scholarly journals How does a music therapy student work to facilitate reminiscence and memory in dementia patients

2021 ◽  
Author(s):  
◽  
I-Chen Sun
Keyword(s):  
Music Therapy ◽  
Secondary Analysis ◽  
Clinical Work ◽  
Music Therapists ◽  
Student Work ◽  
Dementia Patients ◽  
Group Music Therapy ◽  
Social Abilities ◽  
Therapy Strategies

<p>This study was prompted in response to increased interest in, and demand for, music therapy provision in improving quality of care for dementia patients. It is an exploration of the strategies to facilitate memory and reminiscence in persons with dementia, and considers the need for those preparing for end of life to recall identities, connect with family and others, and express feelings. This research is a qualitative study involving secondary analysis of clinical data from my clinical practice and identifies the strategies, techniques and procedures that I applied in my clinical work to stimulate preserved memory ‘islands’. The findings show that familiarity is central in enabling a remembering process, and music can have unique ways of accessing memory in people with limited cognitive and social abilities. Eight core categories of music therapy strategies were found to be helpful in enabling memory and reminiscence. This study includes examples of both individual and group music therapy. The objective of this study was to examine my music therapy practice, and potentially provide some beneficial ideas and insights to other music therapists working on memory and reminiscence with dementia patients.</p>

scholarly journals How does a music therapy student work to facilitate reminiscence and memory in dementia patients

2021 ◽  
Author(s):  
◽  
I-Chen Sun
Keyword(s):  
Music Therapy ◽  
Secondary Analysis ◽  
Clinical Work ◽  
Music Therapists ◽  
Student Work ◽  
Dementia Patients ◽  
Group Music Therapy ◽  
Social Abilities ◽  
Therapy Strategies

<p>This study was prompted in response to increased interest in, and demand for, music therapy provision in improving quality of care for dementia patients. It is an exploration of the strategies to facilitate memory and reminiscence in persons with dementia, and considers the need for those preparing for end of life to recall identities, connect with family and others, and express feelings. This research is a qualitative study involving secondary analysis of clinical data from my clinical practice and identifies the strategies, techniques and procedures that I applied in my clinical work to stimulate preserved memory ‘islands’. The findings show that familiarity is central in enabling a remembering process, and music can have unique ways of accessing memory in people with limited cognitive and social abilities. Eight core categories of music therapy strategies were found to be helpful in enabling memory and reminiscence. This study includes examples of both individual and group music therapy. The objective of this study was to examine my music therapy practice, and potentially provide some beneficial ideas and insights to other music therapists working on memory and reminiscence with dementia patients.</p>

scholarly journals How did a Music Therapy Student Work with Patients with Dementia Who Were Anxious and/or Agitated?

2021 ◽  
Author(s):  
◽  
Hsiau Wung Chin
Keyword(s):  
Clinical Practice ◽  
Music Therapy ◽  
Secondary Analysis ◽  
Musical Instrument ◽  
Verbal Interaction ◽  
Future Research ◽  
Physical Interaction ◽  
Music Therapists ◽  
Student Work ◽  
General Wellbeing

<p>This research aimed to uncover the strategies and techniques that I used in my work with patients who have dementia and who were anxious and/or agitated. The objective of this study was to examine and learn from my work in order to improve my own, and potentially others’ practice. Secondary analysis of data collected from my music therapy clinical practice in a hospital was used as methodology of study. The analysis found 21 techniques and strategies in my work with patients with dementia who were anxious and/or agitated. They include the use of:  (1) Choice; (2) Culture of race (used Maori songs); (3) Direct Engagement; (4) Exploration; (5) Familiar Song; (6) Favourite Songs; (7) Following the Patient; (8) Identity; (9) Imitation and Matching Patients’ Sound Making; (10) Improvisation; (11) Lyrics; (12) Matching Tempo; (13) Object-Musical Instrument (drum); (14) Observation; (15) Physical Interaction; (16) Safety; (17) Space; (18) Tempo; (19) Verbal Interaction; (20) Voice Only; and (21) Volume.  These techniques and strategies were developed as I learnt from different articles, books, own experiences as well as supported by my supervisors. Apart from helping patients to reduce their anxiety and/or agitation, maintaining or increasing socialisation, interaction, and general wellbeing of patients seemed important too. Patients are likely to experience less anxiety and/or agitation if their needs are being supported. Findings will be of interest to music therapists and music therapy students working in hospitals or in dementia units in New Zealand. Future research about music therapy work with patients with dementia who are anxious and/or agitated together with their family members is suggested.</p>

scholarly journals How did a Music Therapy Student Work with Patients with Dementia Who Were Anxious and/or Agitated?

2021 ◽  
Author(s):  
◽  
Hsiau Wung Chin
Keyword(s):  
Clinical Practice ◽  
Music Therapy ◽  
Secondary Analysis ◽  
Musical Instrument ◽  
Verbal Interaction ◽  
Future Research ◽  
Physical Interaction ◽  
Music Therapists ◽  
Student Work ◽  
General Wellbeing

<p>This research aimed to uncover the strategies and techniques that I used in my work with patients who have dementia and who were anxious and/or agitated. The objective of this study was to examine and learn from my work in order to improve my own, and potentially others’ practice. Secondary analysis of data collected from my music therapy clinical practice in a hospital was used as methodology of study. The analysis found 21 techniques and strategies in my work with patients with dementia who were anxious and/or agitated. They include the use of:  (1) Choice; (2) Culture of race (used Maori songs); (3) Direct Engagement; (4) Exploration; (5) Familiar Song; (6) Favourite Songs; (7) Following the Patient; (8) Identity; (9) Imitation and Matching Patients’ Sound Making; (10) Improvisation; (11) Lyrics; (12) Matching Tempo; (13) Object-Musical Instrument (drum); (14) Observation; (15) Physical Interaction; (16) Safety; (17) Space; (18) Tempo; (19) Verbal Interaction; (20) Voice Only; and (21) Volume.  These techniques and strategies were developed as I learnt from different articles, books, own experiences as well as supported by my supervisors. Apart from helping patients to reduce their anxiety and/or agitation, maintaining or increasing socialisation, interaction, and general wellbeing of patients seemed important too. Patients are likely to experience less anxiety and/or agitation if their needs are being supported. Findings will be of interest to music therapists and music therapy students working in hospitals or in dementia units in New Zealand. Future research about music therapy work with patients with dementia who are anxious and/or agitated together with their family members is suggested.</p>

scholarly journals Moving Toward Incorporation a Definition of the Quality of Life

2010 ◽  
Vol 10 (1) ◽  
Author(s):  
Eunmi Emily Kwak
Keyword(s):  
Quality Of Life ◽  
Music Therapy ◽  
Music Therapists ◽  
Fundamental Goal ◽  
Definition Of ◽  
Therapy Treatment

The concept of quality of life is a fundamental goal in the practice of music therapy, whether implicitly or explicitly defined in the philosophy of the practitioner. To improve the quality of life is often mentioned as one of the goals for music therapy treatment. However, the definition of quality of life has not always been clearly defined. The purpose of this article is to review the literature concerned with a definition for quality of life in other disciplines and to suggest a model for a more comprehensive definition of the quality of life for use in the practice of music therapy. Anecdotal examples are given to stir the issues toward a more comprehensive definition of the quality of life to be used in music therapy. As the title suggests, this article will not give a decisive answer for the definition of quality of life. However, this article will afford readers a chance to think and revisit their experiences as music therapists and define their own definition for quality of life.

Defining the Therapeutic Singing Voice: Further Examination of the Everyday Singing Practices of Music Therapists

2021 ◽  
Author(s):  
Martina C Bingham ◽  
Elizabeth K Schwartz ◽  
Anthony Meadows
Keyword(s):  
Music Therapy ◽  
Qualitative Content Analysis ◽  
Clinical Work ◽  
American Music ◽  
Singing Voice ◽  
Music Therapists ◽  
Vocal Health ◽  
Comprehensive Picture ◽  
Therapy Sessions ◽  
And Training

Abstract Twelve music therapists were observed working clinically in 3 to 5 of their music therapy sessions and subsequently interviewed about their clinical work in order to further examine and define the essential characteristics of therapeutic singing in music therapy clinical practice. Observational and interview data were analyzed separately using procedures consistent with qualitative content analysis and then integrated to provide a comprehensive picture of these singing practices. Analysis of these data revealed 3 interrelated dimensions of therapeutic singing that were integrated into the larger realization of therapeutic singing: (1) foundational vocal skills, (2) vocal engagement, and (3) authenticity. Implications for the education and training of music therapy students, vocal health, and a reevaluation of the American Music Therapy Association’s competencies contextualize these findings for the profession as a whole.

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

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

<p>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.</p>

scholarly journals An Exploration of the Relationship between TEACCH and a Music Therapy Student's Practice in a Special Education Setting

2021 ◽  
Author(s):  
◽  
Philippa Algie
Keyword(s):  
Music Therapy ◽  
Research Question ◽  
Secondary Analysis ◽  
Research Approach ◽  
Musical Structure ◽  
Exploratory Research ◽  
Group Music Therapy ◽  
Students With Autism ◽  
Support Students ◽  
The Relationship

<p>The purpose of this qualitative study was to explore how aspects of Schopler's TEACCH (Treatment and Education of Autistic and related Communication Handicapped Children) might be related to music therapy practice, using my own practice in an attached unit at a public primary school in New Zealand as a guide. Using a deductive exploratory research approach, I investigated whether and to what extent themes drawn from TEACCH literature were also evident in my music therapy data. This approach can also be described as secondary analysis of data. That is, clinical data relating to individual and group music therapy sessions with children who have autism was subjected to a process of thematic analysis to answer the research question. The TEACCH philosophy advocates a structured teaching approach in order to support students with autism to develop independence and skills for self management. This study finds that many elements of music therapy practice are closely linked to TEACCH values. Results from the study show that many TEACCH strategies align with fundamental aspects of music therapy, but the frequency and consistency of these similarities can vary due to the diverse strengths and needs of individuals with autism. As the process of comparing the TEACCH literature to my clinical practice developed and changed, some aspects of TEACCH became more integrated within my music therapy practice. The study also highlights the importance of balancing structure and freedom within the work and how musical structure or form can link with TEACCH strategies.</p>

scholarly journals Reaching the Socially Isolated Person with Alzheimer's Disease Through Group Music Therapy - A Case Report

2002 ◽  
Vol 2 (3) ◽  
Author(s):  
Vicky Abad
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Case Report ◽  
Music Therapy ◽  
Institutional Care ◽  
People With Dementia ◽  
Group Music Therapy ◽  
Socially Isolated ◽  
Specific Unit

The purpose of this report is to present a case on John, an 82 year old man with Alzheimer's disease, who resides in a dementia specific unit of a nursing home. People with dementia who require institutional care are often at risk of social isolation, due to the regressive nature of the disease, and the potential of developing behavioural disturbances. This case story demonstrates how group music therapy can be individually tailored to meet the needs of people with dementia who are socially isolated as a result of behavioural challenges, including aggressive and agitating behaviours, and therefore improve the quality of the person's life.

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