Long-term Music Therapy With Young Autistic Children: Mothers' Perspectives.

Abstract

The perspective of parents and their expectations of music therapy have been previously reported in the literature. However, research into parent perceptions of long-term family-centered music therapy is lacking. This qualitative study delves into the experiences of mothers with autistic children who engaged in a minimum three-year-long, family-centered music therapy program. Through semi-structured interviews with seven mothers, employing Reflexive Thematic Analysis, this study aims to comprehend the nuanced ways these parents experienced long-term music therapy for their child and family. Two main themes emerged from the analysis, each with related subthemes. Theme 1-Long-term music therapy fosters subjective well-being in the child and family, includes three subthemes: (a) sharing joy through musical interactions supports well-being; (b) an opportunity for the child to be themselves; and (c) music as a support for daily life. Theme 2-Parent perceived changes to their child's development, includes six subthemes: (a) focusing on the whole child; (b) supporting cognitive development; (c) supporting social skills; (d) supporting emotional skills; (e) supporting body awareness; and (f) developing child strengths and resources. These mothers shared that long-term music therapy sessions with their child supported them to experience a sense of relief and catharsis, which they considered helped them to cope with the challenges they faced when adapting to the different developmental path of their children. Additionally, the analysis of the parent interviews reveals their perceptions that long-term music therapy can bolster family well-being by facilitating emotional expression and capitalizing on the child's strengths. This qualitative study therefore highlights the potential multifaceted benefits of long-term music therapy, providing valuable insights into its possible role in enhancing the lives of autistic children and their families.