Professional Music Therapists Research Articles

외상 후 스트레스(PTSD) 관련 음악치료 중재 연구 동향 분석

Objectives This study aims to understand the overall flow of past research by analyzing trends in music therapy intervention research related to Post-Traumatic Stress Disorder (PTSD) in South Korea and to present data that will serve as a direction and basis for follow-up research.
 Methods Initially, it was found 176 studies published between January 2000 and December 2022. A total of 19 papers were finally selected after 8 rounds of literature purification process. This was sequentially classified into research information, characteristics of study participants, and music therapy intervention-related information.
 Results Among the final 19 studies, 8 were quantitative studies and 9 were qualitative studies. The number of papers published every five years was the highest from 2005 to 2009 and from 2015 to 2019, with 6 papers each. As for the number of research participants, 10 studies (52.63%) had less than 10 participants, and 3 papers (15.79%) had more than 50 participants. 119(28.81%) participants were aged between teens and 40s. The most common type of trauma experienced by participants was ‘repetitive trauma’, with 17 people (89.48%). Regarding music therapy intervention, the independent variable was ‘expressive music activity’, which was the most com-mon with 9 studies(47.37%), and the dependent variable was ‘composite’ variable with two or more areas estab-lished, which was the highest with 8 studies(42.11%). The type of intervention was ‘group’ in 10 cases (52.63%), and the number of sessions was 10 to 19 sessions, 8 cases (42.11%). The intervention time was 40 to 50 minutes in 4 cases (21.05%). Lastly, the location of music therapy intervention was often carried out in a ‘music practice room or music therapy room’. Except for four papers, treatment interventions were performed by professional music therapists.
 Conclusions This study provided a comprehensive perspective on the characteristics of music therapy for pa-tients with post-traumatic stress disorder (PTSD).

Mixed Reality Android Simulation for Introvert’s & Traumatic Patient's Psychological Treatment using Music Therapy

In fostering the era of Artificial Intelligence, the precinct of Physiotherapy via. Music is notably intended to nurture using AI & modern methodological blueprints. While engaging the focus on chasmic scrutiny proffered in this paper, the hypothetical and pragmatic parameters are manifested precisely. A specified range of Binaural beats (Theta Waves) are utilized alongside the praxis of Augmented Reality & Virtual Reality environment for the patient. The android simulation peer reviewed by professional music therapists and advised healthy and positive growth in medical affliction.

Laura E. Beer and Jacqueline C. Birnbaum (Eds.): Trauma-Informed Music Therapy: Theory and Practice

This is a book review of Trauma-Informed Music Therapy: Theory and Practice edited by Laura E. Beer and Jacqueline C. Birnbaum and published by Routledge in 2022. The music therapy profession is fortunate to have a timely and comprehensive study of the principles of trauma-informed care, one that tackles challenging issues related to race, culture, systemic oppression, power dynamics, and gender-identity. To practice ethically, it is critical that we understand how and why trauma manifests in our clients’ lives. Because of the prevalence of trauma in the lives of people worldwide, professional music therapists have a moral responsibility to learn about trauma-informed care. Resources that afford health practitioners an opportunity to enhance the clinical skills needed to treat survivors of trauma are essential. Trauma-Informed Music Therapy: Theory and Practice is a vital book that can support music therapists in developing knowledge that can aid in providing effective care to the clients they serve.

Promoting emotional skills in early adolescents with mental health conditions in music therapy – a content analysis of focus group interviews

ABSTRACT Introduction Music therapy is actively used with early adolescents in relation to their emotional skill development. Yet, the conceptualization of emotional skills is typically not systematically addressed in therapeutic practice. This study examined music therapists’ views on the progress of emotional skills when working with early adolescents with mental health conditions. The study also explored what kind of methods the therapists use with the target group, and the applicability of a previously published conceptual model. Method We conducted a deductive-inductive content analysis of transcripts from four focus group interviews among 13 professional music therapists. Results The therapists concluded that the progress of the emotional skills of their clients can be seen both in daily functioning as well as the client’s functioning in therapy. The selection of therapy methods was broad and included both music-based and non-music-based methods. Therapists considered the presented conceptualization of emotional skills to be valid, but had difficulty examining their practices using all levels of the model. Several practical features were identified that were considered beneficial for the therapists in clinical practice. Discussion This study adds to knowledge about the progress of emotional skill development, working methods, and useful perspectives for working on emotional skills in early adolescents with mental health conditions. The conceptual model of emotional skills can offer a tool for helping music therapists define, observe and analyse emotional skills in the therapy context.

The efficacy of live music for adolescent and young adult patients during hematopoietic stem cell transplantation.

Music therapy can improve mood in patients undergoing hematopoietic stem cell transplantation (HSCT). However, live music (LM) delivered by professional music therapists is not common in developing countries owing to the shortage of professional music therapists. Thus, in this study, we explored the effects of a multidisciplinary collaborative intervention based on LM on physical and psychological well-being of adolescent and young adult (AYA) patients undergoing HSCT with a quasi-experimental design. A total of 62 AYA patients agreed to participate and were randomly assigned to the intervention group receiving 4-week LM therapy (n = 31) or control group receiving usual care (n = 31). Depression, salivary cortisol, fatigue, and quality of life were the main outcome indicators measured at baseline, immediately after the intervention, 1month, and 3months follow-up. The intervention effects were analyzed by generalized estimating equations. Significant decrease in HADS-D scores occurred in the intervention group compared with wait-list controls at immediately after intervention (p < 0.05). Participants in the LM group had greater improvement in quality of lifeand lower salivary cortisol level than those in the wait-list control group at immediately, 1month, and 3months after intervention (p < 0.05). However, the interaction effects of the BFI scores were not significant. LM therapy significantly alleviated depression and salivary cortisol levels as well as improved quality of life of AYA patients undergoing HSCT.

Price of Attending Universities with AMTA-Approved Undergraduate Music Therapy Degree Programs

The purpose of this study was to analyze tuition, student loan, and Pell Grant data from universities with AMTA-approved undergraduate music therapy degree programs. Data from the College Insight Tool was used to collect data on average tuition and fees, average loan debt of graduates, percentage of graduates with debt, and percentage of students who received a Pell Grant from four-year institutions offering an undergraduate music therapy degree during the 2016-2017 academic year. Results indicated that tuition and fees were slightly higher at public universities and slightly lower at private institutions than national averages. The data also suggested that students who attended schools with music therapy programs were more likely to have student loan debt. Percentages of Pell Grant recipients were similar to national averages, indicating similar representation of low- to middle-income students. Regional data suggested that the Southeast region was the least expensive area of the country for tuition and fees, and among the lowest for student loan debt. The inverse was found for schools in the Great Lakes region where student loan debt was among the highest. More research is needed to better understand the implications of student loan debt on the education, long-term financial security, and career choice for professional music therapists.

Clinical Training in Music Therapy

Objective: This paper examines the experiences of music therapy students throughout their clinical training. Three surveys inquired about: 1) the perception from both interns and supervisors as to interns’ needs, 2) interns’ preparedness, their skills, their priorities when choosing an internship, and whether their expectations for training were met (with comparisons between American and International respondents), and 3) satisfaction with clinical training. Method: Three separate surveys were distributed. The first survey’s respondents included pre-interns ( n = 19) and internship supervisors (n = 14) who had completed their training in the Great Lakes Region of the United States. The second survey’s respondents included American interns (n = 50), American professionals (n = 353), International interns (n = 12), and International professionals (n = 50). Respondents for the third survey included professional music therapists who completed their curriculum in the United States and held the MT-BC professional credential (N = 777). Results: Some differences between interns’ and supervisors’ perceptions of the interns’ needs were found in Survey 1; significant differences were found between the preparedness and strengths/weaknesses between groups in Survey 2; and Survey 3 found general satisfaction with training with some areas respondents felt needed improvement. Conclusions: While there is overall satisfaction with training for music therapists, there are inconsistencies in students’ experiences in, and perceptions of, their training.

Music therapy &amp; music based interventions in the context of dementia: Recommendations for clinical guidelines - Part II

The therapeutic benefits of music are well recognized in care for the elderly and especially for people with dementia (PWD). Currently, music-based programs occur at different levels and by a variety of professionals. The challenge is to ensure that music is provided in a positive and beneficial way. There is a need for clinical practice guidelines, based on research outcomes in order to guarantee reliable music therapy and music-based intervention procedures for people with dementia (PWD) so that these interventions are properly implemented by professional music therapists, other health allied professionals as well as caregivers. This paper reflects on this need in order to guarantee successful best practices in the use of music with PWD.

Music therapy in dementia and end-of-life care: A report from Italy

This report outlines the fundamental phases and factors that have contributed to the development of music therapy in Italy, from 1970s up to the present day, paying particular attention to the context of dementia and end-of-life care. Drawing on knowledge and experience of the Italian music therapy schools and professional associations, the paper explores the development of music therapy in dementia care, from the first interventions in the 1980s in residential care homes across the country to the several qualitative and quantitative research projects available today. Another focus is about the growth of the hospice movement in Italy and the inclusion of professional music therapists in multidisciplinary teams involved in palliative care and pain management. Music therapy started to be used sporadically in hospices from the end of the 1990s and since 2000 many Italian studies of music therapy in end-of-life care are annually presented in national and international conferences. Finally, the reports looks at the future and explores the various music therapy projects that have been increasing and developing in different contexts.

Music therapy and its applications in dementia care: Spanish perspectives

Dementia in general and Alzheimer’s disease in particular have come to be considered an important health problem of the 21st century. Currently in Spain the number of people affected is approximately 1,200,000; a figure that approaches five million if we include family members (CEAFA, 2019). There is a growing body of empirical evidence suggesting that music may be a useful intervention for the treatment of a variety of dementia symptoms in different stages of the disease. Different types of music-based interventions are differentiated in the literature; those carried out by professional music therapists and those applied by caregivers under the training and supervision of professional music therapists. Music is often used in dementia care in Spain. As the music therapy profession is not yet fully recognised, sometimes the difference between music therapy interventions and other music-based interventions in care homes is not clear. Following the principles of the Global Music Approach to Persons with Dementia (PWD) proposed by Raglio et al. (2014), the focus of this report is to present two projects carried out in Spain by professional music therapists with caregivers (professional and family) to foster the use of music-based activities with persons with dementia until the end of their lives. Reflections on the role of the music therapist in this approach and the importance of clarifying it in the care of PWD are included in the discussion section.

Preface

Preface

Our sea: Music therapy in dementia and end-of-life care in the Mediterranean region

Our sea: Music therapy in dementia and end-of-life care in the Mediterranean region

A Survey of Music Therapy Students' Perceived Stress and Self-Care Practices.

High levels of stress and burnout are common among professional music therapists and researchers suggest that guidance related to self-care during clinical training may influence professional success and strain. Currently, little is known about music therapy students' perceived stress and levels of self-care engagement. The purpose of this study was to examine music therapy students' perceived stress levels and self-care practices to inform future research in this area. Music therapy students (n = 371) who were currently enrolled in an academic degree program for music therapy within the United States completed this study. Instrumentation included Perceived Stress Scale and a researcher-modified Student Self-Care Scale (SSCS). Academic program directors distributed the online survey to students. Results indicated that both scales had adequate-to-good internal consistency. An exploratory factor analysis of the SSCS revealed that music therapy students' self-care includes eight factors related to academic and personal self-care practices. The average level of perceived stress reported across music therapy students is higher than previously reported levels for adults in the United States. More specifically, undergraduate music therapy students report higher perceived stress than undergraduate students in general. Lower frequency of self-care engagement, particularly in regard to self-awareness and physical self-care practices, was associated with higher levels of perceived stress. This study provides previously unreported student data of interest to educators and supervisors in music therapy. Continued investigations should focus on the music therapy students' experience and educators' concerns, both of which may generate new curricular approaches to addressing stress and self-care.

The Effect of Interpersonal Competence on Countertransference Management Ability of Professional Music Therapists and Students: The Mediated Effect of Mindfulness

The Effect of Interpersonal Competence on Countertransference Management Ability of Professional Music Therapists and Students: The Mediated Effect of Mindfulness

Therapeutic Uses of the Flute Within Music Therapy Practice

AbstractThe purpose of this study was to describe flute usage among current, professional music therapists. The broad term “flute” included any instrument with sound created by blowing air across or into an aperture hole. Members of the American Music Therapy Association (AMTA) were sent an electronic survey consisting of 25 questions pertaining to the flute and music therapy. Descriptive statistics describe how flutes were being used in music therapy sessions, and chi-square tests were used to determine whether music therapists who studied flute as a primary instrument used the flute as an instrument within a music therapy setting more frequently. Results showed that 42.4% of the 387 respondents were actively using flute music in some way within music therapy sessions while 67.8% of respondents reported using flute music at some point in the past. Flute-playing music therapists reported using flutes more frequently in a music therapy context than music therapists who did not study flute as a primary instrument. It appears that the flute is a viable instrument for music therapy practice.

INCLUSIVE PRACTICE IN ITALIAN SCHOOLS Body and music for listening and sharing without words

This paper illustrates the work developed by the Italian partners in the LINK Project, Learning in a New Key, in relation to the implementation of specific training for school teachers to promote inclusive teaching practice through music and expressive body languages. The theoretical principles and framework of expressive therapies like music therapy and dance movement therapy will be discussed and we will consider how they have informed the work of professional music and dance-movement therapists in implementing the training programme. School teachers have been involved in a series of musical and expressive-body experiences to experiment and elaborate new strategies and knowledge to promote their empathic, relational and creative competences for their educational work. They have also been supported in implementing a series of class based creative activities oriented by the same principles and enhancing a relational and emotional approach in teaching practice. The paper will discuss how teachers and vulnerable young people have experienced transferable skills that might be significant in school and in lifelong learning. In line with the participatory action research paradigm that the project’s partners agreed on, the paper will also describe the study carried out by the researchers to analyse the impact of actions implemented during the project both on students and teachers of classrooms involved.

Music therapy methods and assessment practices of professional music therapists in Spain: a descriptive study

Background: The professionalization of music therapy in Spain is a recurrent topic of interest, which invites study and reflexion on the current situation regarding several professional areas, such as music therapy methods and assessment practices.Objective: The objective of this study was to collect information about some professional issues of music therapists in Spain, specifically: music therapy methods used, models of music therapy adopted, and assessment practices, updating data from previous studies in this same area.Methods: This is a descriptive study which used an “ad hoc”-designed questionnaire, which was completed by 122 professional music therapists currently active in the field.Results: The following issues will be presented in descriptive statistics regarding: type of sessions (individual or group), frequency and duration of sessions, role adopted in sessions (therapist or co-therapist), music therapy methods, music therapy model followed, type of techniques and music experiences, resources...

Nurturing the dialogue between intra and inter dimensions of music therapy training and practice

Background: As part of an MA in Music Therapy, three professional Italian music therapists each recently undertook an in-depth microanalysis of a documented moment in their own clinical work. Two of the studies consisted of an analysis of musical inter-relational moments within active music therapy (one in paediatric oncology, the other in adult disability), the third focused on a heuristic study within receptive methodology. These studies represented an intense intra-personal exploration into the micro-dimensions of musical therapeutic dynamics between therapist and client.Objective: The three microanalyses have been used as a meta tool within a guided group training context, to further develop clinical awareness and sustain the valuable dialogue between intra- and inter-personal experience for continuing professional development.Methods: During a 10 month process of shared reflective supervision coordinated by a fourth music therapist, the colleagues pooled, discussed and explored their individual micro...

The application of Musical choice method in group of adolescents admitted in the institution of social care

The institutions of social care offer big number of different possibilities for application MT methods and employment for professional music therapists. This paper will present the application of Musical Choice Method (MCM), a new reductive MT method, which contributes to the quality of life, stimulates development, treatment, education, rehabilitation, adaptation and communication in the institutions of social care. It will be a described structure of MCM session and specific circumstances in application of MCM in this setting. The paper will present results of qualitative analysis of MCM application during 13 MCM group sessions in Shelter for Children, Belgrade. The group of adolescents was heterogeneous according to the nationality, age, gender and reasons for admission. The scale of social skills will present results in control of aggression, level of initiative, communication, collectivism and cooperation. The qualitative MCM analysis according to the projection level will present “MCM forms” based o...

Supervisor training: An integration of professional supervision and the use of artistic media

This article fills a gap in knowledge about supervisor training programmes in the field of music therapy in Europe. Sparse research exists which demonstrates evidence of effective professional supervision upon the outcome of music therapy clinical practice. The article has its focus on the experience of an integrated supervisor training programme offered in Aalborg, Denmark in 2009/2010. In this programme general issues of professional supervision and the application of artistic media as a core element in the supervisory process were integrated. It is the hope of the author that this article will inspire other music therapists to develop supervisor training programmes for professional music therapists and also to undertake further research into professional supervision.