Practical Techniques for the Development of Complementary Skills in Musical Improvisation

Gardstrom, Susan C.

doi:10.1093/mtp/19.2.82

Cited by 5 publications

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“…Gardstrom (2001) argued that development of such skills can be challenging for music therapy students. Internship supervisors have likewise expressed concerns about students' development of counseling skills (Knight, 2008), and pre-professional students identified counseling skills training as an area that was weak or underdeveloped (Clements-Cortes, 2015).…”

Section: E Educ Ducation and T Ation And Tr Raining Ainingmentioning

confidence: 99%

“…A review of the literature revealed no universal model or framework for training, though specific training suggestions have been made. Gardstrom (2001) advocated for training of undergraduate students in basic counseling skills and called for the inclusion of specific techniques found in Okun & Kantrowitz's (2014) helping model. Grocke and Wigram (2007) called for the use of basic counseling skills and outlined key components for music therapy practice in their text for clinicians, educators, and students.…”

Section: E Educ Ducation and T Ation And Tr Raining Ainingmentioning

confidence: 99%

“…These skills have been used to facilitate verbal processing of thoughts, behaviors, and emotions (Amir, 1999;Gardstrom, 2001;Grocke & Wigram, 2007;Linblad, 2016).…”

mentioning

confidence: 99%

“…For music therapists practicing from a music-centered or music as therapy perspective, music is the catalyst for change. Music serves as the medium through which therapeutic issues are accessed, addressed, and resolved (Ansdell, 1999;Bruscia, 1998a;Gardstrom, 2001;Linblad, 2016), and verbal components are typically limited to social interactions and assessment of the therapeutic progress (Gardstrom, 2001;Grocke & Wigram, 2007;Guerrero, Marcus, & Turry, 2015). However, some musiccentered models like Analytic Music Therapy incorporate verbal interventions to communicate ideas, share insight, and make interpretations (Amir, 1999;Bruscia, 1988).…”

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confidence: 99%

“…Therapists practicing from this perspective use music interventions to explore and discuss an individual's extra-musical experiences (Gardstrom, 2001). Verbal processing might be used to increase awareness, understanding, or insight; provide opportunities for transfer from musical settings to everyday settings; or allow individuals to make personal connections between verbal discourse and life events (Gardstrom, 2001;Nolan, 2005;Pitts & Silverman, 2015;Salmon, 2008).…”

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confidence: 99%

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Microskills Training: A Model for Teaching Verbal Processing Skills in Music Therapy

Gooding

2017

Voices

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Abstr Abstract actMusic therapy scholars have suggested that verbal processing is widely integrated into music therapy practice, though specific implementation varies based on the therapeutic approach and the clients' level of functioning. Results from music therapy studies have suggested that clients find verbal processing both important and useful, yet the development of verbal processing skills can be difficult for music therapists and music therapy students. Given the complexity of the skills needed, inclusion of a model or framework may help focus and organize skill development. One model that may have wide utility among music therapy practice is the microskills model (microcounseling). Microcounseling is built upon ethical and cultural competence, addresses skills in a hierarchical manner, and can be combined with a number of theoretical approaches. Research shows that this model has been successfully translated into 21 languages, used in a range of helping professions, and taught in both traditional and self-instruction formats. Perhaps most importantly, the model initially focuses on skills needed by all music therapists, regardless of theoretical orientation, and then progresses to skills needed to effectively facilitate common music therapy interventions like song discussion. Combining this model with other elements of music therapy education may better promote skill development and guide music therapists in skill usage.

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Section: E Educ Ducation and T Ation And Tr Raining Ainingmentioning

confidence: 99%

Section: E Educ Ducation and T Ation And Tr Raining Ainingmentioning

confidence: 99%

“…These skills have been used to facilitate verbal processing of thoughts, behaviors, and emotions (Amir, 1999;Gardstrom, 2001;Grocke & Wigram, 2007;Linblad, 2016).…”

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Microskills Training: A Model for Teaching Verbal Processing Skills in Music Therapy

Gooding

2017

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A Conceptual Framework for Group Processing of Lyric Analysis Interventions in Music Therapy Mental Health Practice

Dvorak

2016

MTPERS

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How Can a Music Therapy Student Facilitate Contributions by Adolescent Clients Who Have Psychiatric Disorders in Group Music Therapy?

Wong¹

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<p>This study explored ways in which a music therapy student could modify and improve her own clinical practice in order to facilitate client contribution in group music therapy in an acute adolescent inpatient unit. Through cycles of observation, evaluation, planning, and action, the music therapy student was able to examine her facilitation techniques in detail and modified them accordingly. There were six fortnightly cycles and in each cycle, the research journal, research notes, and video-recording were systematically reviewed by the music therapy student herself, and themes were drawn out to contribute to the planning of the next cycle. The results suggested that while direct questions predominated at the start of study, the music therapy student was able to adopt a variety of other techniques by the end of the research period, including self-disclosure, appropriate eye contact, and the shifting of responsibility. The music therapy student also found that her own anxiety level, which was often caused by periods of silence in music groups, also had an important impact on her ability to facilitate. The discussion addressed other factors that are believed to have contributed to the student's ability to facilitate in group music therapy.</p>

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Practical Techniques for the Development of Complementary Skills in Musical Improvisation

Cited by 5 publications

References 0 publications

Microskills Training: A Model for Teaching Verbal Processing Skills in Music Therapy

Microskills Training: A Model for Teaching Verbal Processing Skills in Music Therapy

A Conceptual Framework for Group Processing of Lyric Analysis Interventions in Music Therapy Mental Health Practice

How Can a Music Therapy Student Facilitate Contributions by Adolescent Clients Who Have Psychiatric Disorders in Group Music Therapy?

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