Memories from the VIII World Congress of Music Therapy (original) (raw)
Related papers
2010
De-mystifying the Magic: Meaningful Moments in Music Therapy when working with Children that have Severe Special Needs ACKNOWLEDGEMENTS I wish to thank my beautiful family for their support, love and admiration, without you none of this would have been possible. A special thanks to my Mum, Nana, and Grandma Cece for always looking out for me and for pushing me to accomplish anything I set my mind to, I love you all very much. And a big thank you to Jill, for keeping the faith, you are an inspiration.
Autism research and treatment, 2016
Music therapy is gaining popularity as an intervention strategy for children with developmental disabilities, including autism spectrum disorder (ASD). This study was a pilot investigation of a classroom-based music-based intervention, Voices Together®, for improving communication skills in children with ASD and children with intellectual disabilities. Four local public elementary school special education classrooms, serving 5 children with a classification of autistic disorder and 32 children with intellectual disability without autism, were randomly selected to receive one of two levels of exposure to Voices Together music therapy: "long-term" (15 weeks beginning in January 2015 (Time 1), n = 14) or "short-term" (7 weeks beginning 7 weeks later in February (Time 2), n = 17). Using observational ratings, investigators reliably scored participants live in terms of their level of verbal responsiveness to prompts during three songs featured each week of the program...
Music therapy with individuals with severe multiple disabilities
Bajs (Knabe), 2022
The present study uses a qualitative approach to explore music therapy with individuals with severe multiple disabilities (SMD). Six music therapists with wide experience in this field took part in a focus group discussion that featured questions about the potential of music therapy with children, adolescents and adults with SMD, the ways individuals with SMD use music therapy, the interrelation of functional and psychotherapeutic aspects in music therapy, and the challenges in conducting research studies including individuals with SMD. The data were analysed using a grounded theory approach, and the findings highlighted the following macro areas: opportunities, music therapy approaches, and research challenges. Participants emphasised the wide range of developmental opportunities that music therapy can offer to individuals with SMD. They outlined the unique characteristics music therapy interventions offer for working with individuals with SMD, especially when combining functional and psychotherapeutic approaches. The broad spectrum of competencies and qualities of the music therapist was also highlighted. The experiences and insights of the international group of music therapy experts about their practical work with individuals with SMD are promising and open up many possibilities for further development of this field of work in research, teaching and therapeutic practice.
Music Interventions for a Child with Developmental Disabilities
2020
This capstone thesis project explores a musical intervention (Development Interaction Through Music, DITM) for a 9-year-old girl with neurodevelopmental disorders in a school setting. Although there was research on the application of music therapy in different populations, there are relatively few documentations on music therapy in the field of special education. Some case studies have found that music therapy has a positive effect on people with developmental disorders (Thompson & McFerran, 2015). Clinicians need to engage in more clinical practice and collect case data as strong evidence. Music therapists who work with children with severe disabilities are recommended to build a communication platform to learn from each other to promote the development of music therapy. The Intervention of DITM was designed to use a therapeutic relationship as a promoter in music therapy to support the development of children whose social, communicational, and visual abilities are impaired. There ...
Music Therapy for children with intellectual disabilities
Science, education and inovation in the arts, 2017
Music therapy has capacity to make positive changes in the psychological, physical, cognitive, or social functioning of individuals with health or educational problems. When the interdisciplinary nature of music, as it is used in music therapy, is fully understood, the treatment addresses improving motor, cognitive, affective and social skills. We show that this interdisciplinary aspect of music makes the therapy uniquely appropriate for disabled individuals because it supplements and reinforces other therapies and disciplines while implementing its own program.
British Journal of Music Therapy, 2013
In educational settings in Scotland Allied Health Professionals (AHPs) are currently being guided towards working in partnership with other professionals, particularly to develop roles as consultants , advisors or trainers within schools (Scottish Government 2010). AHPs are being encouraged to meet therapeutic objectives indirectly and decrease the hours of direct work with pupils. This study aimed to evaluate ways in which a music therapist might support a teacher to offer interactive group music-making to children with additional support needs. Themes were generated from the analysis of a semi-structured interview with a nursery teacher who, together with the author, was involved in planning and delivering an eleven-week intervention for three children on the autistic spectrum. Responses from two questionnaires completed by classroom assistants who also supported children in the group as well as the experience of the therapist in collaborative work added to the discussion and reflection. Findings suggest that the flexibility of the music therapist in direct work is highly specialised and cannot be easily replicated in other classroom music activities , but that experiential music therapy groups offer some level of transferable learning for teaching and support staff and potential for developing more indirect approaches.