Voices: A World Forum for Music Therapy最新文献

{"title":"Postmodern Music Therapy","authors":"R. Gross","doi":"10.15845/voices.v23i1.3629","DOIUrl":"https://doi.org/10.15845/voices.v23i1.3629","url":null,"abstract":"Postmodern music therapy is an approach to music therapy that defines itself in diametric opposition to modernist, or medical-model, music therapy. Where modernist music therapy ignores power dynamics and assumes itself to be value neutral, postmodern music therapy is concerned with power dynamics between client, therapist, and broader society.  Postmodern music therapy is based on the theories of Bradley Lewis: Lewis (2006) believes that a postmodern psychiatry (or as he calls it, postpsychiatry) will be more aware of politics and social structures in general and will move toward democratization. This article proposes a postmodern music therapy in parallel to postpsychiatric ideas and ideals. Further, the article explores the intersectional nexus between postmodern music therapy and critical race, disability, queer, and feminist studies.","PeriodicalId":340679,"journal":{"name":"Voices: A World Forum for Music Therapy","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127518989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Music Therapy Assessment with the IMCAP-ND: A Pilot Study","authors":"Marisa M. Raposo, A. Abreu, Leticia L. Dionizio, T. Leite, A. Castro-Caldas","doi":"10.15845/voices.v23i1.3423","DOIUrl":"https://doi.org/10.15845/voices.v23i1.3423","url":null,"abstract":"Background: Music therapy (MT) appears to be a valuable complementary intervention for children diagnosed with neurodevelopmental conditions, namely, autism spectrum disorders (ASD), who often present cognitive, academic, communicative, and social difficulties. Music therapy has been increasingly recommended as a standard support service for communication and social interaction in this specific neuropediatric setting. Objective: The aim of this pilot study was to determine the recruitment and protocol feasibility of music therapy for autistic children and explore trends towards the clinical utility of the IMCAP-ND[i] quantitative measure on assessing the focus on sound receptions, joint attention, turn-taking, auditory perception, sensory integration, social interaction, entrainment, and empathy, as a preparation for a future study wherein we will pursue with an MT intervention assessment. Furthermore, here we use the European Portuguese translated version of the IMCAP-NDPT scales to contribute to its validation and adaptation. Methods: Five autistic children received a weekly music therapy session of approximately 45 minutes for six months, totaling a minimum of 20 and maximum of 24 completed sessions per child. The IMCAP-NDPT and the Griffiths Mental Development Scales (GMDS) scales were applied pre- and post-test. Results: We tested the research design and the session’s protocol. All participants completed MT intervention and showed increase in social-emotional capacities, cognitive and perception skills, and overall responsiveness. However, our results indicate a need to review the inclusion criteria concerning participants with a single diagnosis (ASD), previous contacts with musical instruments, and the application of standardized music therapy settings. Conclusions: The design and protocol were perceived as acceptable and feasible, though some improvements were suggested for subsequent original research, and the IMCAP-NDPT version was considered usable. Our initial findings suggest the potential of music therapy for autistic children. Further intervention with efficacy assessment through a larger-scale randomized trial is needed, considering the content based on pilot findings.\u0000 \u0000[i] The Individual Music-Centered Assessment Profile for Neurodevelopmental Disorders (IMCAP-ND) is a criterion-referenced assessment of musical interaction, communication, cognition and perception, and responsiveness in musical-play for individuals with neurodevelopmental disorders at various developmental levels and chronological ages from children to adults. It is comprised by a set of three scales: Musical Emotional Assessment Rating Scale (MEARS), Musical Cognitive/Perception Scale (MCPS) and Musical Responsiveness Scale (MRS) (Carpente, 2013).","PeriodicalId":340679,"journal":{"name":"Voices: A World Forum for Music Therapy","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132161875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Entering the Ambient","authors":"Michael Viega, Victoria Druziako, Josh Millrod, Al Hoberman","doi":"10.15845/voices.v23i1.3510","DOIUrl":"https://doi.org/10.15845/voices.v23i1.3510","url":null,"abstract":"Since the 1980s, there has been an interest in the clinical benefits and challenges with the use of digital music technology in music therapy, yet there is still little information about the experiential potentialities of digital music technologies from relational, psychodynamic, and ecological frameworks. The ambient mode of being presents a heuristic approach to clinical listening when using digital music technology. Performative collaborative autoethnography was utilized by a group of four music therapy clinicians who wanted to understand their shared experience of entering the ambient while improvising using digital music technologies. Seven video excerpts from six different improvisation sessions were chosen to explore this topic and its implications for being a music therapy clinician. In keeping with the values of performative collaborative autoethnography, the results and discussion of this study are presented as a dialogue between the researchers. Each group members’ experience of entering the ambient was unique, but they shared a common reverence for how they were able to create an ambient space using digital music technology, which acted as a co-agent within their group process. The group members discuss clinical implications for this research including the benefits, challenges, and the role of gender/identity when using digital music technologies.","PeriodicalId":340679,"journal":{"name":"Voices: A World Forum for Music Therapy","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122171376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Voice, Style, and Censorship: A Copyeditor’s Perspective","authors":"Tim Honig","doi":"10.15845/voices.v23i1.3905","DOIUrl":"https://doi.org/10.15845/voices.v23i1.3905","url":null,"abstract":"This is the editorial for the March 2023 issue. ","PeriodicalId":340679,"journal":{"name":"Voices: A World Forum for Music Therapy","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125918744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Applying Integral Thinking to Music Therapy Education","authors":"L. Dimaio, Trish Winter","doi":"10.15845/voices.v23i1.3334","DOIUrl":"https://doi.org/10.15845/voices.v23i1.3334","url":null,"abstract":"Educating music therapy students is a complex task as a result of laws and regulations, professional biases, and a desire to produce students who will be competent and thoughtful music therapists. The purpose, or outcome, of this article is to outline a curriculum re-design implementing Integral Thinking in Music Therapy (ITMT) as applied to the academic and clinical aspects of two university music therapy training programs in the United States. The history and philosophy of ITMT are explained to give context to this approach. An overview of the innovative curriculum design and teaching resources are included for direct implementation of experiences into the classroom. Recommendations include the uses of ITMT in music therapy education as well as possible limitations to this pedagogical approach.","PeriodicalId":340679,"journal":{"name":"Voices: A World Forum for Music Therapy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130179340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leaving the Profession","authors":"J. Branson","doi":"10.15845/voices.v23i1.3259","DOIUrl":"https://doi.org/10.15845/voices.v23i1.3259","url":null,"abstract":"Published studies indicate that burnout and job satisfaction impact music therapists’ longevity in the profession in the United States. It is unclear whether these factors are related to clinical or professional factors. No studies have been published exploring the reasons that music therapists in the United States have left the profession. The purpose of this grounded theory study was to develop a theoretical framework that describes the decisions and experiences of board-certified music therapists when leaving the profession. The specific aims were to (1) identify factors that influenced therapists’ decisions to leave the profession, and (2) identify any unmet needs in training and supervision that may contribute to these decisions. Thirteen participants participated in the study. Each participant obtained board certification in the United States, worked in a music therapy job, and remain in the workforce but are no longer working in the music therapy profession. Participants completed semi-structured interviews. Interview transcripts were analyzed to understand the experiences and decisions that led to their departure from the profession. Music therapists from the U.S. who participated in this study left the profession due to: (1) availability of sustainable jobs, (2) access to professional support or supervision, and (3) burden of advocacy. These results did not vary according to individual factors such as age, level of education, or the year the therapist entered the profession. Further exploration of this theory and music therapists’ experiences may point to opportunities for changes in training and development of support programs for new as well as experienced professionals.","PeriodicalId":340679,"journal":{"name":"Voices: A World Forum for Music Therapy","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127448101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Therapy – the Problematic Word in Music Therapy with Adolescents in the Child Welfare Services","authors":"Gisle Fuhr, Karette Stensæth","doi":"10.15845/voices.v22i3.3380","DOIUrl":"https://doi.org/10.15845/voices.v22i3.3380","url":null,"abstract":"The word ‘therapy’ is known to be a challenging one in music therapy. This discourse-oriented study asks: how do a group of adolescents and their music therapists in the child welfare services relate to the word ‘therapy,’ and how can music therapy as a profession get round problems connected to the use of it? The data consists of case study material from collaborative interviews of six Norwegian adolescents in out-of-home care and their music therapists in the first author’s ongoing PhD study. Systematic text condensation is used to collect relevant meaning-bearing citations for further discussion and in-depth reflection. The findings show that the word ‘therapy’ creates profoundly negative associations among the informants. In fact, it creates so many difficulties that we actually question if ‘music therapy’ is a fitting label at all. However, because it seems unlikely and even unwise to develop new labels of the well-established ‘music therapy,’ we suggest starting the process of redefining it within the field of child welfare services by engaging in an active and systematic dialogue among all involved.","PeriodicalId":340679,"journal":{"name":"Voices: A World Forum for Music Therapy","volume":"18 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133002181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Nowhere to Somewhere","authors":"H. Strohschein, Margaret Smith, L. Yates","doi":"10.15845/voices.v22i3.3394","DOIUrl":"https://doi.org/10.15845/voices.v22i3.3394","url":null,"abstract":"In August 2020, two colleagues and I began an ongoing conversation on music, consent, power, language/jargon, accessibility, and inclusivity. We are not music therapists, but each of us, from our own professional and personal perspectives, is interested in the therapeutic nature of music. One colleague is a community musician in Glasgow, Scotland. She works for Good Vibrations and the Resonate Project which facilitate inclusive musical workshops and experiences. The other colleague is an amateur musician, participant advisor for one of her music groups, and a representative of people with additional support needs. I am an ethnomusicologist who specializes in Javanese and Balinese gamelan outside of Indonesia particularly as they pertain to community music making. We met through playing gamelan and through the Resonate workshops. Our conversations were a doorway for each of us into community music, musical academia, and the musical life of a woman with special needs. In our conversations, the question of accessibility as it is tied to language and power arose several times. In April 2021, we offered an edited video presentation of our conversations at the 2021 Mid- Atlantic Chapter of the Society of Ethnomusicology (MACSEM) virtual conference. In fall 2021, we hosted an event in collaboration with Good Vibrations at which we used our MACSEM video to facilitate an open conversation among academics, community musicians, music therapists, people with additional support needs, and members of the general public. One goal of this work is to provide unheard voices a place to speak. Our submission to Voices is a video reflection on our experiences beginning with our three-person, off-the-cuff conversations that originated over a year ago. Through this video, we will (literally) share our voices with your readership as we discuss our experiences of language, power, and whose voices are heard. We also reflect back on previous conversations by including our collaborative editing of the video itself. During our overall discussions, we came up with the title, “From nowhere to somewhere: Creating to Join a conversation.” This really helped focus our shared idea of what this is all about: three people from different life experiences and opportunities finding ways of speaking together and creating a format to have a voice in this arena. ","PeriodicalId":340679,"journal":{"name":"Voices: A World Forum for Music Therapy","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126350204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of English Language Dominance in Music Therapy Learning Resources on Indonesian Music Therapy Students’ Practice","authors":"Kezia Putri","doi":"10.15845/voices.v22i3.3375","DOIUrl":"https://doi.org/10.15845/voices.v22i3.3375","url":null,"abstract":"English remains one of the top global languages that is used to bridge language differences in various regions in the world. According to Szmigiera (2021), in 2020 there were approximately 1.35 billion English speakers around the world. English is one of the foreign languages often used by Indonesians to connect with people and explore knowledge from other countries. A few roles that the English language plays in Indonesia are supporting economic and business development, building international relations, supporting the education system, and others (Crystal, 1997). This is also the case with music therapy education in Indonesia. Ever since the beginning of the music therapy program at Universitas Pelita Harapan in Indonesia, the program coordinators were all educated through – and have taught the students in the university with – English-dominated education materials and resources. Despite its benefits, this also had posed an issue with a few students in the past due to the difference in their cultural and language background. Some of the students had struggled to comprehend the learning materials; this, in turn, affected their understanding of the practice. However, despite the struggles, some students had also reported the benefits of using English education materials. This study aims to: 1) reveal the impact of English-language resources on the students’ music therapy understandings and practice, and 2) evaluate whether there is a concrete action that can be taken to improve the system. Both will be explored through the perspective of the students. In this narrative inquiry study, ten Indonesian students from Universitas Pelita Harapan, Indonesia, were interviewed on their experiences of using English-language learning materials and resources, the impact on their practice, and their opinion on actions for improvements. This study hopes to raise the awareness of the wide impact that English-dominance in music therapy learning resources might impose.\u0000 \u0000Abstrak\u0000Bahasa Inggris adalah salah satu bahasa global yang digunakan untuk menjembatani perbedaan bahasa di berbagai belahan dunia. Menurut Szmigiera (2021), di tahun 2020 tercatat sekitar 1.35 miliar pengguna Bahasa Inggris di dunia. Bahasa Inggris merupakan salah satu bahasa asing yang sering digunakan oleh penduduk Indonesia untuk berinteraksi dan memperoleh wawasan dari luar negeri. Beberapa peran yang dimiliki bahasa Inggris di Indonesia adalah mendukung laju pekembangan ekonomi dan bisnis, membangun relasi internasional, mendukung sistem edukasi, dan lainnya (Crystal, 1997). Salah satu contohnya adalah edukasi terapi musik di Indonesia. Sedari awal dibentuknya program terapi musik di Universitas Pelita Harapan di Indonesia hingga sekarang, semua koordinator program menamatkan pendidikan - dan mengajar mahasiswa dengan - materi edukasi dan sumber daya yang didominasi bahasa Inggris. Perbedaan latar belakang budaya dan bahasa menimbulkan permasalahan bagi beberapa mahasiswa. Mereka merasa kes","PeriodicalId":340679,"journal":{"name":"Voices: A World Forum for Music Therapy","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114241598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Becoming \"Unknowing\" and \"Inexpert\"","authors":"Stella Hadjineophytou","doi":"10.15845/voices.v22i3.3405","DOIUrl":"https://doi.org/10.15845/voices.v22i3.3405","url":null,"abstract":"This article explores how the language of disability affects music therapists’ perceptions of the people they work with. A review of the literature examines how music therapy discourse and practice has been influenced by models of disability, specifically in the use of person-first and identity-first language. This is summarised by considering the power of language to affect the unconscious perceptions, choices, and actions of music therapists, leading to collusion between music therapists and inherently ableist social structures. The second half of this article presents the author’s introspective journey of consciously changing language, shifting perceptions, and subverting power imbalances in music therapy sessions with Kirsty, a young woman with autism attending sessions for her mental health. The case study incorporates Kirsty’s own written reflections to demonstrate the potential for collaboration and learning as part of this journey. The article concludes that music therapists might seek opportunities to become “unknowing” and “inexpert” in relation to the people they work with, in a bid to create holistic learning spaces that manifest and embody empowering language. The language of this article reflects the author’s preference for identity-first language. Person-first language is used in reference to Kirsty, at her request. ","PeriodicalId":340679,"journal":{"name":"Voices: A World Forum for Music Therapy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128768697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}