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Music as a healer
Statement of the problem of Music as Therapy
Statement of the problem of Music as Therapy
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Music therapy is a psychotherapeutic treatment most commonly used to help children with developmental disabilities. Music as a therapy has been around longer than one might think and "recognized for centuries." (Bunt 179) Many years before that, music was used as a less scientific means of healing by medicine men (Hadley 215). By using music therapy directly, or indirectly, as a developmental aid, many people can be positively effected. When many people can use the treatment, it has to be available in many different locations. More than any other age group, children benefit most.
All children develop at different rates and in many different ways. Many children with disabilities have trouble expressing themselves. Music is a form of creative expression and freedom of expression is key in development among those of the developmentally delayed or normal. Children with developmental disabilities have learning problems as well as problems with social and motor skills. Music helps them learn while giving them freedom to express themselves and although music therapy can help all people, children with developmental disabilities are the most commonly known benefactor.
During development, a child develops in a couple differnet ways. Physically, emotionally, and cognitively are the three that come to mind. When a child has developmental delays, there are many things that can be happening preventing the child from developing. Sometimes muscles aren't moved as often as they should be and become immobile. When a child picks up an instrument for the first time, he is not naturally coordinated to play that instrument. Children with that lack in motor skills can exercise, especially their hands, without even knowing it. There are...
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Bonny, Helen Lindquist. "The State of the Art of Music Therapy." The Arts in Psychotherapy 24.1 (1997): 65-73.
Bunt, Leslie. "Music therapy with children: a complementary service to music education?" B. J. Music Education 20.2 (2003): 179-95
Hadley, Richard T., Wynton H. Hadley, Virginia Dickens, and Earlyn G. Jordon."Music Therapy: A Treatment Modality for Special-Needs Populations." International Journal for the Advancement of Counseling 23 (2001): 215-21.
Needlman, Robert, M.D., F.A.A.P. "Praise and Criticism." DrSpock. 10 June 2001. 23 Nov. 2003. <http://www.drspock.com/article/0,1510,5869,00.html>
Schalkwijk, Frans W. Book Music and People with Developmental Disabilities: Music Therapy, Remedial Music Making and Musical Activities. London and Bristol, PA: Jessica Kingsley Publishers, 1994.
Sutton, J.P (2002) Music, Music Therapy and Trauma: International Perspectives. London: Jessica Kingsley Publishers, pp.231-257.
While Music Therapy has gained wide-spread acclaim for its effectiveness and garnered increasing attention in the fields of Medicine and Psychology, it has not quite effervesced into the level of popularity proportional to how effective it has actually proven to be. For the purposes of this paper, the focus will be restricted to Special Education. Specifically, what will be examined is the effect that underfunding of Special Education has on the children themselves and their ability to socialize and assimilate into society as functional members. Due to the nature of Special Education, the challenges it poses to teachers, parents, other students, and society at large are significant. This population represents neurological, physiological, and
Music therapy works because of its three fundamentals: the application of systematic thinking through music theory, the creation of an individualized treatment plan, as well as the patie...
Interventions used in the treatment of mental disorder are divided into 3 levels and meet the various needs of the patient (MT and mental health book ch 3). The first level being supportive, activity oriented music therapy, the therapeutic focus is on the here and now, reactions, behaviors, skills, and is generally success-oriented and structured (MT and mental health book ch 4). Interventions would typically be small group ensembles, group singing, and drum circles. The second level is insight music therapy with re-educative goals, here the music is used to stimulate verbalization while gaining insight through discussion (MT and mental health book ch 5). Interventions at this level would include, lyric analysis or song discussion. The third level is insight music therapy with re-constructive goals, the experiences are used to uncover, relieve, or resolve conflicts at the subconscious level (MT and mental health book ch 6). Interventions used would be visualization to music, Guided Imagery and Music (GIM), and analytical music therapy. A session can have elements from each level, starting with an opening drumming activity/drum circle, transitioning into a lyric analysis/song discussion, visualizing of negative and positive feeling, and finally closing with another drumming activity. The questions used in the
There have been many studies done to find how music influences a child’s development. The College Entrance Examination Board discovered that students who took music appreciation classes had higher verbal and math scores than those who did not take the classes. (Stephens 2003) The U.S. Department of Education found that in 25,000 secondary schools, students who were highly involved in the music program did much better in math than any other students. (Stephens 2003) These studies and more have found that involvement in music increases chi...
A way that in the Journal of Autism and Developmental Disorders is using music therapy instead of play therapy as it increases turn taking and eye contact more than when play therapy is used (E-4). Eye Contact was even proved to be held longer during this study when the child was participating in music therapy activities than when they were in regular play activities(E-1). When a mother was quoted on the British Columbian Music Therapy website, she stated that the “skills and abilities acquired in the music therapy setting generalize widely across situations.
B., Gfeller, K. E., & Thaut, M. H. (2008). An Introduction to Music Therapy: Theory and
Music is everywhere we go; we listen to it in the car, while doing work, and there are even people who pay to listen or watch an artist perform live. Yes, life goes on without music, but music has such an impact on our lives. Life is a rollercoaster of emotions and we have music to fit our emotions to be just as we feel. Music has a great deal of importance of many people. It can have a meaning that they cannot explain to others and are able to connect with the song. By doing so experts are able to help patients overcome many sicknesses with the help of music. Music therapy is capable of being an advantage for many individual patients, it can encourage responses from patients that other methods of therapy cannot get from them. Also, it improves the patients in distinctive ways other than for an illness.
Due to the positive effects on cognitive, communicative, and behavioral functions, physicians and therapists treating individuals with autism spectrum disorder should incorporate the use of music therapy into their patients’ treatment plans.
Trevarthen, C. (2002). The 'Second Making Sense of Infants Making Sense. Intellectica, 1, 161-188. Trevarthen, C., & Malloch, S. (2000). The Dance of Wellbeing: Defining the Musical Therapeutic Effect.
Meadows, A. N. (2011). Developments in music therapy practice case study perspectives. Gilsum: Barcelona Publishers.
...cott, Elizabeth. "Music and Your Body: How Music Affects Us and Why Music Therapy Promotes Health." . N.p., 10 Apr. 2014. Web. 29 Apr. 2014. .
UCP, . "Benefits of Music for Children with Special Needs: Tips for Parents and Educators." United Cerebral Palsy. N.p., 2012. Web. 12 Jan 2012.
In addition to traffic laws, the power of music can be considered both MO and SD.It can manipulate the way we feel, think, learn and, behave. According to Melanie D. Harms (2013), Music is an innovative medium for MO and reinforcements for students with neurodevelopmental disabilities. Music can serve as therapy for typically developing children as well as children with
Music therapy is a strategy that can be tweaked and modified to fit each particular student and those student’s needs. Because every child who has ASD may not suffer with the same things. However, this strategy allows a teacher to differentiate the way it is administered to each student. A lot of students, who have ASD, struggle with communication. “MT is a non-verbal therapy;” (Kalyva, 2011, p. 91) “which is why the method is particularly effective for individuals with verbal expression difficulties, such as children with autism” (Landau,