Music therapy for adolescents in a child welfare setting - a qualitative interview study

Abstract

In this article, we explore challenges and possibilities as expressed by adolescents who participated in music therapy in an out-of-home setting. Music activities they reported participating in include listening to music, songwriting, playing in a band, and performing. The study is based on qualitative research methodology where we ask the following research question: What do adolescents in a child welfare setting consider as challenges and possibilities when reflecting on their participation in music therapy activities? To answer this question, we interviewed 11 adolescents between the ages of 16 and 23 years. The themes in the empirical sections emerged during the process of analyzing data. We propose 3 themes, each with 3 subthemes. Empirical findings are discussed in relation to relevant theories in child welfare, music therapy, and psychology, and more specifically, trauma-informed care. Practical and scientific implications are highlighted.

Polyphonic perspectives: a focus group study of interprofessional staff’s perceptions of music therapy at an inpatient unit for children in mental health care

“…Previous research with children in mental health care shows that non-verbal musical dynamics and musical interaction can facilitate emotion regulation (Johns, 2018 ; Sannes, 2012 ). Dealing with complex emotions through music has also been highlighted by staff in child welfare as an advantage of music therapy in relation to children’s mental health (Krüger et al, 2018 ). Emotion regulation is also relevant in music therapy with children with trauma, helping facilitate new possibilities for action (Johns, 2017 ).…”

Allied health professional support for children and young adults living in and leaving care: A systematic scoping review

“…Included studies (Armstrong-Heimsoth et al, 2020;Paul-Ward et al, 2014) This review found some evidence that arts-based therapies may help with the behaviour-related needs of children living in or leaving care (Abrahams & van Dooren, 2018). Furthermore, artsbased therapies may positively influence children and young people's evolving sense of identity development through making meaning of their complex and fractured family and relational life stories (Krüger et al, 2017;Krüger & Stige, 2015;Savage, 2020;Zanders, 2015). Although Abrahams and van Dooren's (2018) randomised controlled pilot study on a form of music therapy, MACT, in secure residential care is helpful to explore the potential benefits of this therapeutic approach, results must however be interpreted with caution given the very small sample size and the fact that all participants were diagnosed with ADHD, ADD, ODD and/or CD.…”

“…The reported benefits of arts-based therapies include the idea that creative self-expression has the potential to support purposeful personal reflection which can assist with attachment difficulties and the formulation of a stable identity (Krüger et al, 2017;Krüger & Stige, 2015;Savage, 2020;Zanders, 2015). This has particular relevance to children's developing sense of agency, security and belonging, all issues identified as of utmost importance for children and young people living in and leaving care (Schofield et al, 2017).…”

“…All studies included in this review identified the prevalence of various AHP-related needs among children and young people living in and leaving care. Five SLT-related studies focused on SLC needs (Byrne & Lyddiard, 2013;Maguire et al, 2021;McCool & Stevens, 2011;Snow, McLean, & Frederico, 2020;Snow, Timms, et al, 2020); one OT-related paper focused on sensory needs (Cross et al, 2019), whereas a further two OT-related studies reported on a need for life-skills to prepare for transition to independent living (Armstrong-Heimsoth et al, 2020;Paul-Ward et al, 2014); one arts-based therapy-related paper focused on behaviour-related needs (Armstrong et al, 2017), whereas a further four arts-based therapy papers related to children and young adults' identity-related needs (Krüger et al, 2017;Krüger & Stige, 2015;Savage, 2020;Zanders, 2015). These findings are elaborated under the relevant sections.…”

“…Krüger and Stige (2015) suggest through their thematic analysis of qualitative semi-structured interview data (n = 15) that music therapy helps to structure children's life stories of living in and leaving care, assists with identity-development (even after leaving care) and helps to improve their communication skills. Similarly, Krüger et al's (2017) study suggests that the usefulness of music therapy was based on four themes: establishing a sense of safety and well-being, providing the opportunity to establish relationships and experience of mastery, aiding in processing complex emotions and contributing to continuity and stability over time and across situations (Krüger et al, 2017). Zanders (2015) focused on a single case study to provide a clinical rationale for music therapy across three distinct stages: stabilisation, finding resources and finding meaning.…”