The Soundscape of Neonatal Intensive Care: A Mixed-Methods Study of the Parents’ Experience

Chifa, Maria; Hadar, Tamar; Politimou, Nina; Reynolds, Gemma; Franco, Fabia

doi:10.3390/children8080644

“…The significance of parents' perspectives has been highlighted in different therapeutic settings, for example, in the medical environment (Chifa et al 2021;Inhestern et al, 2020), in trauma-focused treatment (Salloum et al, 2015), and also within the music therapy context (Epstein et al, 2022;Hadar et al, 2023;Kobus et al, 2021). In comparing between music groups led by flute versus singing, emphasized the impact of parents' interpretation of their experience of participating in a certain music group with their infant, on their musical activities at home.…”

Section: Discussionmentioning

confidence: 99%

Untangling Strings: Further Explorations of Mistakes in Music Therapy

2023

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M aking mistakes is human. The way we dealHakvoort & Gilboa 4 as a tool for monitoring and dealing with mistakes, but we should also find ways to share our mistakes in broader contexts so that others can hear, empathize, and learn that such mistakes exist behind the doors of music therapy rooms. In conferences for instance, where we are used to hearing cases that end in triumph and success, we should also be exposed to cases in which mistakes occurred, and cases that went astray. Realistic examples of what is feasible or not within music therapy might only stress where the strengths of our profession are centered. In his review in the British Journal of Music Therapy on "breaking strings," Nye (2023) added another topic that would be valuable to consider in the future. He points at "…training courses [and how they] might need to adapt, with particular reference to our own cultural biases within music itself" (p. 3). We should therefore consider how we train and what might need to change, so students can continue to learn from mistakes others made, due to cultural or musical biases.We are thankful that the community of music therapists, music educators, and musicians interested in the topic of mistakes is expanding. We would like to thank the reviewers who took time to read, consider and provide feedback to the authors from their own unique perspectives on mistakes and how that can support professions in their growth and development.

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“…The significance of parents' perspectives has been highlighted in different therapeutic settings, for example, in the medical environment (Chifa et al 2021;Inhestern et al, 2020), in trauma-focused treatment (Salloum et al, 2015), and also within the music therapy context (Epstein et al, 2022;Hadar et al, 2023;Kobus et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“But I didn’t understand your handwriting!” Uncovering the significance of therapy progress notes for parents in music therapy

Hadar

2023

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In this piece, I will explore a mistake I made by randomly handing a progress note to a parent at the end of a music therapy session, while overlooking the power imbalances embedded in such an act. I will share a clinical vignette involving Xavier, the father of a little girl named Blossom, who was only 10 months old, had many physical challenges, had severely impaired eyesight, and at the time could only sparsely respond to her loving environment. I will begin by describing a moment in the session when the father expressed his frustration from not being able to understand my handwriting in the progress note handed to him. Then, I will explore the unattended, underlying cultural and relational gaps in therapy that were captured in the virtually unnoticed gesture of handing a parent a scribbled progress note. Finally, I will examine the therapeutic requests expressed in such an important critique, which I failed to acknowledge as the family's therapist, focusing on aspects relating specifically to music therapy.

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“…The significance of parents' perspectives has been highlighted in different therapeutic settings, for example, in the medical environment (Chifa et al 2021;Inhestern et al, 2020), in trauma-focused treatment (Salloum et al, 2015), and also within the music therapy context (Epstein et al, 2022;Hadar et al, 2023;Kobus et al, 2021). In comparing between music groups led by flute versus singing, emphasized the impact of parents' interpretation of their experience of participating in a certain music group with their infant, on their musical activities at home.…”

Section: Discussionmentioning

confidence: 99%

“I guess I just like talking”: A Reflection From an Online Music Group with Six Young Autistic Women in Indonesia

Subiantoro

2023

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This article reflects my experience facilitating an online music group session with six young autistic women in Indonesia. A participant linked her inclination to talk to what she enjoyed the most from the sessions. As her comment struck me, I pondered upon my music therapy training background and worldview that might have shaped my expectations of the sessions. What I initially perceived as a “mistake” turned into a learning. Defining and redefining the definition and role of music in the shared space should be allowed and nurtured in whichever shape and trajectory contextually fits the experiencer.

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The Soundscape of Neonatal Intensive Care: A Mixed-Methods Study of the Parents’ Experience

Cited by 9 publications

References 127 publications

Untangling Strings: Further Explorations of Mistakes in Music Therapy

Untangling Strings: Further Explorations of Mistakes in Music Therapy

“But I didn’t understand your handwriting!” Uncovering the significance of therapy progress notes for parents in music therapy

“I guess I just like talking”: A Reflection From an Online Music Group with Six Young Autistic Women in Indonesia

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