Music is everybodys possession John Lennon MUSIC THERAPY
"Music is everybody's possession" - John Lennon MUSIC THERAPY
What is Music Therapy? Music Therapy is an established healthcare profession that uses music to address physical, emotional, cognitive, and social needs of individuals of all ages. Music therapy improves the quality of life for persons who are well and meets the needs of children and adults with disabilities or illnesses. Music therapy interventions can be designed to: promote wellness manage stress alleviate pain express feelings enhance memory improve communication promote physical rehabilitation. - American Music Therapy Association
Why Music Therapy? 1. Music includes both right/left brain concepts: “right brain“– creative, intuitive, visual, looking at ‘the whole picture’ Right brain elements of music: creative writing/lyrics, imagery, feeling/mood enhancement, reflection “left brain” – structured, details first, organized/sequential, analytical Left brain elements of music: rhythmic/predictable, structured through set of rules, predictable pitches for each key of music, mathematical in time signatures
Quantitative Relationships in Music Based on degrees, numerical values, and formulas
Why Music Therapy? 2. Music is relatable and applicable to all: regardless of social class, ethnicity, geographical location (America, tribe in Africa, village in Ecuador), economic class, life experience, etc * present in all cultures 3. Naturally occurring in environment/society: heartbeat, all things moving to rhythm/vibration, pitches/sounds, musical presence in TV/radio/ads/movies, musical presence cultures (graduations, deaths/funerals, war, weddings, etc), cycles (rhythmic patterns) in nature/time/calendar
Where do music therapists work? psychiatric hospitals rehabilitative facilities medical hospitals outpatient clinics day care treatment centers agencies serving developmentally disabled persons community mental health centers drug and alcohol programs senior centers and nursing homes hospice programs correctional facilities halfway houses schools private practice
How is music therapy utilized in hospitals? Music is used in general hospitals to: alleviate pain in conjunction with anesthesia or pain medication elevate patients' mood and counteract depression promote movement for physical rehabilitation calm or sedate, often to induce sleep counteract apprehension or fear lessen muscle tension for the purpose of relaxation (including the autonomic nervous system) provide coping skills for procedures provide grief support
How is music therapy utilized in nursing homes? Music is used with elderly persons to increase or maintain their level of physical, mental, and social/emotional functioning. The sensory and intellectual stimulation of music can help maintain a person's quality of life. Music can trigger memories associated with specific life experiences
How is music therapy utilized in psychiatric facilities? Music therapy allows persons with mental health needs to: explore personal feelings make positive changes in mood and emotional states have a sense of control over life through successful experiences practice problem solving resolve conflicts leading to stronger family and peer relationships
How is music therapy utilized in schools? Music therapy is implemented as part of child’s treatment plan to support IEP goals (Individualized Education Plan). Music learning is used to strengthen nonmusical areas such as communication skills and physical coordination skills which are important for daily life.
How does MT make a difference with Young Children? - Stimulates senses - Involves child at many levels - Provides quality learning and maximum participation through the joy of play - Can help teach child to manage pain & stress (coping skills) - Provides success-oriented concepts leading to confidence and positive self image - Encourages socialization, communication, and motor development - The brain processes music in both hemispheres which can stimulate cognitive and other functioning - American Music Therapy Association
What is Autism? Autism is a complex developmental disability that typically appears during the first three years of life and is the result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication skills. Both children and adults with autism typically show difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. Autism is a spectrum disorder and it affects each individual differently and at varying degrees.
Characteristics of Autism : (may include) Delays or abnormal functioning in : social interaction, language as used in social communication, symbolic or imaginative play Restricted repetitive and stereotyped patterns of behavior, interests and activities Qualitative impairments in communication Qualitative impairment in social interaction DSM IV
Music Therapy Treatment of Autism First and Foremost: Client Goals Assessment: (The “getting to know you” period) * Measuring strengths/abilities, areas of need/deficiencies, interests, and other related factors Treatment Plan: (Setting goals and objectives) * Based on assessment findings, MT will determine goals/objectives for MT treatment Treatment Sessions: (MT treatment begins) * Sessions consist of music based activities to facilitate improvements in areas of need, leading to progress in goal/objective areas
Sample Goals/Objectives Goal 1: Follow verbal commands Objective 1. 1: Client will follow verbal commands (“sit down”, “stop”, “pick up the ball”) aeb demonstrating action prompted, requiring no more than 2 prompts. Cl will perform this in at least 75% of total MT treatment sessions. Goal 2: Facilitate/improve nonverbal communication Objective 2. 1: Client will appropriately participate in nonverbal communication activities aeb using PECS, signs/ASL, and/or gestures as applicable to given activity/situation. Cl will perform this at least 3 times/session, and in at least 75% of total MT treatment sessions. (see handout for abbrev. key)
Examples of how certain elements of music are used to elicit certain response/work toward goals: Utilizing Elements of Rhythm: 1. “Entrainment” the body becoming in sync with dominating rhythm … 2. Bilateral rhythm creation for cognitive prep When both sides of the body work together to create steady rhythm, both left and right hemispheres are engaged, leading to heightened cognitive attention Utilizing elements of Pitch: 1. Creating a need for completion, “finish” unfinished melody = similar to unfinished feel of a question in speech
What does a typical music therapy session include? playing instruments Session lyrical analysis music improvisation activities musical games musical stories may music and imagery performance include, but music receptive listening music and movement are not song writing relaxation techniques limited to: *** All activities within a session focus around client goals and objectives included in client’s Music Therapy Treatment Plan.
Activity Concept Examples: Child with learning/cognitive delays: i. e. sing and play a song with numbers that help them to count by 5's. Child with gross motor delays/low strength/incoordination: i. e. activity involving music and movement (walking, jumping, running to a certain beat until movement becomes more fluid and/or increase gait stability, coordination) Child with medical or anxiety related diagnosis resulting in increased/sporadic breathing/heart rate: i. e. activity that facilitates relaxation and/or teaches the client relaxation techniques to implement as needed. Often, MT will first assess what (exact) types/specific pieces of music are perceived by the client as “relaxing”. Things such as bpm (beats per minute)/time signature, timbre of instruments, musical makeup, etc. of a piece of music can effect this. I often send home a cd of this music to be used when needed. Child with auditory response delays : i. e. activity which incorporates a deliberate start and stop in the music, and assist the child in stopping his/her movement when the music stops. Child with behavior related needs: i. e. activities that involve spoken commands/tasks which the client has to follow, resulting in positive feedback and/or reward/token system
Transitioning / Gaining Attn “Open, Shut Them” “Boom Ti Ada”
A Glimpse into Music Therapy Interventions 1 4 3 2 5 7 6 8 9 Photography by Ben Williams
MT Activity Examples: • Cognitive skill • Color identification • Visual attention • Indentify items • Speech/verbal clarity • Visual Attention • Social Skill • Eye Contact • Decrease Social Anxiety • Cognitive Skill • Cognitive Attention • Visual Attention • Impulse Control • Picture matching “Pumpkin, Pumpkin” “I Love to Look in Your Eyes!” “Can You Find It? ” • Auditory Attention • Auditory Processing/Response • Impulse Control • Cognitive Skill • Follow Auditory Cues • Identification of Emotions • Expression • Anxiety Release • Post Trauma • Emotional Health • Coping • Anxiety Release • Post Trauma • Emotional Outlet Piano Song “The Rain Song” “I’ll Do It All Myself!”
Slideshow
Cabasa for Sensory Input Track 3, Liquid Mind Putumayo African Lullaby Forest Gump Suite #16
The Rain Story See attachment for story For use with “The Rain Song” by J Grooms Goals: • • • Facilitate/Improve copying skills Facilitate ability to self manage Improve mood/promote feeling of well being Provide outlet for anxiety/emotion Facilitate expression and identification of emotion/self
Links: http: //www. jgmusictherapy. weebly. com (my website) http: //www. jgmusictherapy. blogspot. com (my blog) http: //www. musictherapy. org (AMTA website) http: //www. autismhangout. com (Web Autism Resource) *see my recent webinar on MT and Autism here
Contact Info Jessica D. Grooms, MT-BC (843) 364 -4332 Email : jdaisi 13@gmail. com Web: http: //www. jgmusictherapy. weebly. com
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