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Resonant learning allows students to develop and fine-tune their
therapeutic competencies through first-hand experiences: being in
client roles themselves, being in preliminary therapist roles with
co-students in client roles and reflecting on those experiences.
These resonant learning processes are preparatory steps in
developing a professional music therapist identity through
internship and later employment positions and continuing
supervision. Outlining the Aalborg model of resonant learning,
developed at Aalborg University, Denmark, Resonant Learning in
Music Therapy discusses the benefits and drawbacks of 'tuning the
therapist' and encourages its integration into music therapy
courses around the world. The book sums up research on resonant
learning and presents core exercises, directives and vignettes from
the training processes of the Aalborg model. Explaining how
students' self-agency is enhanced by long-term personal experiences
in group- and individual therapy, observing work with clients in an
institutional setting, working with clients themselves, and
undergoing close group and individual supervision, the editors and
contributors also explore the benefits of implementing resonant
learning within other therapist training programs and healthcare
professions.
This is the first book to systematically describe the range of
approaches used in music imagery and Guided Imagery and Music
across the lifespan, from young children through to palliative care
with older people. Covering a broad spectrum of client populations
and settings, international contributors present various
adaptations of the Bonny Method of Guided Imagery to accommodate
factors such as time restraints, context (including hospitals,
schools, and the wider community), client symptomology, and the
increasing use of more contemporary music. Each chapter presents a
different model and includes background information on the client
group, the type of approach, elements of approach (including length
of the session, choice of music, verbal interventions during the
music, and discussion of the experience), and theoretical
orientation and intention. A nomenclature for the range of
approaches is also included. This information will be a valued
guide for both practitioners and students of Guided Imagery and
Music and receptive methods of music therapy.
Clinical Applications of Music Therapy in Psychiatry provides
valuable insight into the work of professional music therapists in
their clinical practice. The contributors, who are all
internationally-renowned music therapists, discuss work with a
diverse range of clients, including those suffering from
Alzheimer's, anorexia nervosa, schizophrenia, psychosis,
personality disorder, anxiety and psychosomatic disorder. Their
chapters develop psychotherapeutic theory alongside music therapy
practice, and are intended to be read by the psychiatric
professions as well as music therapists, reflecting the medical
establishment's growing receptivity to music therapy.
Music therapy as an intervention in medical, educational and many
other environments has a rich and diverse history of methods,
approaches and models. Consolidating the many components of music
therapy, this completely updated edition of A Comprehensive Guide
to Music Therapy covers everything students, teachers and
practitioners of music therapy need to know. Building upon the work
of Tony Wigram and developments within the field of music therapy
over the last 15 years, this second edition looks at the
theoretical foundation of music therapy, selected models and
interventions, how it can be applied in clinical practice, and the
recent progress made in research and evidence-based practice.
Giving a complete picture of the multifaceted world of music
therapy, it is a must-have for music therapy students, teachers and
practitioners.
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