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This one-stop practical book guides you to run a wide range of
music therapy groups with pre-school and primary aged children with
additional needs. Gain understanding on how to adapt and improvise
to ensure that the group meets the individual child's needs, from
simple tweaks - such as selecting easier to use instruments and
adjusting table heights - to improvising on a single line
instrument while dancing around the room. This book includes
specific guidance on how to structure sessions to cater for
children with neurodivergent needs, physical and learning
disabilities, and those receiving psychiatric support, with
tailored sessions for each client group. 60 ideas of group
activities, complete with sheet music and helpful illustrations to
bring the text to life, make this book your ideal practice
companion.
This comprehensive and groundbreaking book describes the effective
use of songwriting in music therapy with a variety of client
populations, from children with cancer and adolescents in secondary
school to people with traumatic brain injury and mental health
problems. The authors explain the specific considerations to bear
in mind when working with particular client groups to achieve the
best clinical outcomes. All the contributors are experienced music
therapy clinicians and researchers. They provide many case examples
from clinical practice to illustrate the therapeutic methods being
used, together with notated examples of songs produced in therapy.
Particular emphasis is placed on how lyrics and music are created,
including the theoretical approaches underpinning this process.
This practical book will prove indispensable to students, clinical
therapists, music therapists, educators, teachers and musicians.
Music therapists are trained to use their first study instrument in
clinical practice, yet existing literature focuses almost
exclusively on the use of piano, basic percussion and voice. This
illuminating book brings together international music therapists
who use a diverse range of musical instruments in their clinical
work: the clarinet, the piano accordion, the flute, the cello, the
trumpet and flugelhorn, the bassoon, the violin, the viola, the
harp, the guitar, lower brass instruments (the trombone and the
euphonium), the oboe, the saxophone and bass instruments (double
bass and bass guitar). Each therapist reflects on their
relationship with their instrument and the ways in which they use
it in therapeutic settings, discussing its advantages and
disadvantages in a variety of clinical populations: children and
adolescents, adults with learning disabilities, adults with mental
health problems and older people. This will be essential reading
for any music therapist or student music therapist who uses or is
interested in using a musical instrument in their work, and will be
of interest to other caring and healthcare professionals, teachers,
musicians and carers wanting to learn more about instrumental music
therapy.
It is widely acknowledged that music is of great value for people
with learning difficulties. It can be used as a catalyst to help
those with special needs acquire and improve basic skills and
thereby to communicate better. With clear aims and easy-to-follow
instructions, Pied Piper describes 78 enjoyable music activities
for groups of children or adults who may have learning
difficulties. The emphasis is on using music, rather than learning
songs or rhythms, so group members do not need any special skills
to be able to participate. Full details are given about any
equipment required for the games, as well as suggestions for
variations or modifications. The authors are experienced music
therapists and have used these activities on numerous occasions.
Designed to encourage people to develop their own ideas and musical
activities, this collection will be a source of inspiration and
practical advice for anyone working with people with a range of
special needs including carers and group leaders.
In the past, music therapy work with children typically took place
in special schools without the family being present. More recently,
music therapy has become a widespread practice, and this book
reflects the variety of settings within which music therapists are
now working with children together with their families. The
contributors are music therapists with experience of working with
children and their families in a range of different environments,
such as schools, hospices, psychiatric units, child development
centres and in the community. They describe their approaches to
family work with client groups including children with autism,
learning disabled toddlers, adopted children and looked after
teenagers. Their experiences demonstrate that involving the family
in a child's music therapy can be beneficial for everyone, and that
it is possible to address relationship issues within the family as
part of the treatment. This book will provide useful insight into
the growing area of music therapy with children and their families,
and will be valuable for music therapy professionals and students,
as well as other medical and teaching professionals who work with
families.
In Interactive Music Therapy -- A Positive Approach, Amelia
Oldfield explains how her approach to music therapy sessions
establishes a constructive musical dialogue with children that
emphasises positive experiences -- these establish trust and allow
feelings to be expressed through music. Describing the general
benefits of this approach, the author also details its application
for specific clinical groups including children with autistic
spectrum disorders, relationship difficulties or physical
disabilities. Individual chapters focus on the use of music therapy
for diagnostic assessment, child development issues and in child
and family psychiatry. Brief case studies throughout the text
illustrate points of particular importance. This practical book
will be of use to music therapists, nurses and occupational
therapists working with children from a variety of clinical groups,
including children on the autism spectrum and children with
learning disabilities. It is also of use to music therapy trainers,
their students and academics whose interests include music therapy.
In this insightful book, Oldfield and Carr draw together persuasive
arguments for combining aspects of music therapy and dramatherapy,
whilst retaining their unique facets. Building on the many links
between music and drama and the compatibility between the two
disciplines, the authors explore how artistic aspects of each
therapy can be drawn on to create fresh ways of working. This
approach enriches the practice of professionals working to support
people with special needs, people recovering from trauma and social
deprivation and a wide range of other service users. Despite the
significant overlap in music therapy and dramatherapy techniques,
this is the first book to directly explore the vast potential of
elements of the two disciplines being brought together. Covering a
range of different perspectives and practice contexts, this book
demonstrates just how much the professions can offer each other
both from a clinical perspective and from the point of view of
training therapists.
This comprehensive book describes well-defined models of music
therapy for working with families in different clinical areas,
ranging from families with special needs children or dying family
members through to families in psychiatric or paediatric hospital
settings. International contributors explain the theoretical
background and practice of their specific approach, including an
overview of research and illustrative case examples. Particular
emphasis is placed on connecting theory and clinical practice and
on discussing the challenges and relevance of each model. This
practical and theoretically anchored book will prove valuable for
music therapists, students and researchers in the fast developing
field of music therapy with families.
This work brings together the experiences of practitioners who use
group music therapy with diverse client groups in various settings.
Chapters discuss work with children, adolescents, and adults of all
ages, shiwing the wide range of applications for group music
therapy: in assessment for clinical diagnosis; in work with clients
who have learning disabilities, special educational needs, eating
disorders or autistic spectrum disorders; and in neurological
rehabilitation. Group music therapy is examined from different
theoretical perspectives - including psychoanalytic and Foulkesian
approaches - and in conjunction with art therapy.
The majority of music therapy work with children takes place in
schools. This book documents the wealth and diversity of work that
music therapists are doing in educational settings across the UK.
It shows how, in recent years, music therapy has changed and grown
as a profession, and it provides an insight into the trends that
are emerging in this area in the 21st century. Collating the
experiences of a range of music therapists from both mainstream and
special education backgrounds, Music Therapy in Schools explains
the procedures, challenges and benefits of using music therapy in
an educational context. These music therapists have worked with
children of all ages and abilities from pre-school toddlers in
nursery schools to teenagers preparing for further education, and
address specific issues and disabilities including working with
children with emotional and behavioural problems, and autistic
spectrum disorders. This book will be essential reading for music
therapists, music therapy students and educational professionals.
The strain of caring for children struggling with severe and
complex mental health needs affects the entire family. The staff at
the innovative Croft Child and Family Unit have developed a unique
approach of working intensively with the whole family, and
encouraging them to share their experiences with other families, to
instigate a complete change that will benefit all family members.
Using detailed case studies to illustrate the model, the book
focuses on the needs of children with a wide range of
developmental, emotional and behavioural difficulties, and explores
the complicated interactions between these children, their families
and their communities. The care team includes nurses,
psychiatrists, doctors, family therapists and creative therapists,
social workers and teachers. They examine how to integrate a range
of therapeutic interventions and how to use the powerful
relationships that develop between professionals and families to
enable positive, lasting changes. This book will be indispensable
reading for trainees and professionals working with children with
mental health problems and their families, and special needs
educationalists wanting to understand the benefits of an intensive,
multi-family approach to treatment for children who do not respond
to standard community interventions.
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