The Whole is Greater Than the Sum of its Parts: Experiences of Co-Working as Music Therapists

Abstract

This paper describes the experiences of two music therapists who have been working together for ten years and the benefits of this partnership. It shows how working practices and therapeutic processes have evolved over a decade. It demonstrates that working as a team over this length of time resulted in significant improvements to the therapy given to children with special needs aged between 2 and 18 and also to the support offered to their parents. The various topics covered include the development of a co-therapy assessment procedure, group psychodynamic music therapy for children with special needs, sessions for children and their parents, the significance of counter-transference and the importance of supervision.

‘The whole is greater’. Developing music therapy services in the National Health Service: A case study revisited

“…There are currently three parts to the assessment session, as shown in Figure 4. Fearn and O'Connor (2003) described the assessment process as 'constantly being redefined and re-evaluated' (p. 67), an ethos that continues in the current service. For example, as part of a recent music therapy evaluation project, the assessment procedure was reviewed, and a framework for the pre-and post-assessment discussion was created.…”

“…Actively involving and supporting parents in the child's therapy was described by Fearn and O'Connor (2003) as a relatively new, but important part of their work:…”

“…Trevarthen, a Professor of Child Psychology and Psychobiology, has a particular interest in the inherent nature of musicality in early communication, and his decision to publish this article in the Journal of Child Psychotherapy is perhaps one more signifier of the developing theoretical understandings across disciplines to support effective therapeutic work with young children. Fearn and O'Connor's (2003) article illustrated how two minds thinking together can develop and create robust practice and procedures that stand the test of time. The music therapy service has continued to offer a creative and innovative music therapy, which in turn has supported the expansion of its remit and resources.…”

“…Our experience would suggest that NHS Child Development Services provide a real opportunity for highly integrated music therapy practice within a MDT that is both satisfying and effective. Fearn and O'Connor (2003) described two Music Therapists working together as a team, developing innovative processes that integrated a theory into a practical clinical approach. On these foundations, the service has developed in size, capacity, breadth and diversity.…”

Parents’ perspectives on their children’s music therapy: A synthesis of qualitative literature

“…Much of the case study literature describes children seen individually by a music therapist, with a focus on the therapeutic relationship between the therapist and the child (Brown, 2013; Levinge, 2015; Mahns, 2002; Nordoff and Robbins, 2007). Parents might have a supportive role, where they function as facilitators, enabling and encouraging the child to attend music therapy, and exchanging information with the therapist as needed (Fearn and O’Connor, 2003). In some settings, parents may have less involvement, particularly where music therapy takes place in schools (Tomlinson et al, 2011).…”