaps encourage them to use alternative instruments within their practice.</p>

scholarly journals Music therapy for supporting communication development for young children with complex needs in a specialist conductive education service

2021 ◽  
Author(s):  
Qiaoling Liang
Keyword(s):  
Young Children ◽  
Language Development ◽  
Music Therapy ◽  
Exploratory Research ◽  
Analysis Method ◽  
Speech And Language ◽  
Music Therapists ◽  
Complex Needs ◽  
Communication Development ◽  
Speech And Language Development

<p>This research aimed to explore the ways in which I, as a music therapy student, could benefit speech and language development with children with complex needs in an early childhood service. Communication is one of the most important parts of our lives. It helps us to connect and build a relationship with others, families, friends and so on. Speech-language development is a core part in music therapy of Communication development for young children which aim to help children to express their inner feelings, emotions; to improve children’s understanding communication and interpret information from other people (Perry, 2003; Knight & Rabon 2017). This is theoretical exploratory research which contains various data from music therapy literature, music therapy audiovisual recordings in public domains, and reflective notes from general experience on placement. This research used a thematic analysis method. The data was interpreted in an open inductive way, discovering ideas and combinations of codes without assumptions, and finding new ideas from the sources. The data analysis method followed the guidelines of Braun & Clarke in 2006 which included six steps in the process: 1) familiarizing with data, 2) generating initial codes, 3) searching for themes, 4) reviewing themes, 5) defining and naming themes and 6) providing a report. This research found there were three main themes in response to the question how do music therapists support speech and language for young children. The most important fundamental process was “Building trust and familiarity” between therapist and child; the secondary theme or process was “Moving up together” which involved musical collaboration and enjoyment. Throughout these processes therapists used “flexible musical skills”. This exploratory study also helped me as a student music therapist to better understand how to facilitate and support speech and language development in my placement in a specialist conductive education facility.</p>

scholarly journals How can I as a Māori music therapy student develop the use of taonga puoro in my practice to support client recovery in an inpatient mental health setting?

2021 ◽  
Author(s):  
◽  
Ruby Solly
Keyword(s):  
Mental Health ◽  
Action Research ◽  
Music Therapy ◽  
Secondary Analysis ◽  
Music Therapists ◽  
Personal Power ◽  
Clinical Notes ◽  
Indigenous Music ◽  
Kaupapa Māori ◽  
Mental Health Unit

<p>This research focuses on developing the use of taonga puoro as part of an individual's music therapy practice, within the context of an acute mental health unit. This was qualitative research guided by Kaupapa Māori Theory, using a self-reflective action research design of three cycles. Through the three action research cycles, themes were observed and developed within the secondary analysis of clinical notes and a reflective journal, with action plans created as a response. At the end of the three cycles, a model for using taonga puoro in music therapy, 'Nga Pou e Ono', was created by looking retrospectively at the cycles. This research acknowledges the importance of narrative, depth of tpic, acknowledgment of self-determination, spirituality, personal power, and the environment within taonga puoro based music therapy. This research has been inspired by the works of other Māori and Indigenous music therapists such as Dennis Kahui (2008), Nolan Hodgson (2014), and Carolyn Kenny (1989), as well as acknowledging the traditions of taonga puoro for healing within Māori society, and the revivalists whose mahi aroha helped to further embed taonga puoro within te ao Māori.</p>

scholarly journals How can I as a Māori music therapy student develop the use of taonga puoro in my practice to support client recovery in an inpatient mental health setting?

2021 ◽  
Author(s):  
◽  
Ruby Solly
Keyword(s):  
Mental Health ◽  
Action Research ◽  
Music Therapy ◽  
Secondary Analysis ◽  
Music Therapists ◽  
Personal Power ◽  
Clinical Notes ◽  
Indigenous Music ◽  
Kaupapa Māori ◽  
Mental Health Unit

<p>This research focuses on developing the use of taonga puoro as part of an individual's music therapy practice, within the context of an acute mental health unit. This was qualitative research guided by Kaupapa Māori Theory, using a self-reflective action research design of three cycles. Through the three action research cycles, themes were observed and developed within the secondary analysis of clinical notes and a reflective journal, with action plans created as a response. At the end of the three cycles, a model for using taonga puoro in music therapy, 'Nga Pou e Ono', was created by looking retrospectively at the cycles. This research acknowledges the importance of narrative, depth of tpic, acknowledgment of self-determination, spirituality, personal power, and the environment within taonga puoro based music therapy. This research has been inspired by the works of other Māori and Indigenous music therapists such as Dennis Kahui (2008), Nolan Hodgson (2014), and Carolyn Kenny (1989), as well as acknowledging the traditions of taonga puoro for healing within Māori society, and the revivalists whose mahi aroha helped to further embed taonga puoro within te ao Māori.</p>

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