Therapeutic factors in two forms of inpatient group psychotherapy: Music therapy and verbal therapy

Goldberg, Frances Smith; McNiel, Dale E.; Binder, Renée L.

doi:10.1007/bf01456564

Cited by 23 publications

(15 citation statements)

References 26 publications

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“…Gavriedlidou and Odell-Miller (2017) concluded that verbal expression is a comment component in pivotal moments (i.e., turning points) in music therapy. Finally, Goldberg, McNeil, and Binder (1988) found that clients viewed music therapy to be helpful in much the same way that verbal group therapy is helpful.…”

mentioning

confidence: 94%

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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confidence: 94%

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

Gooding

2017

Voices

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“…In fact, numerous studies have found these same curative factors, (e.g., Amundson & Borgen. 1988;Barbender, 1983;Goldberg, McNeil, &Binder, 1988;Kellerman, 1985;Marcovitz & Smith, 1983;Stem, Plionis. & Kaslow, 1984;Whalan & Mushet, 1986).…”

Section: The Journal For Specialists In Group Workmentioning

confidence: 98%

Critical factors in group work: Clients' perceptions

Ponzo

1991

The Journal for Specialists in Group Work

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“…A client-driven approach (Howe, 1989;Miller & Duncan, 2000) to adapting a chosen Western model such as MFG has the advantage of practicing the golden rule of social work, that is, learning from our clients. It is believed that therapeutic impact in a group may vary owing to difference in cultural characteristics of the clients (DeLucia-Waack, 1996), group format (Goldberg et al, 1988) and time limits (e.g. Flowers, 1987).…”

Section: Development Of Mfg In Hong Kongmentioning

confidence: 99%

Experiencing multiple family groups in a Chinese context: the clients' perception of its helpful and unhelpful impact

L.C.¹,

Wan²,

Wong³

2012

Journal of Social Work Practice

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Therapeutic factors in two forms of inpatient group psychotherapy: Music therapy and verbal therapy

Cited by 23 publications

References 26 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

Critical factors in group work: Clients' perceptions

Experiencing multiple family groups in a Chinese context: the clients' perception of its helpful and unhelpful impact

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