Metamorphoses Creative-Developmental Fairy Tale Therapy Against the Dangers of the Internet. A Series of Activities for Young Undergraduate Students

This paper is about the practical application of Metamorphoses creative-developmental fairy tale therapy, which is presented based on a three-session Metamorphoses creative-developmental fairy tale therapy session. The sessions were conducted between April and May 2021, among students (n=24) of the University of Debrecen, who were previously not familiar with fairy tale therapy, nor with the works of Ildikó Boldizsár. Through the media environment of the session, we also reflected together on the effects of internet consumption and the dangers of the internet. The study highlights the students' attitudes towards this method and their participation and activity in the online space. The experiences gained during the 3 sessions and the feedback of the students appear as a guideline to conclude the study. The practical application of the Metamorphoses creative-developmental fairy tale therapy will show whether this methodology has a role to play in higher education.

A Music Therapy Student's Exploration of Single Session Music Therapy for Children on a Paediatric Ward Using Action Research Methodology

<p>This study aimed to answer the question “How can I, as a music therapy student in a paediatric ward, provide children with beneficial single session music therapy?” In order to answer this question, action research methodology was employed. This methodology allowed the researcher to monitor and question her actions in order to improve her practice. Furthermore, principles from music therapy and other disciplines were applied and adapted. The researcher’s practice would be made more appropriate, therefore, for a paediatric ward where only brief information about the children was provided and limited time was available to work with them. There were four cycles in the study. The challenges and concerns that emerged through the course of this research were 1) how to approach the children or get the music therapy session underway, 2) how to provide suitable sessions for the different needs and developmental stages of the children; 3) how to be more aware of the children’s needs, and 4) how to maintain my inspiration. All the findings from these concerns were formulated into some helpful principles that played an important role during the course of this study. The principles are: 1) being flexible; 2) keeping the patients’ and the therapist’s control in balance; 3) being sensitive to children’s responses and to their needs; 4) being familiar with background knowledge; 5) being able to build a rapport in a short time; 6) being available; 7) being open-minded; and 8) being able to reduce the therapist’s anxiety. It is recommended that these principles be employed in other contexts where the therapist has little time at his/her disposal to assess or establish a rapport with the children, and where it is hard to predict the situation or plan the session ahead.</p>

A Music Therapy Student's Exploration of Single Session Music Therapy for Children on a Paediatric Ward Using Action Research Methodology

<p>This study aimed to answer the question “How can I, as a music therapy student in a paediatric ward, provide children with beneficial single session music therapy?” In order to answer this question, action research methodology was employed. This methodology allowed the researcher to monitor and question her actions in order to improve her practice. Furthermore, principles from music therapy and other disciplines were applied and adapted. The researcher’s practice would be made more appropriate, therefore, for a paediatric ward where only brief information about the children was provided and limited time was available to work with them. There were four cycles in the study. The challenges and concerns that emerged through the course of this research were 1) how to approach the children or get the music therapy session underway, 2) how to provide suitable sessions for the different needs and developmental stages of the children; 3) how to be more aware of the children’s needs, and 4) how to maintain my inspiration. All the findings from these concerns were formulated into some helpful principles that played an important role during the course of this study. The principles are: 1) being flexible; 2) keeping the patients’ and the therapist’s control in balance; 3) being sensitive to children’s responses and to their needs; 4) being familiar with background knowledge; 5) being able to build a rapport in a short time; 6) being available; 7) being open-minded; and 8) being able to reduce the therapist’s anxiety. It is recommended that these principles be employed in other contexts where the therapist has little time at his/her disposal to assess or establish a rapport with the children, and where it is hard to predict the situation or plan the session ahead.</p>

Engagement in Music Therapy: A Detailed study of Communication Between the Therapist and Client Presenting with Severe and Multiple Handicaps

<p>The impact of multiple disabilities causes difficulties in the area of communication. Individuals with severe and multiple handicaps often have no verbal language as a result of serious physical impairments. This population may show little obvious response and it is therefore difficult to know if they are engaged and for the person him or herself to maintain engagement when involved in activities. The purpose of the study was to find out what happens in a normal music therapy session, during moments of perceived engagement. Four individuals experienced in the field of multiple disabilities were invited to take part in semi-structured interviews where they observed a half hour video of a therapist and a student with severe and multiple handicaps participating in music therapy. Data was analyzed in two steps, firstly through participants observing and explaining their reactions to video of music therapy and secondly by the researcher interviewing the participants and writing up a transcript of their commentaries about the video. The key themes that emerged in participants' descriptions of engagement during moments in music therapy suggest it is possible to observe and identify engagement as reflected in the students' non-verbal responses, such as body movement, eye contact and vocalizations.</p>

Engagement in Music Therapy: A Detailed study of Communication Between the Therapist and Client Presenting with Severe and Multiple Handicaps

<p>The impact of multiple disabilities causes difficulties in the area of communication. Individuals with severe and multiple handicaps often have no verbal language as a result of serious physical impairments. This population may show little obvious response and it is therefore difficult to know if they are engaged and for the person him or herself to maintain engagement when involved in activities. The purpose of the study was to find out what happens in a normal music therapy session, during moments of perceived engagement. Four individuals experienced in the field of multiple disabilities were invited to take part in semi-structured interviews where they observed a half hour video of a therapist and a student with severe and multiple handicaps participating in music therapy. Data was analyzed in two steps, firstly through participants observing and explaining their reactions to video of music therapy and secondly by the researcher interviewing the participants and writing up a transcript of their commentaries about the video. The key themes that emerged in participants' descriptions of engagement during moments in music therapy suggest it is possible to observe and identify engagement as reflected in the students' non-verbal responses, such as body movement, eye contact and vocalizations.</p>

The impact of music therapy in late-moderate premature infants, on their parents and their environment, in a Spanish neonatal intermediate care unit.

The aim of this study is to determine whether a live music therapy session during parent holding had an effect on physiological and comfort outcomes of late-moderate preterm infants, on their parents, and on the ward environment. This is a quasi-experimental study of a cohort of 44 preterm / adult pairs exposed to a music therapy session in the first two weeks after birth. There were 3 moments of observation (before, during, and after the intervention), at which heart rate (HR), oxygen saturation (O2-sat), the infant’s behavioral-emotional activation level, and the environmental response were measured. A statistically significant increase was observed in O2-sat (p<.001) after the intervention, as well as a decrease in HR (p<.001). Personal and environmental stress was observed to decrease (p<.001). A music therapy session in the Neonatal Unit at the time of interaction between parents and premature infants was found to be useful in reducing stress and promoted a positive interaction between parents and infants.

Recover Your Balance: Effectiveness Research of Positive Psychotherapy

The present study examines whether Positive Psychotherapy (PPT) fulfills the three common efficacy factors of psychotherapy postulated by Grawe et al. (1994) and in doing so takes the therapists’ assessment of the common factors, the length of professional experience of therapists and multiple times of measurement into account. 207 outpatients (66 males, 41 females) and their therapists – who were trained in PPT – evaluated the fulfillment of the three common factors after an individual therapy session. Results provide support for the effectiveness of PPT: patients and therapists both assessed PPT to fulfill the three common efficacy factors. However, patients perceived all three factors to be fulfilled to an even higher degree than therapists did. Additionally, two of the common factors were judged to be more fulfilled when the treating therapist had more rather than less professional experience. Lastly, patients experienced therapy as even more effective over time. The verification of the effectiveness of Positive Psychotherapy via an explicit measurement of the common efficacy factors leads to a gain of knowledge and has important implications for psychotherapists practicing and teaching PPT alike. Furthermore, the present study provides new and interesting approaches for future research.

Doing Contrariness: Therapeutic Talk-In-Interaction in a Single Therapy Session With a Traumatized Child

Conversation analysis (CA) of children-adult—interaction in various contexts has become an established field of research. However, child therapy has received limited attention in CA. In child therapy, the general psychotherapeutic practice of achieving empathy faces particular challenges. In relation to this, our contribution sets out three issues for investigation and analysis: the first one is that practices of achieving empathy must be preceded by efforts aiming to establish which kind of individualized conversation works with this child (Midgley, 2006). Psychotherapy process researchers in adult therapy (Stiles et al., 2015) have found that therapists “invent” a new therapy for each patient (Norcross and Wampold, 2018). The second issue is that it can be difficult for adults to understand the ways in which children express their conflicts and issues. In particular, play activities in therapy, e.g., with dolls, can open up additional scenarios of interaction. The play scenario can be used to disclose unformulated problems masked in everyday and family interactions. The third issue is how to respect the child's higher degree of vulnerability, compared with adult patients. How is it communicated and dealt with in therapy? We present an interaction analysis of a single case study of the first 20 min of a child therapy session with an adopted girl aged 4 years brought to treatment because of “unexplainable rage.” The session was videotaped; parents granted permission. We analyze this session using an applied version of CA. In our analysis, we describe “doing contrariness,” as a conversational practice producing epistemic and affiliative disruptions, while “avoiding doing contrariness” and “remedying contrariness” are strategies for preserving or restoring the affiliative dimension of a relationship (in child therapy). We show how these practices operate in various modes and how they are used by both parties in our case study to variously aid and impedethe achievement of empathy and understanding.