Music Therapy
Table of Contents
1. What is Music Therapy? Page 1
2. Who can provide music therapy services? Page 1
3. History of Music Therapy Page 1
4. Who can benefit from music therapy? Page 2
5. Interventions in music therapy Page 2
6. Music therapy for individuals with autism Page 2
7. The Music Therapy program at A Total Approach Page 3
8. References Page 3
What is Music Therapy?
Music therapy is a process through which interaction with a therapist in music-based
experiences is designed to address specific needs of an individual with the goal of
eliciting a desired change. Music therapy takes place with a specifically trained therapist
and is based on careful assessment.
Who can provide music therapy services?
A trained music therapist who has completed at least a Bachelor’s degree in Music
Therapy and 1,200 hours of supervised clinical training in a broad range of settings—e.g.
schools, hospitals, and psychiatric facilities—can provide music therapy services. Music
therapy academic training consists of competencies in musical skills (e.g. voice, guitar
and piano), music therapy methods, and psychology. Advanced levels of academic
training—i.e. Master’s and Doctorate—go deeper into the study of the areas of theoretical
constructs in the field of psychology. These may include psychodynamic approaches,
developmental psychology, biopsychosocial principles, music therapy theory, and
methods of research. Music therapists are board certified. Certification is given when
program requirements are met and the Board Certification exam is completed.
History of Music Therapy
The awareness of music as a powerful instrument of working towards wellness for an
individual dates back to antiquity. However, music therapy as an academic field is a
more recent occurrence. Music therapy emerged as a field in the 1940s, as many in the
field of psychiatry began to view treatment in a more holistic way. One example of this
is the prominent psychiatrist Karl Menninger, who aimed to address client needs through
a wide variety of modalities. At this time music was recognized as containing essential
elements of the therapeutic process, and through scientific-based research these qualities
were confirmed empirically. In turn, music therapies gained acceptance into the medical
field. Music therapy grew significantly during World War II, as music therapy practices
were used in aiding veterans and seen as an invaluable resource in their recovery. Today,
numerous music therapists work within a large variety of settings, from hospital to
educational, as well as in private psychotherapy practices.
Who can benefit from music therapy?
Music therapy is used with children and adults with mental or physical disabilities,
learning disabilities, Autism spectrum disorders, conduct or behavioral disorders, sensory
impairments, substance abuse, survivors of physical, sexual and emotional abuse, brain
injuries, mental illness, stroke, Alzheimer’s, dementia, and individual in Palliative care.
The theoretical orientation of music therapy will depend on the individual music
therapist’s background, as well as the client needs of the specific population.
Applications may be oriented in a cognitive behavioral theoretical foundation or a
psychotherapeutic theoretical foundation.
Interventions in music therapy
There is a wide range of music therapy intervention. Some of the main interventions
include (but are not limited to): 1) improvisatory music: music is improvised using
instruments and/or voice, body sounds, found objects, etc.; 2) re-creative: singing and/or
playing pre-existing songs; 3) composition: the creation and documentation of a newly
composed song by the client with the support of the therapist, or making changes, such as
lyrics, in pre-existing songs; 4) receptive: listening to recordings of music.
Music therapy interventions are determined by client needs and are used to address the
following: 1) to establish a means of communication and interaction; 2) to provide an
outlet for self-expression; 3) to explore self/other relationships; 4) to develop creativity
and spontaneity, stimulate sense, and develop perceptual and cognitive skills; 5) to
develop sensory-motor skills, foster sequenced behaviors, enhance short-term and long-
term memory; 6) to express and foster emotional integration; 7) to develop behavioral
organizational skills; 8) to develop coping and self-reliance skills; 9) to develop problem-
solving skills; 10) to develop and integrate and communicate inner experiences; 11) to
integrate parts into whole; 12) to promote body awareness; 13) to develop auditory skills.
Music therapy for individuals with autism
Studies have shown that the use of music therapy has been beneficial to individuals with
autism predominantly in terms of improved social and behavioral skills and interpersonal
relationships (Goldstein 1964; Stevens and Clark 1969; Hollander and Juhrs 1974;
Saperston 1973; Schmidt and Edwards 1976; Warwick 1995). Additionally, music
therapy research has revealed improved communication and language skills as a result of
music therapy treatment (Litchman 1976; Mahlberg 1973; Saperston 1973; Edgerton
1994).
The Music Therapy program at A Total Approach
The music therapy program at A Total Approach uses self-expressive arts—such as
music, dance, and drama—to help children develop self-concept, social skills, verbal and
non-verbal communication, self-reliance, coping skills, emotional awareness, integration
and expression, and body awareness.
References
Bruscia, K. (1998). Defining Music Therapy, second edition. Barcelona Publishers:
Gilsum, NH.
Peters, J.S. (2000). Music Therapy: An Introduction. Charles C. Thomas Publishers,
Ltd.: Springfield, IL.
Davis W.B., K.E. Gfeller & M.H. Thaut (1987). An introduction to music therapy
theory and practice. Boston: Mc-Graw-Hill College. Hanser, S.B. (1987)
|
|
