Browsing by Subject "music therapy"

Now showing 1 - 4 of 4
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    Critical Pedagogy In the Undergraduate Music therapy Curriculum: A Grounded theory Study of Music therapy Educators
    (2020-05) West, Rebecca
    Based on Freire’s book Pedagogy of the Oppressed (1968) and related writings, critical pedagogy applies theoretical constructs from critical theory through emancipation of the oppressed and oppressor. Liberation is achieved through the process of: (a) acknowledging and naming oppression, social injustice, and biases, (b) critical reflection and dialogue, and (c) action to overcome those systems. These tenets are explored through learning and teaching contexts, where both the teacher and student are equal participants as intellectuals. Music therapists primarily work with individuals with an identified area of need, change, or growth and may belong to groups or communities that are historically and socially oppressed or marginalized. Therefore, application of critical pedagogy is particularly relevant to the field of music therapy. Music therapists are aware of the need to increase diversity within the field, as the field is predominantly white, female, and under 30 years of age. Moreover, the need to demonstrate cultural humility when working with service users is a growing area of research in music therapy. However, scant research exists exploring the role of critical pedagogy within music therapy curriculum. Specifically, how music therapy educators provide spaces for their students to identify and name systemic oppression, inequality, and barriers; how those impact service users; acknowledging our own lenses, biases, values, and lived experiences; and facilitating opportunities for students to enact change. The purpose of this interpretivist study was to explore why music therapy educators in the United States believe critical pedagogy is important and how they apply critical pedagogy in their undergraduate curricula and classroom environments. Constructivist grounded theory, theoretical sampling, constant comparative method, and both inductive and deductive methods were used to elucidate the data and analysis process. Eight music therapy educators completed semi-structured interviews and shared their experiences implementing critical pedagogy in their curricula. Analysis of the data resulted in two core categories: critical music therapy curriculum and outcome of critical pedagogy in undergraduate music therapy. The analysis also resulted in a model for critical music therapy curriculum. Music therapy educators discussed critical pedagogy benefits everyone and the need for critical pedagogy embedded throughout the curriculum.
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    An Interpretative Investigation of the Lived Experiences and Perceptions of Autistic Adults, Parents of Children on the Autism Spectrum, and Music Therapy Clinicians on the Development of a Novel Music Therapy Social Skills Curriculum Within a Family-Centered Practice Model
    (2024-04) Schwartzberg, Edward
    Family-centered practice within a therapeutic milieu has evolved over the last 40 years. However, few music therapy researchers have sought to understand the lived experiences and perceptions of autistic adults, parents of children on the autism spectrum (CAS), and music therapy clinicians (MTCs) regarding the development of a social skills curriculum integrated into a family-centered practice model. Therefore, the purpose of this exploratory interpretivist study was to understand autistic adults’, parents’, and music therapy clinicians’ (MTCs), perspectives, lived experiences, and recommendations regarding the development of a family-centered music therapy (FCMT) approach for social skill development in CAS. The primary research question was: What are the perspectives and recommendations of autistic adults, parents of CAS, and MTCs on social skill acquisition and a FCMT approach for social skill development? Two autistic adults, three parents of CAS, and five MT clinicians participated in separate semi-structured interviews. Using an inductive approach to thematic analysis, the author identified and established code categories and themes during repeated readings of the data. Member checks and trustworthiness were utilized. Three primary and six subthemes were identified for each of the participant groups: Autistic Adults: 1) Diagnosis influences identity (subthemes 1a: Public stigma results in internalized shame; 2a: Neurodiversity fosters positive self-concept) , 2) Family interactions (subthemes 1b: Families experience various challenges; 2b: Family participation shapes well-being), and 3) Music therapy expectations (subthemes 3a: Addressing the whole person; 3b: Varied approaches to meet individualized needs; Parents of CAS: 1) Complex caregiver roles (subthemes: 1a: A range of emotions from successes and challenges; 2a: Dynamic family relationships), 2) Roles and responsibilities of MT (subthemes: 2a: Communication and collaboration with the family; 2b: Individualized and goal-oriented approaches), and 3) Community engagement (subthemes: 3a: Connecting with other families; 3b: Exposure within greater community); MTCs: 1) Family dynamic and logistical factors (subthemes 1a: Family dynamics influence MT session logistics; 1b: General session logistics derived from non-service user factors), 2) MTC’s clinical decision-making (subthemes: 2a: Clinician’s therapeutic experiences and intuition; 2b: Treatment plans are individualized and successive), and 3) Family and MTC interactions (subthemes 3a: Family and therapist partnership develops alliance; 3b: Family member participation promotes commitment and generalization). Practicing within a neurodiversity-affirming therapy model and integrating the family into the delivery of music therapy-specific interventions can improve care receiver and family participation. Moreover, various factors influence the clinical decision-making of the MTC in a FCMT approach for social skill development. These factors can strengthen the acquisition and generalization of social skills for AC. Implications for clinical practice and suggestions for future research are provided.
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    Schillinger and Shamanism: A Synthesis for Music Therapies
    (2012-01-24) Stephani, Andre
    A component of the Schillinger System for Musical Composition called the Psychological Dial has been used as a tool to compose music to elicit emotional responses from film audiences to support or disambiguate movie scenes for over fifty years. This same dial can be used as a tool to compose music, which when combined with entrainment technologies born of shamanistic healing practices for millennia, can elicit desired emotional responses from patients in certain medical settings. Such a setting could be to relax a pre-surgery or post-surgery patient which current medical science tells us will allow their immune system to better function in the healing process.
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    A Symphony of the Effects of Music Therapy on Children with Intellectual-Developmental Disabilities
    (2023-01) Wu, Yue
    The structure of this dissertation is a multi-chapter format. Since it is music related, I used symphony as an analogy for this dissertation work and each chapter is one of the movements of the symphony. This dissertation depicts the story of curiosity, compassion, innovation, collaboration, and perseverance in building the bridge. You will read about music therapy, autism spectrum disorder (ASD), telehealth, the experiences of having a child with disabilities in both China and the U.S., the pilot study of tele-music therapy on children with ASD, and a project called Light in the Well, honoring people with disabilities and their families. This dissertation captured the evolution of my research agenda throughout my PhD career. My historical research project on the development of music therapy in China from my master’s program was completed and published at the beginning of my PhD program. With the understanding of the history, I started to participate service projects in different regions in China. From there, I took more interest in learning about accessibility of disability services and people’s experience of having a child with disabilities. That is how the mixed method China study (Movement 2) came to exist. The relationship formed with the local people led me to this question: how to develop a strategy to serve this population in China remotely? This led me to the core of my dissertation: the tele-music therapy study (Movement 3). The original plan was to compare tele-music therapy and in-person music therapy. Due to COVID restrictions, I only could test the feasibility and efficacy of tele-music therapy. The purpose was to eventually provide tele-music therapy to people in China, so they can also receive the service. At the same time, my work as a music therapist propelled me to look at how to bridge the gap between people with and without disabilities and engage all people through music. I started a project using music to tell the stories of people with disabilities and their families, called Light in the Well (Movement 4). The performance allowed musicians with and without disabilities to come together to tell the emotional journey those featured families have been on. Both people with and without disabilities were in the audience. Light in the Well allowed both groups of people to share an experience at the same time in the same space. This project disseminated previous research funding through fine arts, actualizing the work of music therapy in performance art.