Music therapists’ perceptions of creating safety in the context of trauma with children and adolescents: A qualitative study

Abstract

ABSTRACT Introduction Ensuring the safety of children and adolescents who have experienced trauma is a paramount consideration in therapeutic practices, yet research specifically addressing this within music therapy is lacking. To bridge this gap, the authors aimed to use semi-structured interviews to investigate how experienced music therapists from diverse cultural backgrounds describe providing safety while working with children and adolescents who experienced trauma. Method This research employed hermeneutic phenomenology to analyze the perspectives of 18 music therapists representing 11 countries. Their descriptions of cultivating safety and establishing secure environments were shared via online interviews and techniques from Interpretative Phenomenological Analysis (IPA) were used to generate results. Results Analysis of the interviews revealed four prominent themes delineating the techniques music therapists use in their sessions to foster safety. These themes encompassed various aspects such as establishing a safe space, implementing a semi-structured program, providing opportunities for control and choice, and thoughtfully incorporating music. Collectively, these themes illuminate the approaches music therapists effectively deploy to create safety in their therapeutic sessions. Discussion The experienced music therapists in this study underscored the importance of attuning to the needs of children and adolescents who have experienced adversity. Newer practitioners may be interested in the ways they described maintaining a delicate balance between openness, flexibility, well-defined boundaries, and a reliable, caring presence. These fundamental elements support the development of safe connections and meaningful engagement, potentially fostering a sense of safety for both therapists and the young people they work with.