scholarly journals What strategies did I use, as a music therapy student, to promote child-led cooperative play in an inclusive education setting?

2021 ◽  
Author(s):  
◽  
Emily J. Hunt
Keyword(s):  
Music Therapy ◽  
Inclusive Education ◽  
Primary Schools ◽  
Secondary Analysis ◽  
Free Play ◽  
Play Skills ◽  
Cooperative Play ◽  
Musical Play ◽  
Solitary Play ◽  
Musical Interactions

<p>The fostering of inclusion in modern mainstream schools can be challenging. Student needs are becoming increasingly diverse, funding is scarce, and an attitudinal shift is necessary to value the contributions and identities of all learners. This study explores how music therapy can assist the process of inclusion by articulating the strategies I, a music therapy student, used when working to enhance musical play within a play-based learning environment. Findings have been generated using the methodology Secondary Analysis of Qualitative Data which involved thematic analysis of session notes and my reflexive diary. They describe the strategies I used to facilitate children’s developing social play skills, which varied from onlooker and solitary play, to parallel (alongside) and associative play (with some unorganised verbal and musical interactions), culminating in cooperative play (with children interacting directly to organise play and assign particular roles). I identified five themes reflecting levels of social participation in musical play; meeting individual needs, facilitating involvement, encouraging participation, encouraging interactions and supporting play stages. ‘Encouraging interactions’ was identified as the key theme relating to cooperative play, and the most significant in fostering pro-inclusive social skills. Musical and non-musical strategies are described and the significance of musical co-playing in facilitating pro-inclusive interactions is explored. The strategies identified are relevant for fostering inclusion in other play-based learning programmes and free play environments in both primary schools and pre-schools in New Zealand and globally.</p>

scholarly journals What strategies did I use, as a music therapy student, to promote child-led cooperative play in an inclusive education setting?

2021 ◽  
Author(s):  
◽  
Emily J. Hunt
Keyword(s):  
Music Therapy ◽  
Inclusive Education ◽  
Primary Schools ◽  
Secondary Analysis ◽  
Free Play ◽  
Play Skills ◽  
Cooperative Play ◽  
Musical Play ◽  
Solitary Play ◽  
Musical Interactions

<p>The fostering of inclusion in modern mainstream schools can be challenging. Student needs are becoming increasingly diverse, funding is scarce, and an attitudinal shift is necessary to value the contributions and identities of all learners. This study explores how music therapy can assist the process of inclusion by articulating the strategies I, a music therapy student, used when working to enhance musical play within a play-based learning environment. Findings have been generated using the methodology Secondary Analysis of Qualitative Data which involved thematic analysis of session notes and my reflexive diary. They describe the strategies I used to facilitate children’s developing social play skills, which varied from onlooker and solitary play, to parallel (alongside) and associative play (with some unorganised verbal and musical interactions), culminating in cooperative play (with children interacting directly to organise play and assign particular roles). I identified five themes reflecting levels of social participation in musical play; meeting individual needs, facilitating involvement, encouraging participation, encouraging interactions and supporting play stages. ‘Encouraging interactions’ was identified as the key theme relating to cooperative play, and the most significant in fostering pro-inclusive social skills. Musical and non-musical strategies are described and the significance of musical co-playing in facilitating pro-inclusive interactions is explored. The strategies identified are relevant for fostering inclusion in other play-based learning programmes and free play environments in both primary schools and pre-schools in New Zealand and globally.</p>

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

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

<p>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.</p>

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

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

<p>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.</p>

scholarly journals Music therapy methods, strategies and techniques for engaging children in meaningful music therapy encounters in hospital play therapy settings

2021 ◽  
Author(s):  
◽  
Farhana Muhammad Rizaini
Keyword(s):  
Music Therapy ◽  
Play Therapy ◽  
Secondary Analysis ◽  
Clinical Documentation ◽  
Paediatric Ward ◽  
Short Term ◽  
Discussion Section ◽  
Musical Play ◽  
Therapy Goals ◽  
Musical Interaction

<p>This qualitative study examines a music therapy student’s practice on a paediatric ward in a general hospital in New Zealand. The study arose after I experienced challenges engaging and interacting with patients in a hospital play therapy setting, where patients stay was short-term. The research identified the music therapy methods, techniques and strategies I used to initiate and sustain musical interaction with them. Findings were generated from secondary analysis of two months’ worth of clinical documentation and reflection. Both inductive and deductive thematic analysis was used to analyse the clinical data and reflection. The literature on paediatric music therapy, musical play and play therapy were reviewed. Findings are presented in two parts. The first section highlights the predominant music therapy methods I used: range of instruments, singing, use of props, listening, use of discussion and musical games; and the overlaps of strategies and techniques within. The second section identifies four main categories of music therapy goals to illustrate the unique and subtle differences of music therapy methods, strategies and techniques in relation to the goals. Subsequently, in the discussion section, findings are considered in the light of the literature, and limitations of the research are addressed.</p>

scholarly journals Sound Reflexes: Micro-Analysis of Meaningful Moments with Children Receiving Music Therapy

2021 ◽  
Author(s):  
◽  
Elizabeth Scott Johns
Keyword(s):  
Music Therapy ◽  
Interpersonal Relationship ◽  
Secondary Analysis ◽  
Music Therapist ◽  
Video Footage ◽  
Musical Interactions ◽  
Improvised Music ◽  
Clinical Records ◽  
Micro Analysis ◽  
Musical Elements

<p>This study investigates meaningful moments in improvised music created during individual music therapy sessions with children who have delays in various areas of development. Secondary analysis of clinical records (session notes and video footage) was used in this music centred research to identify meaningful moments in the music. Six meaningful moments were chosen, each from a different child, and subsequently the musical interactions of the child and student music therapist were transcribed in detail. An ethnographic, microanalysis approach was applied to analyse and interpret the observable features of the music. The analysis of what was happening in the music helped the researcher to understand and articulate the meaningful moments. Meaningful moments were found to be shared experiences in the co-creation of music, which provided opportunities to foster a responsive interpersonal relationship between the child and therapist. They occurred because the music provided a framework for structure and change through synchronicity and regularity/flow as well as variation, tension, suspension, expectation and anticipation. The meaningful moment was facilitated by musical elements: rhythm, tempo, pitch/melody, harmony, timbre and volume/dynamics; and musical techniques: imitation, pause, space, repetition, anacrusis and gestural actions. A review of the literature was undertaken to examine the use of improvisation and the importance of meaningful moments, in music therapy. The findings are discussed drawing from the related literature and the theory of expectation. The strengths and limitations of the study are stated along with the implications for training and further research in this field.</p>

scholarly journals Sound Reflexes: Micro-Analysis of Meaningful Moments with Children Receiving Music Therapy

2021 ◽  
Author(s):  
◽  
Elizabeth Scott Johns
Keyword(s):  
Music Therapy ◽  
Interpersonal Relationship ◽  
Secondary Analysis ◽  
Music Therapist ◽  
Video Footage ◽  
Musical Interactions ◽  
Improvised Music ◽  
Clinical Records ◽  
Micro Analysis ◽  
Musical Elements

<p>This study investigates meaningful moments in improvised music created during individual music therapy sessions with children who have delays in various areas of development. Secondary analysis of clinical records (session notes and video footage) was used in this music centred research to identify meaningful moments in the music. Six meaningful moments were chosen, each from a different child, and subsequently the musical interactions of the child and student music therapist were transcribed in detail. An ethnographic, microanalysis approach was applied to analyse and interpret the observable features of the music. The analysis of what was happening in the music helped the researcher to understand and articulate the meaningful moments. Meaningful moments were found to be shared experiences in the co-creation of music, which provided opportunities to foster a responsive interpersonal relationship between the child and therapist. They occurred because the music provided a framework for structure and change through synchronicity and regularity/flow as well as variation, tension, suspension, expectation and anticipation. The meaningful moment was facilitated by musical elements: rhythm, tempo, pitch/melody, harmony, timbre and volume/dynamics; and musical techniques: imitation, pause, space, repetition, anacrusis and gestural actions. A review of the literature was undertaken to examine the use of improvisation and the importance of meaningful moments, in music therapy. The findings are discussed drawing from the related literature and the theory of expectation. The strengths and limitations of the study are stated along with the implications for training and further research in this field.</p>

scholarly journals A play ground: Supporting interactions of children with autism through music therapy groups in a special education classroom

2021 ◽  
Author(s):  
◽  
Kathleen T. Sanders O'Connor
Keyword(s):  
Special Education ◽  
Music Therapy ◽  
Therapy Group ◽  
Secondary Analysis ◽  
Children With Autism ◽  
Clinical Work ◽  
Free Play ◽  
Free Form ◽  
Research Journal ◽  
Clinical Records

<p>Children with autism face significant obstacles to social interaction and learning. This qualitative, exploratory study of student music therapy practice in a special education Unit, focused on supporting interactions of children with autism through music therapy groups integrated into the school programme. Clinical work took place over ten months, and the research employed secondary analysis of three data sources: clinical records, notes from supervision and staff meetings, and a reflective research journal.  Two complementary forms of music therapy groups, on the same day and with the same children, were developed: an established morning structured music therapy group, and at the end of the day, a free form music therapy group more like a typical playground. Findings suggest that the work of adults to engage the children, music play which attended to sensory sensitivities, promoting calm, giving new experiences and giving structured interaction opportunities contributed to an increase in the children’s interactive behaviors in music therapy groups. When adults provided a free play community experience, the children showed an increase in initiating interactions and more expressive communications.  Eliciting emotional responsivity and giving patterned interactive experiences, through both improvisation and familiar music, seemed to build bridges with the children’s communications and support motivation to interact.</p>

scholarly journals Music therapy methods, strategies and techniques for engaging children in meaningful music therapy encounters in hospital play therapy settings

2021 ◽  
Author(s):  
◽  
Farhana Muhammad Rizaini
Keyword(s):  
Music Therapy ◽  
Play Therapy ◽  
Secondary Analysis ◽  
Clinical Documentation ◽  
Paediatric Ward ◽  
Short Term ◽  
Discussion Section ◽  
Musical Play ◽  
Therapy Goals ◽  
Musical Interaction

<p>This qualitative study examines a music therapy student’s practice on a paediatric ward in a general hospital in New Zealand. The study arose after I experienced challenges engaging and interacting with patients in a hospital play therapy setting, where patients stay was short-term. The research identified the music therapy methods, techniques and strategies I used to initiate and sustain musical interaction with them. Findings were generated from secondary analysis of two months’ worth of clinical documentation and reflection. Both inductive and deductive thematic analysis was used to analyse the clinical data and reflection. The literature on paediatric music therapy, musical play and play therapy were reviewed. Findings are presented in two parts. The first section highlights the predominant music therapy methods I used: range of instruments, singing, use of props, listening, use of discussion and musical games; and the overlaps of strategies and techniques within. The second section identifies four main categories of music therapy goals to illustrate the unique and subtle differences of music therapy methods, strategies and techniques in relation to the goals. Subsequently, in the discussion section, findings are considered in the light of the literature, and limitations of the research are addressed.</p>

scholarly journals A play ground: Supporting interactions of children with autism through music therapy groups in a special education classroom

2021 ◽  
Author(s):  
◽  
Kathleen T. Sanders O'Connor
Keyword(s):  
Special Education ◽  
Music Therapy ◽  
Therapy Group ◽  
Secondary Analysis ◽  
Children With Autism ◽  
Clinical Work ◽  
Free Play ◽  
Free Form ◽  
Research Journal ◽  
Clinical Records

<p>Children with autism face significant obstacles to social interaction and learning. This qualitative, exploratory study of student music therapy practice in a special education Unit, focused on supporting interactions of children with autism through music therapy groups integrated into the school programme. Clinical work took place over ten months, and the research employed secondary analysis of three data sources: clinical records, notes from supervision and staff meetings, and a reflective research journal.  Two complementary forms of music therapy groups, on the same day and with the same children, were developed: an established morning structured music therapy group, and at the end of the day, a free form music therapy group more like a typical playground. Findings suggest that the work of adults to engage the children, music play which attended to sensory sensitivities, promoting calm, giving new experiences and giving structured interaction opportunities contributed to an increase in the children’s interactive behaviors in music therapy groups. When adults provided a free play community experience, the children showed an increase in initiating interactions and more expressive communications.  Eliciting emotional responsivity and giving patterned interactive experiences, through both improvisation and familiar music, seemed to build bridges with the children’s communications and support motivation to interact.</p>

Behavioral Orientations and Peer-Contact Patterns of Relationally Aggressive Girls

2004 ◽  
Vol 94 (1) ◽  
pp. 327-334
Author(s):  
Miyoshi Isobe ◽  
Moisés Kirk De Carvalho Filho ◽  
Kenichi Maeda
Keyword(s):  
Relational Aggression ◽  
Free Play ◽  
Cooperative Play ◽  
Relationally Aggressive ◽  
Contact Patterns ◽  
Solitary Play ◽  
Social Conversation ◽  
Interactive Behaviors

The present study was designed to assess the behavioral orientations and peer-contact patterns of relationally aggressive girls. Based on teachers' assessments of relational aggression, 16 preschool girls were assigned to either a relationally aggressive group or a nonaggressive group and then observed in a free play setting. Several aspects of their interactive behaviors, e.g., cooperative play and social conversation, and noninteractive behaviors, e.g., solitary play and transition, were observed. Analysis indicated the relationally aggressive group spent more time engaged in social conversation and transition and less time in cooperative play than did the nonaggressive group. Further, findings indicated that the relationally aggressive group spent more time with one particular peer than did the nonaggressive group.

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