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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.
Contributions from early childhood educators, teachers,
psychologists, music therapists, occupational therapists, and
psychotherapists highlight the crucial role that early
relationships and interactions in group settings play in the
development of children's personal, emotional and social skills.
The book features the latest research and methods for successfully
encouraging the development of these skills in groups of children
aged 4-12. It explores how play within children's groups can be
facilitated in order to foster emotional and empathic capacities,
how to overcome common challenges to inclusion in schools and
introduces practical, creative approaches to cultivating a sense of
unity and team spirit in children's groups.
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