Pub Date : 2021-03-04DOI: 10.1177/1359457521998243
Jessica O’Donoghue
{"title":"Book Review: Katrina McFerran, Philippa Derrington and Suvi Saarikallio, Handbook of Music, Adolescents, and Wellbeing","authors":"Jessica O’Donoghue","doi":"10.1177/1359457521998243","DOIUrl":"https://doi.org/10.1177/1359457521998243","url":null,"abstract":"","PeriodicalId":42422,"journal":{"name":"British Journal of Music Therapy","volume":"35 1","pages":"37 - 38"},"PeriodicalIF":0.7,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1359457521998243","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41426546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1177/1359457520972568
Jonathan Cousins-Booth, Marianne Rizkallah
{"title":"COVID 19: Notes from the United Kingdom","authors":"Jonathan Cousins-Booth, Marianne Rizkallah","doi":"10.1177/1359457520972568","DOIUrl":"https://doi.org/10.1177/1359457520972568","url":null,"abstract":"","PeriodicalId":42422,"journal":{"name":"British Journal of Music Therapy","volume":"34 1","pages":"77 - 79"},"PeriodicalIF":0.7,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1359457520972568","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46499467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1177/1359457520967330
Nicky Haire
{"title":"Book Review: Karette Stensaeth, Responsiveness in Music Therapy Improvisation: A Perspective Inspired","authors":"Nicky Haire","doi":"10.1177/1359457520967330","DOIUrl":"https://doi.org/10.1177/1359457520967330","url":null,"abstract":"","PeriodicalId":42422,"journal":{"name":"British Journal of Music Therapy","volume":"34 1","pages":"117 - 120"},"PeriodicalIF":0.7,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1359457520967330","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45965149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1177/1359457520971815
J. Tomlinson
Music Therapists increasingly work collaboratively alongside other professionals and families. This article presents research into transdisciplinary work with teaching assistants in a school. A mixed methods investigation was carried out to evaluate the development of verbal and vocal skills in young children who received both individual music therapy and additional music sessions carried out by teaching assistants. Qualitative data were gathered to support quantitative video analysis results. The Music Therapist organised music sessions for the teaching assistants to carry out independently, to assess whether this enhanced the children’s verbal development. Statistical analysis of vocal scores from video material utilising bootstrapping techniques indicated that there was a statistically significant difference pre- and post-intervention for the children who had additional teaching assistant music sessions. This indicated that the collaborative approach was effective in enhancing verbal skills. The qualitative evidence also supported this theory. Due to the small number of participants, these results cannot be generalised to other situations and larger scale research could be carried out to demonstrate conclusive results. This study shows that Music Therapists and teaching assistants in schools can work collaboratively and this may potentially enhance the progress children make, with reinforcement of verbal development strategies in the class context.
{"title":"Music therapist collaboration with teaching assistants for facilitating verbal and vocal development in young children with special needs: A mixed methods study","authors":"J. Tomlinson","doi":"10.1177/1359457520971815","DOIUrl":"https://doi.org/10.1177/1359457520971815","url":null,"abstract":"Music Therapists increasingly work collaboratively alongside other professionals and families. This article presents research into transdisciplinary work with teaching assistants in a school. A mixed methods investigation was carried out to evaluate the development of verbal and vocal skills in young children who received both individual music therapy and additional music sessions carried out by teaching assistants. Qualitative data were gathered to support quantitative video analysis results. The Music Therapist organised music sessions for the teaching assistants to carry out independently, to assess whether this enhanced the children’s verbal development. Statistical analysis of vocal scores from video material utilising bootstrapping techniques indicated that there was a statistically significant difference pre- and post-intervention for the children who had additional teaching assistant music sessions. This indicated that the collaborative approach was effective in enhancing verbal skills. The qualitative evidence also supported this theory. Due to the small number of participants, these results cannot be generalised to other situations and larger scale research could be carried out to demonstrate conclusive results. This study shows that Music Therapists and teaching assistants in schools can work collaboratively and this may potentially enhance the progress children make, with reinforcement of verbal development strategies in the class context.","PeriodicalId":42422,"journal":{"name":"British Journal of Music Therapy","volume":"34 1","pages":"95 - 107"},"PeriodicalIF":0.7,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1359457520971815","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48499902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1177/1359457520971812
B. Pickard
This article takes the theoretical and philosophical lens of critical disability studies to critically reflect on the Health and Care Professions Council Standards of Proficiency for Arts Therapists. The discipline of critical disability studies, evolving from disability studies and the disability rights movement, is initially defined before multiple paradigms of disability are introduced as central tenets of these disciplines. The relationship between critical disability studies and music therapy is explored, with reference to seminal publications and the perceptions of music therapy within them. The Health and Care Professions Council Standards of Proficiency are then taken as a source of reflection to attempt to understand the perpetuation of medicalised perspectives in the profession and the potential friction between critical disability studies and music therapy. A selection of the Standards of Proficiency are analysed according to distinct paradigms of disability. Questions are posed to interrogate and contextualise the standards in relation to critical disability studies philosophy. From this critical reflection, a discussion emerges which reflects on the reach of these professional standards and how they might contribute to a continuing, outdated expert-model of music therapy in the United Kingdom. The article concludes by drawing these threads together in a series of recommendations to educators, practitioners and the wider profession.
{"title":"A critical reflection on the Health and Care Professions Council Standards of Proficiency for music therapists: A critical disability studies perspective","authors":"B. Pickard","doi":"10.1177/1359457520971812","DOIUrl":"https://doi.org/10.1177/1359457520971812","url":null,"abstract":"This article takes the theoretical and philosophical lens of critical disability studies to critically reflect on the Health and Care Professions Council Standards of Proficiency for Arts Therapists. The discipline of critical disability studies, evolving from disability studies and the disability rights movement, is initially defined before multiple paradigms of disability are introduced as central tenets of these disciplines. The relationship between critical disability studies and music therapy is explored, with reference to seminal publications and the perceptions of music therapy within them. The Health and Care Professions Council Standards of Proficiency are then taken as a source of reflection to attempt to understand the perpetuation of medicalised perspectives in the profession and the potential friction between critical disability studies and music therapy. A selection of the Standards of Proficiency are analysed according to distinct paradigms of disability. Questions are posed to interrogate and contextualise the standards in relation to critical disability studies philosophy. From this critical reflection, a discussion emerges which reflects on the reach of these professional standards and how they might contribute to a continuing, outdated expert-model of music therapy in the United Kingdom. The article concludes by drawing these threads together in a series of recommendations to educators, practitioners and the wider profession.","PeriodicalId":42422,"journal":{"name":"British Journal of Music Therapy","volume":"34 1","pages":"82 - 94"},"PeriodicalIF":0.7,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1359457520971812","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48257153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1177/1359457520966747
Tina Warnock
{"title":"Book Review: Elizabeth Schwartz, Sharon R. Boyle & Rebecca Engen. Functional Voice Skills for Music Therapists","authors":"Tina Warnock","doi":"10.1177/1359457520966747","DOIUrl":"https://doi.org/10.1177/1359457520966747","url":null,"abstract":"","PeriodicalId":42422,"journal":{"name":"British Journal of Music Therapy","volume":"34 1","pages":"116 - 117"},"PeriodicalIF":0.7,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1359457520966747","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46681982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1177/1359457520966748
A. Oldfield
{"title":"Book Review: Petra Kern and Marcia Humpal (eds), Early Childhood Music Therapy and Autism Spectrum Disorder, Second Edition, Supporting Children and Their Families","authors":"A. Oldfield","doi":"10.1177/1359457520966748","DOIUrl":"https://doi.org/10.1177/1359457520966748","url":null,"abstract":"","PeriodicalId":42422,"journal":{"name":"British Journal of Music Therapy","volume":"34 1","pages":"108 - 111"},"PeriodicalIF":0.7,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1359457520966748","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47970003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1177/1359457520949331
A. Barrington
{"title":"Book Review: American Music Therapy Association with Introduction by Kenneth E Bruscia, Early Theoretical Writings on Music Therapy: 1951-1960","authors":"A. Barrington","doi":"10.1177/1359457520949331","DOIUrl":"https://doi.org/10.1177/1359457520949331","url":null,"abstract":"","PeriodicalId":42422,"journal":{"name":"British Journal of Music Therapy","volume":"34 1","pages":"111 - 112"},"PeriodicalIF":0.7,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1359457520949331","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47831690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1177/1359457520969322
Tríona McCaffrey, K. Mcferran, G. Gattino, Sumathy Sundar
Music therapy educators around the globe are united in their commitment to the development of the profession through the education of new professionals. Although different university programmes emphasise diverse approaches and are representative of their surrounding cultures, there is much that is shared between different programmes and educators. However, prior to the COVID-19 pandemic, there was minimal interaction between educators as a group, possibly due to time pressures and a lack of need to unite and celebrate our diversities. With the onset of the pandemic and the rapid transition to online learning, an unexpected space emerged for collective dialogue among the music therapy educator community. Brought together by the challenges imposed on professional training due to a global pandemic, a number of global educators united in discussion to seek a way forward.
{"title":"The Global Music Therapy Educators Network","authors":"Tríona McCaffrey, K. Mcferran, G. Gattino, Sumathy Sundar","doi":"10.1177/1359457520969322","DOIUrl":"https://doi.org/10.1177/1359457520969322","url":null,"abstract":"Music therapy educators around the globe are united in their commitment to the development of the profession through the education of new professionals. Although different university programmes emphasise diverse approaches and are representative of their surrounding cultures, there is much that is shared between different programmes and educators. However, prior to the COVID-19 pandemic, there was minimal interaction between educators as a group, possibly due to time pressures and a lack of need to unite and celebrate our diversities. With the onset of the pandemic and the rapid transition to online learning, an unexpected space emerged for collective dialogue among the music therapy educator community. Brought together by the challenges imposed on professional training due to a global pandemic, a number of global educators united in discussion to seek a way forward.","PeriodicalId":42422,"journal":{"name":"British Journal of Music Therapy","volume":"34 1","pages":"80 - 81"},"PeriodicalIF":0.7,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1359457520969322","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47394154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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