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>

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>

scholarly journals 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

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

<p>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.</p>

scholarly journals 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

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

<p>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.</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 The role of using technology within music therapy sessions with pre-school children who have physical disabilities at a conductive education centre in New Zealand

2021 ◽  
Author(s):  
◽  
Yutong Gao
Keyword(s):  
Music Therapy ◽  
Physical Disabilities ◽  
Secondary Analysis ◽  
Sensory Stimulation ◽  
Emotional Reactions ◽  
Development Communication ◽  
Clinical Notes ◽  
Education Centre ◽  
Therapy Sessions

<p>The objective of this thesis was to explore the role of using technology within music therapy sessions for children who have physical disabilities. This research used secondary secondary analysis of clinical data to find the role of technology within mu clinical practice. Data included clinical notes, and my own reflective journal from February to September in 2018. I used thematic analysis to uncover themes from my data.  Five themes were found that indicate that technology can positively contribute to music therapy sessions. In particular, the research has identified that technologies can be used to support cognitive development, communication efforts, emotional reactions, motor skills, and sensory stimulation for children. The research will contribute to current debates around the role of technology in music therapy sessions to further support children with physical disabilities.</p>

scholarly journals The role of using technology within music therapy sessions with pre-school children who have physical disabilities at a conductive education centre in New Zealand

2021 ◽  
Author(s):  
◽  
Yutong Gao
Keyword(s):  
Music Therapy ◽  
Physical Disabilities ◽  
Secondary Analysis ◽  
Sensory Stimulation ◽  
Emotional Reactions ◽  
Development Communication ◽  
Clinical Notes ◽  
Education Centre ◽  
Therapy Sessions

<p>The objective of this thesis was to explore the role of using technology within music therapy sessions for children who have physical disabilities. This research used secondary secondary analysis of clinical data to find the role of technology within mu clinical practice. Data included clinical notes, and my own reflective journal from February to September in 2018. I used thematic analysis to uncover themes from my data.  Five themes were found that indicate that technology can positively contribute to music therapy sessions. In particular, the research has identified that technologies can be used to support cognitive development, communication efforts, emotional reactions, motor skills, and sensory stimulation for children. The research will contribute to current debates around the role of technology in music therapy sessions to further support children with physical disabilities.</p>

scholarly journals The Relationship between Kitwood's Model of Needs and a Student's Music Therapy Practice in an Acute Assessment Unit for People Living with Dementia and Mental Health Issues

2022 ◽  
Author(s):  
◽  
Maharani Allan
Keyword(s):  
Mental Health ◽  
Music Therapy ◽  
Secondary Analysis ◽  
Health Issues ◽  
Music Therapists ◽  
Mental Health Issues ◽  
Assessment Unit ◽  
Inductive Methods ◽  
The Rich ◽  
Individualised Care

<p>This study focused on reviewing a student's music therapy practice at an acute assessment unit for people living with dementia and mental health issues, finding links between the placement philosophy, and new ideas about practice. Kitwood's (1997) book on personhood and the needs of people who are living with dementia and other mental health issues appeared to resonate with the student music therapists' practice. This was supported by the active use of his model of needs by nursing staff at the placement. Investigations looked specifically at Kitwood's model of needs; how music therapy links with his philosophy and how interventions during practice connected to those needs. The data was draw from descriptive clinical notes using secondary analysis. The rich qualitative data was analysed using deductive and inductive methods. Findings are presented under Kitwood's model of needs, forming the five categories for the study. The main themes within these categories were then summarised and explanations given under both Kitwood's model of needs and music therapy interventions used to meet them. Though the findings are qualitative, specific to this study and not necessarily generalisable, several links within music therapy practice, and nursing practice revealed the importance and need for more person-centred individualised care programmes for patients in mental health settings.</p>

scholarly journals How did I use music therapy to foster connections between residents, and between residents and others in a rest home and hospital environment

2021 ◽  
Author(s):  
◽  
Colette Jansen
Keyword(s):  
Music Therapy ◽  
Interdisciplinary Collaboration ◽  
Secondary Analysis ◽  
Hospital Environment ◽  
Community Music ◽  
Therapeutic Approaches ◽  
Music Therapist ◽  
Rest Home ◽  
Musical Resources ◽  
Therapy Sessions

<p>Abstract  This study is submitted in part fulfilment of a Master of Music Therapy degree through Victoria University of Wellington (VUW). Group and individual music therapy sessions were undertaken within a rest home and hospital environment in response to the rest home managers request to bring residents out of isolation and increase socialisation. Facility notes, plans and observations, meeting notes, and reflective and reflexive journaling were written during a six-month period from February to July 2019. This clinical data was then used, with informed consent, to investigate how music therapy was used to foster connections between residents, and between residents and others within the rest home and hospital environment. Findings from Secondary Analysis of the data showed the overarching category of rapport led to the interplay of four main themes: interdisciplinary collaboration and teamwork, therapeutic approaches, physical and musical resources, and environmental conditions. The Community Music Therapy (CoMT) ethos supported the flexible work within the context to achieve the manager’s goals resulting in increased connection between residents, and residents and others. The use of reflexivity enabled the development of richer therapeutic relationships and helped align the researcher’s community musician skills to those of a community music therapist. Further studies which focus on rapport, connection and relationships, in music therapy with older people, are needed.</p>

Antipsychotic-induced hyperprolactinaemia: case studies and review

2017 ◽  
Vol 94 (1110) ◽  
pp. 226-229 ◽  
Author(s):  
Shweta Mittal ◽  
Suveera Prasad ◽  
Adwaita Ghosh
Keyword(s):  
Mental Health ◽  
Primary Care ◽  
Health Issues ◽  
Significant Side Effect ◽  
Short Term ◽  
Antipsychotic Medications ◽  
Gender And Age ◽  
The Individual ◽  
Significant Health

Antipsychotics are a known cause of hyperprolactinaemia and can be associated with significant health issues in short term and long term. The effects vary with gender and age of the individual and can contribute towards non-concordance and hence relapse in mental health of our patients. Clinicians need to educate the patients about this significant side effect of not only antipsychotic medications but other medications causing hyperprolactinaemia commonly prescribed in primary care.

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