Supporting Well-being at a Community Day Care Centre for Adults with Other Abilities Using Music Therapy

10.26686/wgtn.17068202 ◽

2021 ◽

Author(s):

◽

Hafren Thomson

Keyword(s):

Music Therapy ◽

Research Question ◽

Secondary Analysis ◽

Well Being ◽

Community Music ◽

Care Centre ◽

Community Settings ◽

Reflective Journal ◽

Regular Practice ◽

Day Care Centre

This qualitative research investigates the music therapy approaches taken in order to support well-being at a day centre for adults with disabilities. Music therapy at the day centre involved individual and group sessions, engaging in music with the wider community, developing trust and supporting each other. The research centred on secondary analysis of music therapy practice text, collected during a five-month period at the day centre. Literature about music / music therapy being able to support well-being in community settings, especially in relation to the practice of community music therapy, was reviewed. The research question 'How did I support well-being at a community day centre for adults with other abilities using music therapy?' was established. Secondary analysis was the methodology used for this study, involving no disruption to regular practice as a student therapist and being low-risk for music therapy participants. A thematic analysis of texts was undertaken and this was developed from; research text, supervision text and a reflective journal of my practice. Analysis involved coding and sorting text and developing meaningful themes. The findings of the analysis demonstrated three core themes which involved supporting well-being: encouraging a sense of fun, promoting a sense of purpose and developing togetherness.

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What Is the Role of A Student Music Therapist in a Community Music Setting?

10.26686/wgtn.17013476 ◽

2021 ◽

Author(s):

◽

Sidharth Pagad

Keyword(s):

Music Therapy ◽

Secondary Analysis ◽

Community Music ◽

Social Equality ◽

Music Therapists ◽

Music Therapist ◽

Reflective Journal ◽

Group Behaviour ◽

Audio Recordings

This qualitative research project set out to explore my role as a student music therapist within a community music setting. I am a student music therapist, working with a community music company involved in a variety of community music groups and projects. I wanted to understand what I might offer the community music company by bringing a community music therapy perspective to the work. The research involved an exploration into the literature relating to Community Music Therapy as well as Community Music and required me to regularly question the reasoning and philosophy behind Community Music Work. To answer my question I engaged in secondary analysis of data generated during the first 24 weeks at this community music placement. The data included session notes, audio recordings of supervision sessions, and my reflective journal. The literature includes examples of collaboration between community music therapists and community musicians, and I sought to experience this at my placement. The hoped for collaboration did take place during the period of data collection, enabling detailed reflections of it. This exploration therefore helped me to develop as a community musician and music therapy student. The practice was broad and involved regular transitions in role, often within the same session. These included participant, accompanist, song-leader, community music therapist, and drum circle facilitator. Findings suggest that Community Music and Community Music Therapy are disciplines with many similarities in appearance and structure, but tend to diverge when looking at goals and overall objectives and foci. Social equality seems to be commonly shared value between Community Music and Community Music Therapy. The ways in which this value is acted upon is also explored. Performance and Performativity as aspects of group behaviour was found to be mentioned in the literature, and again this was mentioned in the data collected as part of the researcher’s placement.

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What Is the Role of A Student Music Therapist in a Community Music Setting?

10.26686/wgtn.17013476.v1 ◽

2021 ◽

Author(s):

◽

Sidharth Pagad

Keyword(s):

Music Therapy ◽

Secondary Analysis ◽

Community Music ◽

Social Equality ◽

Music Therapists ◽

Music Therapist ◽

Reflective Journal ◽

Group Behaviour ◽

Audio Recordings

This qualitative research project set out to explore my role as a student music therapist within a community music setting. I am a student music therapist, working with a community music company involved in a variety of community music groups and projects. I wanted to understand what I might offer the community music company by bringing a community music therapy perspective to the work. The research involved an exploration into the literature relating to Community Music Therapy as well as Community Music and required me to regularly question the reasoning and philosophy behind Community Music Work. To answer my question I engaged in secondary analysis of data generated during the first 24 weeks at this community music placement. The data included session notes, audio recordings of supervision sessions, and my reflective journal. The literature includes examples of collaboration between community music therapists and community musicians, and I sought to experience this at my placement. The hoped for collaboration did take place during the period of data collection, enabling detailed reflections of it. This exploration therefore helped me to develop as a community musician and music therapy student. The practice was broad and involved regular transitions in role, often within the same session. These included participant, accompanist, song-leader, community music therapist, and drum circle facilitator. Findings suggest that Community Music and Community Music Therapy are disciplines with many similarities in appearance and structure, but tend to diverge when looking at goals and overall objectives and foci. Social equality seems to be commonly shared value between Community Music and Community Music Therapy. The ways in which this value is acted upon is also explored. Performance and Performativity as aspects of group behaviour was found to be mentioned in the literature, and again this was mentioned in the data collected as part of the researcher’s placement.

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The use of music for children and adolescents living with rare diseases in the healthcare setting: a scoping review study protocol

HRB Open Research ◽

10.12688/hrbopenres.13280.1 ◽

2021 ◽

Vol 4 ◽

pp. 52

Author(s):

Simona Karpaviciute ◽

Alison Sweeney ◽

Aimee O‘Neill ◽

Sandra McNulty ◽

Thilo Kroll ◽

...

Keyword(s):

Music Therapy ◽

Rare Diseases ◽

Scoping Review ◽

Current Knowledge ◽

Research Question ◽

Healthcare Setting ◽

Well Being ◽

Positive Effects ◽

Wide Range ◽

Scoping Reviews

Background: Interest in the application of music in the health, social care and community contexts is growing worldwide. There is an emerging body of literature about the positive effects of music on the well-being and social relationships of children and adult populations. Music has also been found to promote social interaction, communication skills, and social-emotional behaviours of children with medically complex care needs. Despite significant advancements in the area, to the authors’ knowledge, this is the first scoping review to investigate the evidence for using music therapy and music-based interventions for children living with rare diseases in the healthcare setting. Therefore, the purpose of this study is to conduct a scoping review of the literature to map out the existing studies about the use of music therapy and music-based interventions with children who have rare diseases in the healthcare setting. This review will also identify gaps in current knowledge and use of these interventions. Method: This study follows the Joanna Briggs Institute’s methodology for scoping reviews, utilising Arksey and O’Malley’s six-stage scoping review framework: 1) identifying the research question; 2) identifying relevant studies; 3) study selection; 4) charting the data; 5) collating, summarising and reporting results; and 6) consulting with relevant stakeholders step. A comprehensive search will be conducted in CINAHL Complete; MEDLINE Complete; Psychology and Behavioral Sciences Collection; and PubMed Central databases. A search strategy with selected inclusion and exclusion criteria will be used to reveal a wide range of evidence. This study will include quantitative, qualitative and mixed research methods studies published in English from 2010 to 2020.

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How was a family-whānau centred music therapy approach, demonstrated within a student music therapist’s clinical placement, at a rehabilitation clinic for adults with an acquired brain injury?

10.26686/wgtn.17151215.v1 ◽

2021 ◽

Author(s):

◽

Retts van Dam

Keyword(s):

Music Therapy ◽

Brain Injuries ◽

Secondary Analysis ◽

Well Being ◽

Interdisciplinary Teams ◽

Space And Place ◽

Clinical Placement ◽

Internal Space ◽

Rehabilitation Centre ◽

Therapy Approach

Abstract This project explores how the family-whānau centred music therapy approach was demonstrated, by a student music therapist on clinical placement, within a rehabilitation centre for adults with traumatic brain injuries. Parallel links between the Samoan fale tele metaphor of health and family-whānau centred approaches within music therapy perspectives - were enabled in this mahi, due to the work of Carolyn Kenny. Having developed an INDIGENOUS theory in music therapy, Carolyn Kenny emphasises the role of connectedness of each aspect and idea of sacred “space” and “place” within the music therapy session, (Kenny, (1989, 2006), Music and Life - In The Field of Play). My own personal identity as a respectful PASIFIKA woman, and child migrant who learnt Te Reo Māori, history of Tāngata Whenua, Māoritanga, and kapa hāka on Whaiora Marāe, Otara South Auckland, 1970s - enabled the incorporation of the framework of the fale tele metaphor to represent the “personhood of the Client” and their relationships with aiga/family-whānau, medical teams/staff, community workers, as well as myself - in order to illustrate my findings. These showed that clients invariably somehow communicated and expressed a yearning for their home, had strong emotions of displacement away from home; seemed highly motivated to participate and “join in” musicking sessions due to the presence of their kin; or because they had a clear personal goal during sessions to reach a recovery stage that would facilitate their return as soon as possible to a spouse, parent, siblings, children, or to the space and place that represented “home.” Data was collected from clinical notes, assessment reviews, client reports, reflective journal. Deductive secondary analysis was used for coding from which five key themes emerged as being important in the FWCMT, and are further described in the music therapy methods, strategies and activities in a clinical vignette. Of the eight clients, the 167 music therapy sessions which I facilitated, only 43 sessions included the physical presence of family-whānau. Findings are listed as: (1) The spiritual, psychotherapeutic, physiological health and well-being of the client; (2) The internal space – of the participant; (3) Maintaining the dignity of all – participants, family-whānau; (4) Boundaries: The collaborative external space – visiting family-whānau, the interdisciplinary teams and staff carers who became the ‘institutional family-whānau,’ or extended whānau of the client; (5) The rhythmic foundation of the client – innate musical self, external structures, influences and rhythm found in whenua and cosmos which supports the rhythmical structures of the musical, cultural self.

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

10.26686/wgtn.16998247.v1 ◽

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

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.

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How does my training as an applied behavioural analysis practitioner influence my development as a Music Therapy student?

10.26686/wgtn.16620457 ◽

2021 ◽

Author(s):

◽

Anthony Manere

Keyword(s):

Content Analysis ◽

Music Therapy ◽

Current Practice ◽

Research Question ◽

Secondary Analysis ◽

Theoretical Spectrum ◽

Therapeutic Approaches ◽

Intermediate School ◽

Behavioural Analysis ◽

The Impact

The current study is attempting to answer the research question “the impact my previous ABA training may have on my current practice as a must therapy student?”. The goal of this study is to gain insight on my own clinical practice in order to develop a more well-rounded therapeutic approach. I used a secondary analysis of session notes from my student music therapy placement at an intermediate school. A deductive content analysis was used to explore data within separate categories underpinning either humanistic or behavioural approaches. The data collected into these categories was qualitatively considered to create themes and to support how behavioural methods manifest in my current practice. The study assumes that a behavioural way of thinking is already present in my practice and seeks to investigate how has also manifested in my professional identity. The study acknowledges that although the field of music therapy can take on a variety of different therapeutic approaches, the training that I have received at Victoria University of Wellington has a largely humanist emphasis. Overall, the study found that the use of either behavioural or humanistic approaches are situationally dependent on the client, activity, or therapeutic goal. In both goal setting, and musical choice, there was a spectrum of attitudes falling between the theories while other methods such as therapeutic relationship or prompting held a unique perspective falling into one or the other. I feel that the use of dual methodologies in my practice compliment the limitations and advantages that each approach may present. As these approaches both fall on opposite ends of the “theoretical spectrum”, they pair to create a middleground between a holistic, client-centered practice, and a tightly structured, goal-oriented practice. KEYWORDS:Music therapy, behaviourism, humanism, principles, content analysis, secondary analysis, deductive, qualitative

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Researching the musical lifecourse in music therapy, community music and music education: Unique roles, convergences and blurring of philosophies and practices

International Journal of Community Music ◽

10.1386/ijcm_00036_1 ◽

2021 ◽

Vol 14 (1) ◽

pp. 21-40 ◽

Cited By ~ 1

Author(s):

Valerie Peters ◽

Deborah Seabrook ◽

Lee Higgins

Keyword(s):

Music Education ◽

Music Therapy ◽

Research Methods ◽

Well Being ◽

Community Music ◽

Multiple Perspectives ◽

Musical Engagement ◽

Different Populations ◽

Methodological Approaches ◽

Health And Well Being

This article presents a diversity of approaches and a heterogeneity of research methods used, where the aim is to contribute to understandings of how musical engagement across the lifecourse may foster health and well being. Multiple perspectives and methodological approaches located in the disciplines of music therapy, community music and music education will be described, including identifying affordances and constraints associated with documenting lifelong and lifewide musical pathways. The research presented examines how lifelong musical engagement in different contexts might contribute to health and well being for different populations. The authors describe and situate their disciplines, present different methodological approaches that might contribute to lifecourse research in music and provide examples of particular projects.

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Musical Creativity and Well-Being

The Oxford Handbook of the Creative Process in Music ◽

10.1093/oxfordhb/9780190636197.013.14 ◽

2021 ◽

Author(s):

Raymond MacDonald ◽

Graeme Wilson ◽

Felicity Baker

Keyword(s):

Music Education ◽

Music Therapy ◽

Social Engagement ◽

Spinal Injury ◽

Well Being ◽

Community Music ◽

General Music ◽

Beneficial Effects ◽

Music Making ◽

Musical Engagement

Participating in musical activities involves an immersive spectrum of psychological and social engagement. Connections between musical participation and health have been discussed for centuries, and relationships between the processes of music making and well-being outcomes have garnered considerable research interest. This chapter reviews studies investigating such associations to identify how creative aspects of musical engagement in particular can be understood to enhance health. The chapter begins by offering some suggestions about why these processes may have beneficial effects. Three key contexts for beneficial musical engagement (music education, music therapy, and community music) are examined: an organization (Limelight) that delivers music activities for individuals from disadvantaged groups; group improvisation music therapy sessions for individuals with cancer; and songwriting sessions for individuals following spinal injury. The relative contributions of creative process and creative product are considered, and psychological concepts such as identity, flow, agency, and scaffolding are suggested as important. The discussion extrapolates wider implications of this work to include general music making beyond clinical, educational, and community contexts.

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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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