The Rational-Scientific Mediating Model (R-SMM): A Framework for Scientific Research in Music Therapy

Abstract

As health care professionals, music therapists have an ethical responsibility to provide treatment that most effectively addresses patient needs (Gfeller et al., 2008; Thaut, 2000). Consequently, they must have an adequate understanding of possible interventions and be able to make logical decisions about their appropriateness for a given clinical population. Research in music therapy makes a critical contribution to this decision-making process by informing not only the selection of interventions, but by also explaining how music therapy interventions work. Essentially, research serves to identify the underlying mechanisms through which music can influence human behavior in predictable and therapeutically meaningful ways (Thaut, 2000). Without a thorough understanding of such mechanisms, techniques may be misapplied and patients will be denied the benefits of therapeutic intervention. The ultimate purpose of research in music therapy; therefore, is to provide clear and effective paradigms for patient care.Without a doubt, navigating the complexities of musical experiences and their various therapeutic outcomes can be a daunting task. To assist music therapy researchers in this ambitious pursuit, the Rational-Scientific Mediating Model (RSMM) provides a logical framework to guide scientific research in music therapy (Thaut, 2000). The R-SMM addresses multiple goals in regard to music therapy research. By following the model, researchers will be able to articulate the underlying mechanism of therapeutic change; thus they will be better prepared to predict outcomes and to later interpret their findings. The model also provides a practical tool for clinicians by helping them recognize and extract necessary information from scholarly journals and eventually apply research findings for patient benefit. The ensuing description of the R-SMM begins with a brief clarification of the concepts of basic versus applied research, followed by an in-depth explanation of the model, as well as detailed examples of how the R-SMM can be applied to different research questions.Basic versus Applied ResearchAn important part of conceptualizing research that pertains to human behavior involves understanding the difference between basic research and applied research, as well as recognizing how basic and applied research relate to one another. The essential goal of basic research is to expand the knowledge base regarding a particular human behavior so that it can be better described, predicted, and explained (Cozby, 2009; Goodwin, 2010). Thus, the goal of basic research in music therapy is to understand music as a unique human behavior. In this light, basic research in music therapy may focus on such issues as how do musical skills develop? What physiological mechanisms enable humans to sing? What are the perceptual mechanisms that contribute to emotional responses to music? What neuroanatomical structures are involved when playing a musical instrument? With basic research, an investigator may or may not have a practical outcome in mind; rather, the goal is simply to better understand the behavior in question. The findings from basic research are then used to establish theories regarding human behavior and to provide a foundation for subsequent applied research.When conducting applied research, the investigator is concerned with addressing a practical issue, such as evaluating the effect of a therapeutic technique (Cozby, 2009; Gliner et al., 2009; Goodwin, 2010; Sanders, 2010a). The findings from applied research therefore have direct and immediate relevance to the solution of real-world problems. Applied research often takes place outside the research laboratory in field settings where the problem of interest naturally occurs (Goodwin, 2010). For example, a researcher may want to examine a therapeutic protocol designed to help children with autism improve their communication skills in the classroom setting. In an applied study, the intervention and data collection could be conducted in the classroom where children with autism are naturally expected to communicate with their teachers and peers. …