This phenomenological inquiry investigated the ways in which music therapists perceive and discuss their music therapy relationships (MTRs) with people with marginalized gender identities and sexual orientations. Five participants completed semi-structured interviews that were transcribed and analyzed with reflexive emphasis on member checking and data triangulation. First-level analysis utilized values coding and second-level analysis refined values themes to distill individual participant essences (Saldaña, 2016). The coding manual for qualitative researchers. SAGE). Subsequent horizontalization across participants was then used to discern collective participant essences (Saldaña, 2016). The coding manual for qualitative researchers. SAGE). Critical feminist, queer, disability, anti-oppressive, and humanist theory lenses shaped the foundation and perception of the project with particular attention to intersectionality, intersubjectivity, and power dynamics in relationships. Findings included commentary on MT/client identities and balance in relationships; contextual influences on MT processes; necessity of cultural humility (CH) and cultural sustainability (CS) and respect for identity complexity; and the role of implicit/explicit communication in MTRs. Crucially, participants and the researcher endorse a non-clinical view of people with marginalized gender identities and sexual orientations, and the researcher urges introspection regarding identity, supervision, and the space that MTs and clients occupy within the MTR construct. Discussion, recommendations for future research and applications to MT theory, research, and practice are provided.
{"title":"Music Therapists’ Experiences of Therapeutic Relationships with Clients with Marginalized Gender Identities and Sexual Orientations","authors":"Sarah Biedka","doi":"10.1093/mtp/miac026","DOIUrl":"https://doi.org/10.1093/mtp/miac026","url":null,"abstract":"\u0000 This phenomenological inquiry investigated the ways in which music therapists perceive and discuss their music therapy relationships (MTRs) with people with marginalized gender identities and sexual orientations. Five participants completed semi-structured interviews that were transcribed and analyzed with reflexive emphasis on member checking and data triangulation. First-level analysis utilized values coding and second-level analysis refined values themes to distill individual participant essences (Saldaña, 2016). The coding manual for qualitative researchers. SAGE). Subsequent horizontalization across participants was then used to discern collective participant essences (Saldaña, 2016). The coding manual for qualitative researchers. SAGE). Critical feminist, queer, disability, anti-oppressive, and humanist theory lenses shaped the foundation and perception of the project with particular attention to intersectionality, intersubjectivity, and power dynamics in relationships. Findings included commentary on MT/client identities and balance in relationships; contextual influences on MT processes; necessity of cultural humility (CH) and cultural sustainability (CS) and respect for identity complexity; and the role of implicit/explicit communication in MTRs. Crucially, participants and the researcher endorse a non-clinical view of people with marginalized gender identities and sexual orientations, and the researcher urges introspection regarding identity, supervision, and the space that MTs and clients occupy within the MTR construct. Discussion, recommendations for future research and applications to MT theory, research, and practice are provided.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49385481","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}
{"title":"Voices of Change: Learning from the Lived Experiences of Minoritized Music Therapists","authors":"Sangeeta Swamy, Adenike Webb","doi":"10.1093/mtp/miac027","DOIUrl":"https://doi.org/10.1093/mtp/miac027","url":null,"abstract":"","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42306614","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}
The experiences of Black music therapy students discussing race and racism in clinical supervision were explored in this study. Participants included 5 Black music therapy students with at least one semester of supervised fieldwork. Recruitment occurred through varied methods utilizing professional networks and snowballing. Data included written survey responses and individual interviews. Utilizing a thematic analysis approach, researchers reviewed that each participant’s dataset generated preliminary codes. Next, researchers grouped codes and compared groupings across datasets. Researchers reached an agreement on 7 themes. Theme 1 addressed the immense vulnerability it takes for Black students to discuss race in and out of supervision. Theme 2 described defensive behaviors from white supervisors, staff members, and peers in response to discussing race. Theme 3 revealed the significance of validating that racism happens to Black students. Theme 4 noted the power supervisors wield over Black students, the privilege white supervisors possess, instances of racism from supervisors, and retaliation from supervisors in response to conversations of race. Theme 5 uncovered a pattern of white supervisors “acknowledging” their privilege and not acting on this self-discovery. Theme 6 examined participants’ feeling like an outsider and supporting themselves in their education. Theme 7 addressed exasperation due to an unchanging oppressive system. Findings connect to the emerging literature on culturally responsive supervision, provide new insights into the supervision of Black music therapy students, and identify the need for change.
{"title":"Understanding the Experience of Discussing Race and Racism During Clinical Supervision for Black Music Therapy Students","authors":"Janae Phaedra Imeri, J. Jones","doi":"10.1093/mtp/miab027","DOIUrl":"https://doi.org/10.1093/mtp/miab027","url":null,"abstract":"\u0000 The experiences of Black music therapy students discussing race and racism in clinical supervision were explored in this study. Participants included 5 Black music therapy students with at least one semester of supervised fieldwork. Recruitment occurred through varied methods utilizing professional networks and snowballing. Data included written survey responses and individual interviews. Utilizing a thematic analysis approach, researchers reviewed that each participant’s dataset generated preliminary codes. Next, researchers grouped codes and compared groupings across datasets. Researchers reached an agreement on 7 themes. Theme 1 addressed the immense vulnerability it takes for Black students to discuss race in and out of supervision. Theme 2 described defensive behaviors from white supervisors, staff members, and peers in response to discussing race. Theme 3 revealed the significance of validating that racism happens to Black students. Theme 4 noted the power supervisors wield over Black students, the privilege white supervisors possess, instances of racism from supervisors, and retaliation from supervisors in response to conversations of race. Theme 5 uncovered a pattern of white supervisors “acknowledging” their privilege and not acting on this self-discovery. Theme 6 examined participants’ feeling like an outsider and supporting themselves in their education. Theme 7 addressed exasperation due to an unchanging oppressive system. Findings connect to the emerging literature on culturally responsive supervision, provide new insights into the supervision of Black music therapy students, and identify the need for change.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42927478","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}
{"title":"We are what we listen to: The impact of music on individual and social health","authors":"P. Nolan","doi":"10.1093/mtp/miac018","DOIUrl":"https://doi.org/10.1093/mtp/miac018","url":null,"abstract":"","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47106274","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}
M. Smyrnioti, C. Arvaniti, G. Kostopanagiotou, C. Batistaki
Chronic daily headache (CDH) is a challenging condition that significantly affects functionality and quality of life. We wish to examine how patients suffering from persistent CDH respond to sound, in order to explore Guided Imagery and Music (GIM) as an alternative psychotherapeutic approach to pain. This is a mixed-methods study combining a quasi-experimental design with a matched comparison group and a case-series design. Initially, nine patients suffering from CDH and nine chronic pain patients received an individual, structured GIM session. Six CDH patients proceeded to receive eight GIM therapy sessions within 4–6 months. Levels of pain, depression, stress, and psychopathology traits were assessed pre- and postintervention. Patients suffering from CDH perceived music differently and had different types and qualities of imagery, compared with the comparison group. CDH patients post-intervention showed notable clinical improvement in anxiety and depression levels, overall distress and psychopathology symptoms, and number and duration of crises and frequency of visits to the Pain Clinic, 6 months postintervention. GIM therapy as an adjacent form of treatment can have a positive impact on psychological comorbidity, number and duration of pain episodes, and patient dependency on the Pain Clinic staff. It is suggested by the findings that (a) music and sound may instigate different paths of neural activation in patients suffering from CDH and that (b) GIM can be a powerful therapeutic tool for personal growth and self-actualization. With this pilot study, we hope to inform future research on CDH and introduce GIM as a way of achieving neuromodulation.
{"title":"Guided Imagery and Music in Patients With Chronic Daily Headache: A Pilot Study","authors":"M. Smyrnioti, C. Arvaniti, G. Kostopanagiotou, C. Batistaki","doi":"10.1093/mtp/miac025","DOIUrl":"https://doi.org/10.1093/mtp/miac025","url":null,"abstract":"\u0000 Chronic daily headache (CDH) is a challenging condition that significantly affects functionality and quality of life. We wish to examine how patients suffering from persistent CDH respond to sound, in order to explore Guided Imagery and Music (GIM) as an alternative psychotherapeutic approach to pain. This is a mixed-methods study combining a quasi-experimental design with a matched comparison group and a case-series design. Initially, nine patients suffering from CDH and nine chronic pain patients received an individual, structured GIM session. Six CDH patients proceeded to receive eight GIM therapy sessions within 4–6 months. Levels of pain, depression, stress, and psychopathology traits were assessed pre- and postintervention. Patients suffering from CDH perceived music differently and had different types and qualities of imagery, compared with the comparison group. CDH patients post-intervention showed notable clinical improvement in anxiety and depression levels, overall distress and psychopathology symptoms, and number and duration of crises and frequency of visits to the Pain Clinic, 6 months postintervention. GIM therapy as an adjacent form of treatment can have a positive impact on psychological comorbidity, number and duration of pain episodes, and patient dependency on the Pain Clinic staff. It is suggested by the findings that (a) music and sound may instigate different paths of neural activation in patients suffering from CDH and that (b) GIM can be a powerful therapeutic tool for personal growth and self-actualization. With this pilot study, we hope to inform future research on CDH and introduce GIM as a way of achieving neuromodulation.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45326710","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}
Difficulty sleeping is a common long-term complaint for those who have experienced head trauma and brain injury (Hvingelby, 2020). A lack of sleep can lead to neurological dysfunction and reduce the ability to regulate thinking and behavior (Tan, 2004). Music therapy can promote sleep quality and may be an effective, safe, and affordable treatment for those with sleep problems (Kavurmaci et al., 2020). This study aimed to examine the use of preferred music to improve the self-reported sleep quality, pain, and mood of a high school athlete with post-concussion syndrome. A single-subject, quasi-experimental design was used to examine the use of a preferred music playlist to promote relaxation and sleep in conjunction with weekly live music therapy telehealth sessions. Results indicated an increase in relaxation and ability to sleep, along with improved mood and decreased pain. The results of this study suggest that music therapy may be helpful in addressing pain, mood, and sleep quality in individuals who have experienced concussions.
{"title":"The Use of Preferred Music to Improve the Sleep Quality of a High School Athlete with Post-Concussion Syndrome","authors":"Rebekah Smith, Deborah Layman","doi":"10.1093/mtp/miac007","DOIUrl":"https://doi.org/10.1093/mtp/miac007","url":null,"abstract":"\u0000 Difficulty sleeping is a common long-term complaint for those who have experienced head trauma and brain injury (Hvingelby, 2020). A lack of sleep can lead to neurological dysfunction and reduce the ability to regulate thinking and behavior (Tan, 2004). Music therapy can promote sleep quality and may be an effective, safe, and affordable treatment for those with sleep problems (Kavurmaci et al., 2020). This study aimed to examine the use of preferred music to improve the self-reported sleep quality, pain, and mood of a high school athlete with post-concussion syndrome. A single-subject, quasi-experimental design was used to examine the use of a preferred music playlist to promote relaxation and sleep in conjunction with weekly live music therapy telehealth sessions. Results indicated an increase in relaxation and ability to sleep, along with improved mood and decreased pain. The results of this study suggest that music therapy may be helpful in addressing pain, mood, and sleep quality in individuals who have experienced concussions.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47929131","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}
Family members caring for loved ones with Alzheimer’s disease, Parkinson’s disease, or dementia have described elevated levels of stress, anxiety, or depression. Studies have reported the effectiveness of support groups for caregivers in addressing these symptoms. The purpose of this pilot study was to examine the impact of a music therapy support group on the perceived stress, anxiety, and depression of caregivers of loved ones with Alzheimer’s disease, Parkinson’s disease, or dementia. Four female adults (n = 62.50 years, SD = 14.15) participated in multiple music therapy support group sessions. Participants completed 3 visual analog scales rating perceived stress, anxiety, and depression at the beginning and end of each session. Results showed trends of stress, anxiety, and depression ratings decreasing from pre- to post-session in all but one session, in which pretest scores for depression were 0 and remained unchanged. Following the completion of the final music therapy support group, 2 participants engaged in a focus group which yielded 2 themes pertinent to the study purpose: receiving support from group members, and personal support strategies employed outside of the music therapy support group sessions. Focus group and pre- and post-session results support the potential benefit of a music therapy support group on acute feelings of stress, anxiety, and depression in long-term caregivers. Due to the low number of participants, these findings suggest that additional investigations are necessary to adequately establish the effectiveness of a music therapy support group for caregivers of loved ones with Alzheimer’s disease, Parkinson’s disease, or dementia.
{"title":"The Impact of a Music Therapy Support Group on Perceived Stress, Anxiety, and Depression in Long-Term Caregivers: A Pilot Study","authors":"Jennifer G Denk","doi":"10.1093/mtp/miac019","DOIUrl":"https://doi.org/10.1093/mtp/miac019","url":null,"abstract":"\u0000 Family members caring for loved ones with Alzheimer’s disease, Parkinson’s disease, or dementia have described elevated levels of stress, anxiety, or depression. Studies have reported the effectiveness of support groups for caregivers in addressing these symptoms. The purpose of this pilot study was to examine the impact of a music therapy support group on the perceived stress, anxiety, and depression of caregivers of loved ones with Alzheimer’s disease, Parkinson’s disease, or dementia. Four female adults (n = 62.50 years, SD = 14.15) participated in multiple music therapy support group sessions. Participants completed 3 visual analog scales rating perceived stress, anxiety, and depression at the beginning and end of each session. Results showed trends of stress, anxiety, and depression ratings decreasing from pre- to post-session in all but one session, in which pretest scores for depression were 0 and remained unchanged. Following the completion of the final music therapy support group, 2 participants engaged in a focus group which yielded 2 themes pertinent to the study purpose: receiving support from group members, and personal support strategies employed outside of the music therapy support group sessions. Focus group and pre- and post-session results support the potential benefit of a music therapy support group on acute feelings of stress, anxiety, and depression in long-term caregivers. Due to the low number of participants, these findings suggest that additional investigations are necessary to adequately establish the effectiveness of a music therapy support group for caregivers of loved ones with Alzheimer’s disease, Parkinson’s disease, or dementia.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45520434","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}
Preterm (PT) infants are routinely screened for retinopathy of prematurity (ROP). After ROP screening exams, PT infants are at risk for adverse events (AEs), including apnea and bradycardia (ABD), respiratory decompensation, infection, and gastrointestinal complications. Music therapy (MT) has been shown to improve overall physiologic stability in PT infants in the neonatal intensive care unit (NICU). In this case series, a board-certified music therapist used a music therapy protocol during 47 ROP screening exams. The study’s purpose was to explore the potential effects of NICU MT on AEs linked to ROP screening. No infant had any respiratory decompensation, new infection, or other complications. The rate of ABD after screening exams was low. MT during ROP screening appears safe and feasible. We hypothesize that MT might prevent ABD associated with ROP screening, a theory that could be effectively studied in a randomized controlled trial.
{"title":"Retinopathy of Prematurity Screening Exams, Adverse Events, and Music Therapy: A Case Series","authors":"Susan Bakouros, Kristin A. Rarey, J. Evered","doi":"10.1093/mtp/miac022","DOIUrl":"https://doi.org/10.1093/mtp/miac022","url":null,"abstract":"\u0000 Preterm (PT) infants are routinely screened for retinopathy of prematurity (ROP). After ROP screening exams, PT infants are at risk for adverse events (AEs), including apnea and bradycardia (ABD), respiratory decompensation, infection, and gastrointestinal complications. Music therapy (MT) has been shown to improve overall physiologic stability in PT infants in the neonatal intensive care unit (NICU). In this case series, a board-certified music therapist used a music therapy protocol during 47 ROP screening exams. The study’s purpose was to explore the potential effects of NICU MT on AEs linked to ROP screening. No infant had any respiratory decompensation, new infection, or other complications. The rate of ABD after screening exams was low. MT during ROP screening appears safe and feasible. We hypothesize that MT might prevent ABD associated with ROP screening, a theory that could be effectively studied in a randomized controlled trial.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42163181","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}
Eugenia Hernandez-Ruiz, Abbey L. Dvorak, Celeste Alderete
Translation of research to practice is essential for competent practitioners but requires skills and experience in reading and understanding research. Course-based undergraduate research experiences (CUREs) may be a means of developing research skills for all students in a course. For successful CUREs, faculty evaluate students’ research skill development and decide on a project that appropriately promotes student learning. In this case, we chose an open-ended project. We then evaluated the experiences of music students (music therapy, music performance, and music digital media) as they participated in a virtual CURE during the COVID-19 pandemic. Results of a sequential explanatory mixed-methods design with two surveys and open-ended responses of the whole group (n = 22) and a focus group with a volunteer subsample of students (n = 7) indicated important gains in understanding research articles, writing a scholarly paper, understanding the relevance of research to their coursework, and developing communication and teamwork skills. Student suggestions for improvement included clarification of the expectations and timelines, particularly in a virtual setting, and better distribution of effort during the semester. Overall, a virtual CURE may support student research skill development and help them become more effective research consumers.
{"title":"Virtual Course-Based Undergraduate Research Experience (CURE) During the COVID-19 Pandemic","authors":"Eugenia Hernandez-Ruiz, Abbey L. Dvorak, Celeste Alderete","doi":"10.1093/mtp/miac012","DOIUrl":"https://doi.org/10.1093/mtp/miac012","url":null,"abstract":"\u0000 Translation of research to practice is essential for competent practitioners but requires skills and experience in reading and understanding research. Course-based undergraduate research experiences (CUREs) may be a means of developing research skills for all students in a course. For successful CUREs, faculty evaluate students’ research skill development and decide on a project that appropriately promotes student learning. In this case, we chose an open-ended project. We then evaluated the experiences of music students (music therapy, music performance, and music digital media) as they participated in a virtual CURE during the COVID-19 pandemic. Results of a sequential explanatory mixed-methods design with two surveys and open-ended responses of the whole group (n = 22) and a focus group with a volunteer subsample of students (n = 7) indicated important gains in understanding research articles, writing a scholarly paper, understanding the relevance of research to their coursework, and developing communication and teamwork skills. Student suggestions for improvement included clarification of the expectations and timelines, particularly in a virtual setting, and better distribution of effort during the semester. Overall, a virtual CURE may support student research skill development and help them become more effective research consumers.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"61148971","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}
This paper presents a new approach for music therapists in schools wishing to support the work of teachers. This music therapy approach is underpinned by theoretical resources drawn from community music therapy and a critical inclusive approach to education. Illustrative examples of the first authors’ music therapy practice as part of a teacher professional learning program, Music for Classroom Wellbeing, are offered. Two practice principles, “focus on the teacher” and “enable sharing,” are presented to provide a framework for music therapists striving to support teachers. Following these principles may allow teachers to grow their musicality, teaching, and self-care practices. This paper concludes with implications of reframing the focus of music therapy practice with teachers for other music therapists working in the current performance-driven schooling system.
{"title":"Shifting the Focus to Teachers: A New Approach for Music Therapists Working in Schools","authors":"Megan E. Steele, K. Mcferran, A. Crooke","doi":"10.1093/mtp/miac020","DOIUrl":"https://doi.org/10.1093/mtp/miac020","url":null,"abstract":"\u0000 This paper presents a new approach for music therapists in schools wishing to support the work of teachers. This music therapy approach is underpinned by theoretical resources drawn from community music therapy and a critical inclusive approach to education. Illustrative examples of the first authors’ music therapy practice as part of a teacher professional learning program, Music for Classroom Wellbeing, are offered. Two practice principles, “focus on the teacher” and “enable sharing,” are presented to provide a framework for music therapists striving to support teachers. Following these principles may allow teachers to grow their musicality, teaching, and self-care practices. This paper concludes with implications of reframing the focus of music therapy practice with teachers for other music therapists working in the current performance-driven schooling system.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45255890","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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