Music therapy school consultation: A unique practice

“That's the Joy of Music!” An Evaluation of Partnership Working with a Teacher in Planning and Delivering a Music Therapy Group for Three Children with Autistic Spectrum Conditions

“…Alongside this we need to continue to build dialogues with other professionals to gain more insight into the benefits of collaboration and consul--tation and to find out where they see and experience the advantages and limitations of indirect working. As described by Rickson (2012), it would appear that each individual teacher-therapist relationship would benefit from careful nurturing to ensure that any fol--low--up resources for indirect work are appropriate to the level of teacher confidence when working in music. Whilst basic guide--lines can be suggested from this evaluation to inform service improvement on a local level, larger studies could help ensure that music therapists are aware and able to advise with confidence when direct work using the unique skill--set of a music therapist is clearly indicat--ed over indirect work.…”

“…Leite (2002) also suggests that participating directly in music--therapy ses--sions enables teachers to learn much more accurately the principles of music therapy, and Bruce and High (2012: p.73) write that being part of a music therapy group enables a teacher to "reflect on relationship--building with all the pupils", and to "watch for smaller signs of communication". Recent studies (Kern 2012;Rickson 2012) outline protocols for more experienced therapists to be able to work as consultants within education. Kern (2012: p.184) describes a method of collabo--rative consultation where music therapy interventions can be "embedded in the child's daily activities and routines" alongside direct music therapy services.…”

Music therapy with young people who have profound intellectual and developmental disability: Four case studies exploring communication and engagement within musical interactions

“…New models of practice in special education, such as consultancy, have been advocated previously within the music therapy profession (McFerran, 2012;Rickson, 2012), and are becoming common in the United States where music therapy services are purchased when indicated by the Individual Learning Plan (Adamek & Darrow, 2005). Practice in early intervention has already moved in this direction, with family-centred models focused on supporting carers to develop skills being linked to better interpersonal engagement between children and parents (Abad & Williams, 2006;Gilboa & Roginsky, 2010;Thompson, 2012).…”

Music therapist collaboration with teaching assistants for facilitating verbal and vocal development in young children with special needs: A mixed methods study

“…Collaborative working between Music Therapists and teachers, TAs, carers or health professionals has been increasingly described in music therapy literature (Abbott and Sanders, 2012; Arns and Thompson, 2019; Bruce and High, 2012; Fachner, 2017; Hsu, 2017; Janzen, 2016; Leinebo and Aasgaard, 2017; Leite, 2002; Maclean and Tillotson, 2019; Melhuish, 2017; Munro, 2011, 2017; Pethybridge and Robertson, 2010; Pethybridge, 2013; Rickson and McFerran, 2014; Schmidt-Robin, 2008; Strange, 2014; Strange et al, 2017; Twyford and Watson, 2008; Tomlinson, 2016; Warner, 2017; Watson, 2017). Music Therapists have also taken an advisory role in school communities which has involved collaboration with school staff in implementing effective ways to work with individuals and groups once the therapist has left (Kern, 2012; Kern and Aldridge, 2006; Music as Therapy International, 2017; Rickson, 2010, 2012; Rickson and McFerran, 2014). More recently, literature has appeared which focuses on collaborations between creative Arts Therapists across their modalities to support clients with specific needs (Colbert and Bent, 2018; Oldfield and Carr, 2018).…”

“…Pethybridge and Robertson (2010) similarly presented ways in which therapeutic objectives could develop into more educationally focused musical goals with pupils in mainstream schools; ideas were shared between music therapists and teachers as to how to facilitate this outcome. Rickson (2012) and Rickson and McFerran (2014) presented the concept of the empowerment of teachers through the acquisition of musical skills to support students.…”