What music therapy methods and techniques are likely to be the most appropriate for children working within a Conductive Education programme, and why?

Xiuyu Li

doi:10.26686/wgtn.16543797.v1

Abstract

AbstractThe purpose of this research project is to explore the information available about the use of music therapy methods and techniques when working with children (0-6) who have physical disabilities, particularly in a Conductive Education setting. This is qualitative exploratory theoretical research. The data analysis strategy used is triangulation, which involves three sources of data. Thematic analysis of data was of nine pieces of literature, eight video transcriptions, and three meeting notes and three clinical supervision notes. From the analysis, four core themes were generated: 1) familiar songs, 2) following children, 3) repeated musical structure, 4) and musical cueing. Within the core themes, two music therapy methods, improvisation and re-creation, and many music therapy techniques overlap and interweave. Findings show a development of theory for this population that music therapists can naturally use improvisation and re-creative music therapy methods. They can use familiar songs, designing structured and repeated interactions in the music activities, following children in the moment to respond to them musically, and using musical elements to provide cueing and support. The four core themes identified in this research indicate the areas which can help children to participate in activities and improve their motor skills.

Highlights

The purpose of this research is to explore the information available about the use of music therapy methods and techniques when working with children who have physical disabilities, in a Conductive Education (CE) setting
For the purpose of this study, I am investigating the application of music therapy methods and techniques for the children working within a CE programme, through analysis of the data from which I will construct meanings
To answer my research question “what music therapy methods and techniques are likely to be the most appropriate for children working within a Conductive Education programme, and why”, the data for this project was collected from three sources; literature, transcription of video examples, and notes from meetings and clinical supervision

Summary

Ethical Statement

Ethics Approval This project was reviewed and approved by the New Zealand School of Music Postgraduate Committee. The Victoria University of Wellington Human Ethics Committee has given generic approval for music therapy students to conduct studies of this type. The music therapy projects have been judged to be low risk and, are not separately reviewed by any Human Ethics Committees. The Ethics Approval Application number is #22131

Methods

Chapter 3 Methodology

Schedule of music therapy sessions

Following children

Repeated musical structure

Musical cueing