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This volume presents the current state of knowledge on the practice of music therapy with individuals of various ages and abilities who have developmental concerns, that is, individuals who need additional support, instruction, or therapy while pursuing developmental growth, learning, and skill acquisition. Included are chapters on early intervention, autism, Rett syndrome, developmental speech and language disorder, attentional deficits, learning disabilities, behavioral problems, hearing loss, visual impairment, mild to moderate intellectual disability, severe to profound developmental disabilities, physical disabilities, and severe and multiple disabilities. Practical guidelines are provided for implementing receptive, improvisational, re-creative, and compositional methods of music therapy with each client group. The guidelines are based on the clinical expertise and experience of the authors, and a comprehensive and critical review of available literature. All chapters in the book follow the same outline, allowing for easier reading and study. Current resources, readings, and forms are presented.
This volume presents the current state of knowledge on the practice of music therapy with children, adolescents, and adults with mental health concerns. This includes individuals with specific psychiatric diagnoses, individuals receiving mental health care in various settings, and individuals who may not have formal diagnoses. Chapters based on diagnostic categories include clients with schizophrenia, PTSD, depression and anxiety, dementias, eating disorders, borderline personality disorder, substance use disorders, and juvenile sex offenders. Chapters that focus on particular settings include inpatient psychiatry, psychiatry in the recovery model, foster care children and adolescents, survivors of catastrophic event trauma, correctional and forensic facilities, and adjudicated adolescents. Chapters on clients without a formal psychiatric diagnoses include individuals who have experienced developmental trauma (not PTSD), health care professionals suffering from burnout, professional musicians with health concerns, individuals pursuing self-development and wellness, and individuals with spiritual needs or goals. Practical guidelines are provided for implementing receptive, improvisational, re-creative, and compositional methods of music therapy with each client group. The guidelines are based on the clinical expertise and experience of the authors, and a comprehensive and critical review of available literature. All chapters in the book follow the same outline, allowing for easier reading and study. Current resources, readings, and forms are presented.
Music therapy is growing internationally to be one of the leading evidence-based psychosocial allied health professions to meet needs across the lifespan. This is a comprehensive text on this topic. It presents exhaustive coverage of music therapy from international leaders in the field
Music therapy is growing internationally to be one of the leading evidence-based psychosocial allied health professions to meet needs across the lifespan.The Oxford Handbook of Music Therapy is the most comprehensive text on this topic in its history. It presents exhaustive coverage of the topic from international leaders in the field.
Rich with case material, this groundbreaking volume provides a comprehensive overview of music therapy, from basic concepts to emerging clinical approaches. Experts review psychodynamic, humanistic, cognitive-behavioral, and developmental foundations and describe major techniques, including the Nordoff-Robbins model and the Bonny Method of Guided Imagery and Music. An expansive section on clinical applications examines music therapy with children and adults, as well as its recognized role in medical settings. Topics include autism spectrum disorder, school interventions, brain injury, and trauma. An authoritative resource for music therapists, the book also shows how music can be used by other mental health and medical professionals. The companion website features audio downloads illustrative of the Nordoff-Robbins model.
In 1976, Donald Michel first published the classic text. Music Therapy, which became the standard textbook at many universities. Music Therapy in Principle and Practice followed in 2005 with coauthor Joseph Pinson and the authors offer here an important updated and expanded new edition. The book combines valuable information from research as a basis for principles along with the realities of hands-on experience as a basis for practice. The text approaches therapy from the position of assessing developmental skills in individuals served. While it includes a significant amount of information regarding diagnosis, the authors also focus on treatment that is based on the needs for habitation and/or rehabilitation that are apparent at the time of assessment. Major topics include philosophical concepts and historical perspectives, professional guidelines, motor skills, protocol planning, communication skills, cognitive skills, social-emotional skills, and an introduction to research. The chapters on managing and coping with anxiety-associated life situations as well as the various types of lifetime developmental skills have been expanded with regard to different populations served and the various strategies that have been found to be effective. The chapter on professional ethics has been expanded and a section on new trends in music therapy complements this new edition. Links to over 300 helpful websites are included. The text will have great appeal to music educators, rehabilitation professionals, practicing and student music therapists, including medical and mental health professionals.
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.
A comprehensive guide to music therapy with young children, providing a detailed examination of development from birth to age five, with theoretical perspectives and extensive scales of developmental milestones. Information is compiled in nine different chronological periods, including benchmarks for physical, sensory, motor, cognitive, emotional/social, and language development. The book then synthesizes current research on musical development in young children and provides lists of musical behaviors as well as a presentation of the theories of musical development proposed by Briggs/Bruscia and Edwin Gordon.
Investigation of the role of music in early life and learning has been somewhat fragmented, with studies being undertaken within a range of fields with little apparent conversation across disciplinary boundaries, and with an emphasis on pre-schoolers' and school-aged childrens' learning and engagement. The Oxford Handbook of Early Childhood Learning and Development in Music brings together leading researchers in infant and early childhood cognition, music education, music therapy, neuroscience, cultural and developmental psychology, and music sociology to interrogate questions of how our capacity for music develops from birth, and its contributions to learning and development. Researchers in cultural psychology and sociology of musical childhoods investigate those factors that shape children's musical learning and development and the places and spaces in which children encounter and engage with music. These issues are complemented with consideration of the policy environment at local, national and global levels in relation to music early learning and development and the ways in which these shape young children's music experiences and opportunities. The volume also explores issues of music provision and developmental contributions for children with Special Education Needs, children living in medical settings and participating in music therapy, and those living in sites of trauma and conflict. Consideration of these environments provides a context to examine music learning and development in family, community and school settings including general and specialized school environments. Authors trace the trajectories of development within and across cultures and settings and in that process identify those factors that facilitate or constrain children's early music learning and development.
The use of music therapy is long established with people with Autistic Spectrum Conditions. The combination of using music and relationship work in person-centred approaches supports the three main areas of difficulty people with autism often experience; social interaction, communication and imagination. Current research supports the positive psychological benefits of music therapy when people with autism spectrum conditions engage with music therapy. This book celebrates the richness of music therapy approaches and brings together the voices of practitioners in the UK. With a strong focus on practice-based evidence it showcases clinicians, researchers and educators working in a variety of settings across the lifespan.