Coming up trumps: A student music therapist supports young people with high or very high complex special needs to develop the key competencies

10.26686/wgtn.17012240 ◽

2021 ◽

Author(s):

◽

Sarah Hall

Keyword(s):

Young People ◽

Music Therapy ◽

Special Needs ◽

Secondary Analysis ◽

Educational Benefits ◽

Music Therapist ◽

School Music ◽

Depth Study ◽

Key Competencies ◽

Very High

This exploratory study aimed to discover and highlight the techniques and strategies that supported young people with high or very high complex special needs to develop the key competencies during music therapy sessions at a special school. Music therapy was carried out on an individual basis in a naturalistic manner and clinical notes were produced to record details that seemed important in each session. This data was then reviewed retrospectively in a process known as secondary analysis, employing both deductive and inductive modalities to search for and draw out links to the key competencies. A process of coding data within each key competency category revealed emerging themes and found that a number of musical, verbal and/or physical techniques and strategies supported the five key competencies during therapy. The categories, themes and codes have been defined and described with examples from the data, and a clinical vignette is included for further explanation. The data demonstrated the holistic nature of music therapy in that many techniques and strategies worked to support all five key competencies, even when the focus was a single competency. The findings are discussed with reference to, and in light of, current literature and suggested that the techniques and strategies used within my music therapy practice strongly relate to the key competencies and provide a unique context for their development. It is noted that the findings cannot be generalised to other settings and populations. However, this in-depth study may provide insight into the potential educational benefits and links between music therapy practice and the key competencies for those working with young people who have high or very high complex special needs.

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Beyond Imitation, Without Limitations: A Student Music Therapist Supports the Participation and Development of Young People with Profound and Multiple Learning Difficulties in a School Setting

10.26686/wgtn.17004745 ◽

2021 ◽

Author(s):

◽

Conor Clerkin

Keyword(s):

Young People ◽

Music Therapy ◽

Research Question ◽

School Setting ◽

Secondary Analysis ◽

Music Therapist ◽

Case Examples ◽

Complex Needs ◽

Depth Analysis ◽

Therapy Sessions

This exploratory study sought to uncover the methods and techniques a student music therapist employed to support the participation of young people with complex needs in a school setting. Individual music therapy sessions were carried out over nine months, and clinical documentation was generated throughout this period. Data sources included clinical notes, a reflective journal, and audiovisual recordings from music therapy sessions. Once a research question had been established, the existing data was reviewed retrospectively through a process of secondary analysis, and both inductive and deductive methods of analysis were employed to enable meaningful interpretations of the data to occur. A process of coding and thematically linking elements of music therapy practice allowed for a model of understanding to emerge, and findings suggest that the behaviours and strategies utilised by the student music therapist to support the young people’s participation in music therapy fell into three thematic groupings: creating a collaborative environment; following and leading; and dynamic flow. Themes are defined and the codes within elaborated upon, with case examples from the data included as appropriate to illustrate their meaning. Findings are discussed, and links are made to the literature in relevant fields. While results cannot be generalised to other settings, it is hoped that the detail and in depth analysis of practice provide a thorough and meaningful insight into the types of interaction that can occur in music therapy with young people with complex needs, and the value of specific supports to participation identified in this research.

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How Does My Music Therapy Practice, in a Transition School Focused on Supporting Adolescents with Mental Health Needs, Relate to the Key Competencies of the New Zealand Curriculum?

10.26686/wgtn.16998403 ◽

2021 ◽

Author(s):

◽

Laura Joy Halligan

Keyword(s):

Mental Health ◽

New Zealand ◽

Music Therapy ◽

Secondary Analysis ◽

Health Needs ◽

Mental Health Needs ◽

Music Therapist ◽

Key Competencies ◽

Ways Of Being ◽

The Way

This exegesis outlines research about the way the key competencies of the New Zealand curriculum related to music therapy practice at a transition school for adolescents with mental health needs. Secondary analysis of data, informed by grounded theory methods, was carried out in order to develop a theory about the relationship between music therapy and the key competencies. The competencies, which are focused on supporting students to develop broad skills that will help them in their education and throughout their lives, guided all work with students at the school, including music therapy practice. While educative in nature, the competencies also seemed to have some naturally therapeutic purposes, and this study focused on understanding how they related to music therapy in practice. Data that had been collected in the natural environment of the school to meet the requirements of the placement as a student music therapist were analysed. The findings showed that there was a significant relationship between music therapy practice and the competencies. This contributed an additional perspective and dimension to the way the competencies could be addressed with students. In particular, music therapy provided students with opportunities to try out different ways of being with each other and supported them to experience feelings of hope and empowerment.

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Beyond Imitation, Without Limitations: A Student Music Therapist Supports the Participation and Development of Young People with Profound and Multiple Learning Difficulties in a School Setting

10.26686/wgtn.17004745.v1 ◽

2021 ◽

Author(s):

◽

Conor Clerkin

Keyword(s):

Young People ◽

Music Therapy ◽

Research Question ◽

School Setting ◽

Secondary Analysis ◽

Music Therapist ◽

Case Examples ◽

Complex Needs ◽

Depth Analysis ◽

Therapy Sessions

This exploratory study sought to uncover the methods and techniques a student music therapist employed to support the participation of young people with complex needs in a school setting. Individual music therapy sessions were carried out over nine months, and clinical documentation was generated throughout this period. Data sources included clinical notes, a reflective journal, and audiovisual recordings from music therapy sessions. Once a research question had been established, the existing data was reviewed retrospectively through a process of secondary analysis, and both inductive and deductive methods of analysis were employed to enable meaningful interpretations of the data to occur. A process of coding and thematically linking elements of music therapy practice allowed for a model of understanding to emerge, and findings suggest that the behaviours and strategies utilised by the student music therapist to support the young people’s participation in music therapy fell into three thematic groupings: creating a collaborative environment; following and leading; and dynamic flow. Themes are defined and the codes within elaborated upon, with case examples from the data included as appropriate to illustrate their meaning. Findings are discussed, and links are made to the literature in relevant fields. While results cannot be generalised to other settings, it is hoped that the detail and in depth analysis of practice provide a thorough and meaningful insight into the types of interaction that can occur in music therapy with young people with complex needs, and the value of specific supports to participation identified in this research.

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Attachment theory and music therapy: What was the relevance of attachment theory to a student’s music therapy programme for ‘at-risk’ mothers and their babies?

10.26686/wgtn.17007922.v1 ◽

2021 ◽

Author(s):

◽

Helen Ridley

Keyword(s):

At Risk ◽

Music Therapy ◽

Attachment Theory ◽

Secondary Analysis ◽

Education Programme ◽

Music Therapist ◽

Student Placement ◽

Positive Mother ◽

Qualitative Secondary Analysis ◽

Therapy Programme

This qualitative secondary analysis research project sought to explore the relevance of attachment theory as it might apply to a music therapy programme set up and run within a residential service for ‘at risk’ mothers and their babies. The explicit purpose of the music therapy programme was to assist the mothers in bonding with their babies. The researcher was a student music therapist on placement at the facility, involved in weekly one-to-one sessions with a total of nineteen young women and their babies, over the time that each was resident at the facility. The music therapist also ran some weekly group sessions (mothers with babies) as part of the facility’s mandatory education programme. The music therapy programme took place over twenty-two weeks, with a two week break after the first ten weeks. The research analysis commenced on completion of the programme. Thematic analysis was used to look at two types of data; data from the placement (including clinical notes and personal reflective journal), and literature on attachment theory. There was an initial review of selected literature on attachment theory and music therapy. The researcher/student music therapist then carried out an inductive qualitative secondary analysis of the data that had been generated as a standard part of her practice over the period of the student placement. This was followed by a further examination of attachment theory literature to confirm key aspects of the theory. The findings from the inductive analysis were then looked at in the light of those identified key features of attachment theory. The research findings showed many strong links between key concepts of attachment theory, and the patterns that emerged from the placement data, manifesting on a number of different levels. However some patterns might be more usefully explained and/or elucidated by other theories. Findings suggested that attachment theory provided a useful framework and language for observing and understanding the interactive behaviours and external and personal structures that appeared to work for or against mother-infant bonding. In addition, the music therapy programme seemed a particularly suitable vehicle for promoting positive mother-infant bonding. However it was found that although the music therapy programme may have been helpful in a positive mother-infant bonding process, there was no evidence to suggest that this would necessarily extend to promoting a secure attachment relationship, given the personal, structural and legal factors associated with the high ‘at-risk’ context. An attachment-based music therapy programme may well have a more useful role to play in a lower risk context where mothers and babies remained for longer in the facility, and where the programme could continue throughout the women’s transition into the community and beyond.

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What forms of communication did a music therapy student use in her work with high school students who have special needs, and why?

10.26686/wgtn.17061854 ◽

2021 ◽

Author(s):

◽

Sarah Curtain

Keyword(s):

High School ◽

High School Students ◽

Music Therapy ◽

Special Needs ◽

Augmentative And Alternative Communication ◽

Communication Systems ◽

Self Regulation ◽

Secondary Analysis ◽

Clinical Work ◽

School Students

This research project is aimed at answering the question: What forms of communication did a music therapy student use in her work with high school students who have special needs, and why? As communication is one of the primary goals for children with Autistic Spectrum Disorder (ASD) and other learning difficulties, (Gadberry 2011) I, as the music therapy student and researcher explored different forms of communication used in my practice and the reasoning behind them using Secondary Analysis of Data and Thematic Analysis. Forms of communication discussed include musical communication, social communication, direct instruction, gestures, key signs from New Zealand Sign Language, verbal communication, visual communication, technology and Augmentative and Alternative Communication systems, and combinations of each. The wide variety of reasons for my use of these forms of communication include, but are not limited to: supporting engagement, encouraging communication, promoting self-regulation, encouraging choice-making and turn-taking, supporting socialization and interaction and reinforcing behavioural messages. The research was informed by my clinical work on placement at a learning support centre for children with special needs at a high school. The concepts of music as therapy and music in therapy are explored in relation to music therapy work involving different forms of communication. My conclusions support the use of various forms of communication in music therapy in special needs education settings when aligned with a focus on music, improvisation and the individual participant.

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How Do Music Therapy Methods & Techniques Contribute To Adolescent and Young Adult Student Confidence At A Special School In New Zealand?

10.26686/wgtn.17013248 ◽

2021 ◽

Author(s):

◽

Callum Bingham Martin

Keyword(s):

Music Therapy ◽

Secondary Analysis ◽

Adolescent And Young Adult ◽

Discussion Section ◽

Music Therapist ◽

Musical Interactions ◽

Humanistic Approach ◽

Methods And Techniques ◽

Meaningful Relationships ◽

Student Confidence

This exploratory study investigates how methods and techniques employed in ‘client centered’ music therapy contributed to student confidence, during individual and group sessions, with young adolescents and young adults who have delays in various areas of development. Secondary analysis of twenty weeks of clinical documentation of music therapy session notes, including a student reflective journal were used to identify methods and techniques at play. A thematic analysis was applied to analyse and interpret the details of musical interactions. The analysis of the musical interactions has helped the researcher to understand and articulate the methods and techniques that contributed to confidence. Four themes that emerged from the student music therapist’s application of music therapy that appeared to contribute to student confidence were: 1. making meaningful relationships; 2. participating in practical work; 3. creativity; and 4. providing affirming input. Within these themes there was an array of interactions where methods and techniques were visible and these are described in a findings and discussion section. Although findings from this qualitative study cannot be generalized they do suggest that the student music therapist could contribute to the confidence of the young people through a reflexive, humanistic approach to practice, and by keeping an appreciation to student abilities.

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From this world to beyond: A student’s reflections on the role of her violin in music therapy

10.26686/wgtn.17059961.v1 ◽

2021 ◽

Author(s):

◽

Cheri Ang

Keyword(s):

Music Therapy ◽

Secondary Analysis ◽

The Elderly ◽

Music Therapist ◽

Advantages And Disadvantages ◽

Musical Background ◽

Practice Based Research ◽

Research Findings ◽

New Perspective

This practice-based research explores a student music therapist’s experiences and self-reflections on the use of her violin in supporting the elderly at a residential hospital. The objective was to find out how the violin fits in music therapy practice, where practitioners typically use the piano and guitar. Self-reflexivity was employed to increase the student’s understanding of music therapy. The two research questions were ‘why was the violin used and why not’, as well as ‘how was the violin used’. To explore these two questions in depth, a qualitative research study was undertaken, with secondary analysis of data as its methodology. The data consisted of clinical notes and reflective journals from regular practice. Thematic analysis (Braun & Clarke, 2006) was employed to analyse the data, involving a rigorous process of coding, involving both inductive and deductive methods of analysis along with graphic representations. The student music therapist, acting as both the clinician and researcher, acknowledged the influences of her musical background and spiritual inclinations on the data collected and its interpretation. Findings consisted of clients’ responses, advantages and disadvantages of the violin and the author’s relationship with the violin. A simple ‘How’ framework involving what was played on the violin and how it was played was also included. The author’s reflexivity guided a discussion that integrated the literature review, research findings and the author’s clinical and personal experiences. Drawing upon music therapy definitions and concepts, as well as philosophical ideas and spiritual teachings, answers were found to explain the role of the violin and to provide the author with a new perspective on issues of loss and dying, an understanding of the value of aesthetics and insights into her relationship with the violin.

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

10.26686/wgtn.17148248 ◽

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

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.

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

10.26686/wgtn.17059835.v1 ◽

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

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.

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