Relevant bibliographies by topics / Master of Music Therapy

Academic literature on the topic 'Master of Music Therapy'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Master of Music Therapy"

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O'Neill, Nicky, and Mercédès Pavlicevic. "What an I Doing Here?" British Journal of Music Therapy 17, no. 1 (June 2003): 8–16. http://dx.doi.org/10.1177/135945750301700103.

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This paper draws upon a dissertation for a Master of Music Therapy undertaken at the Nordoff-Robbins Music Therapy Centre, London. Music therapy is not currently an established part of bone marrow transplantation (BMT) care for paediatric patients in Britain and consequently little research has emerged in this area of clinical work in the UK. This study explores the psychosocial needs of children and their families during BMT, and demonstrates how music-centred co-improvisatory music therapy can address these needs. It is written from the point of view of the therapist. Drawing from interviews with patients, families and staff who have experience of music therapy within the area of BMT, and clinical vignettes from the first author's music therapy practice1, this paper highlights four areas of psychosocial needs that music therapy can address: a sense of agency, pleasure, cultural identity and normality. Each of these is discussed in relation to both the child and the family. The study suggests that the use of a music-centred, co-improvisatory approach to music therapy appears to be especially flexible in meeting and supporting the variety of psychosocial needs experienced by both children undergoing a bone marrow transplantation and their families.
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Dobrovolska, Rufina. "Foreign experience of implementing music therapy: training, education and professional aspects." Social work and education 9, no. 4 (January 11, 2023): 508–15. http://dx.doi.org/10.25128/2520-6230.22.4.6.

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Answer the question "what is music therapy?" being concise and comprehensive can be difficult, especially for new students entering their studies. Most experienced practitioners can only provide a few short sentences and answers to summarize and describe their work. But when portraying their own experience and impressions of professional activity in music therapy, experienced practitioners face the problem that it is quite difficult to explain to others the relevance of the profession of music therapist. Reflecting this, many practitioners learn how to explain music therapy to others by describing their own experiences and individual cases in their own practice where the use of music has made a difference, and learn how to support and help the person. Music therapy is constantly growing in recognition internationally. Its evidence base is expanding and consolidating, so theoretical maturity is beginning to emerge. This is a good opportunity to learn and master the profession of music therapist. Choosing a career as a music therapist can be challenging and exciting. Working with music every day, facilitating positive change in people's lives and having regular opportunities to share and collaborate with other practitioners, through teamwork and participation in national and international conferences are some of the aspects that make music therapy a fantastic job. The article discusses the definition of music therapy, as well as several components that define music therapy internationally: content and relationship to music therapy throughout the life span, models and approaches to music therapy, methods of music therapy, music therapy research, music education and professional issues.
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Sukmayad, Yu, F. Sella, and H. I. Midyanti. "Heutagogical approach to music learning in vocational schools." Education and science journal 24, no. 6 (June 14, 2022): 41–59. http://dx.doi.org/10.17853/1994-5639-2022-6-41-59.

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Introduction. Music is one of the areas of expertise and skills existing in vocational schools in Indonesia, where students must master music in theory and practice. Due to the COVID-19 pandemic, music teachers are encouraged to design alternative learning methods in order to facilitate the students to learn music. This challenges the music teachers to provide interesting and well-delivered material during online learning since the teachers of vocational education have to adapt quickly and prepare the students to be ready in facing the today’s challenges. In addition, the use of information and communication technology in teaching and performing music is growing rapidly, thus, the music teachers must master computer technology to address the complexities of today’s music industry, and support the music learning process in theory and practice. The heutagogical approach is believed to be an innovative and trending approach to be applied in the music learning process, since it can adapt to the current changing times. It can also assist teachers to guide music theory and practice, develop and deliver direction and discussion through technology assistance with learning materials agreed in the classroom.The aim of this article is to analyse the application of a heutagogical approach that focuses on improving learning, overall learning opportunities, and developing independent skills with technology assistance on music subjects in vocational schools in Bandung (West Java, Indonesia).Methodology and research methods. This research employs grounded theory method by providing explicit analytical strategies with the ultimate goal of obtaining theories about certain processes, actions, or interactions that come from the teacher’s point of view in teaching music in vocational schools.Results and scientific novelty. It was found that teaching processes with heutagogical approach tend to be student-centred, enabling students to learn independently through self-determination, since it is the real implementation of student-centred educational theory that can help students hone skills and metacognition and reflect their own learning experience faster.Practical significance. The current research aims at helping students studying music in vocational schools to apply self-determined learning, hence they can determine what to learn, how to learn it, when to learn, and where to get information to achieve the learning objectives.Thus, students can decide when the best time to study music, explore their musical knowledge, and practice their music skills. In addition, students can be trained to design music lessons, build space patterns and learning opportunities, and develop themselves individually; hence that they can be responsible for the learning objectives they designed for themselves. As for the teachers, they can play their role as a guide and facilitator who can direct students in achieving their learning objectives.
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Csákány, Csilla. "Encouraging Guidelines in Neuromusicological Research Regarding Classical Music’s Usage in Sonic Therapy - When Science Becomes Magic." Studia Universitatis Babeş-Bolyai Musica 67, no. 1 (June 30, 2022): 21–35. http://dx.doi.org/10.24193/subbmusica.2022.1.02.

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"In systematic musicology as a branch of music psychology we found an intriguing orientation called cognitive neuroscience of music, or neuromusicology. It studies the function of the brain in music processing, the way music perception and production manifests in brain. Compared to other analytical models of music cognition, the mapping of the brain’s functioning serves to examine the outcome of music rather than its process, and as the music therapy methods discussed reflect, most approaches follow this ontological direction. As recent scientific researches shows, the brain mapping technique differentiates moment of listening, playing classical music or improvising. In the light of the research findings, our main focus was to get to know and understand how our musical brains functions during classical music audition so we could argue from a scientific approach not only the existing therapeutic methods used in music therapy, but the perception of classical music in the present. In the master class “Dialogue of the Arts”, we explore with our students in all grades the possible links between music and other artistic and scientific disciplines. One of the most exciting aspects of this is music and brain research, an incredibly fast-developing field whose results could reinforce the place and role of classical music in contemporary society, reinforcing existing broad-based promotion of classical music education (Kodály, El sistema etc.) Keywords: music cognition, neuromusicology, sonic therapy, classical music, models of therapy. "
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Vogel, Seong-Hi, and Ho-Hyung Cho-Schmidt. "Washington Global University (WGUNIV) German institute of music therapy-Master of Arts-online-curriculum." Nordic Journal of Music Therapy 25, sup1 (May 30, 2016): 153–54. http://dx.doi.org/10.1080/08098131.2016.1180205.

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Kutsyn, Erika. "Pedagogical potential of art-therapeutic influence of musical art." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 139–43. http://dx.doi.org/10.33310/2518-7813-2019-66-3-139-143.

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The article considers the problem of the introduction into the educational process of art-therapeutic technologies as a means of psychological and pedagogical adaptation of the individual in the conditions of society globalization. The role of musical art in influencing the emotional and sensual sphere of revealing and development of natural abilities, creative expression of personality is revealed, the expediency of using varieties of music therapy in music-creative activity of younger students is clarified. Music education, vocal therapy, receptive perception of music, rhythm therapy, which contribute to overcoming psychological discomfort in students' educational activities, encourage the creative expression of personality, the child's knowledge of the art world.The education system in Ukraine requires updating and enriching the content of the pedagogical process on the basis of humanization, which will contribute to the full development of the individual, the formation of vital competences for the maximum disclosure of his or her natural inclinations and creative potential. It is in the primary school that the foundations for the formation of the experience of educators (younger students), their needs, which motivate learning, knowledge and skills, which are formed in different educational environment, different social situations and condition the formation of attitude to them, are laid. The state normative document (The Law of Ukraine "On Education") emphasizes the need for students to acquire key competences that enable the development of successful learning, self-expression, self-knowledge, social adaptation and preservation of their physical and mental state. Such development of education in Ukraine makes it necessary to actively introduce into the educational process the innovative technologies and modern pedagogical approaches, among which artpedagogy is a new trend that integrates theoretical knowledge and methodological developments in psychology, art and pedagogy. With the help of music, drawing, fairy tales, theatre teachers can unite the class, identify problems of the child in time, form their life values, motivate them to study. The professional activity of a music art teacher in the context of educational reform and the introduction of inclusive education as a form of providing equal access to quality education for children with special educational needs, presupposes the need to master innovative technologies for the use of musical art as a method of comprehensive and multidimensional stimulation of personality development, child's condition, behavioural abnormalities, and also as a form of art treatment. One of the effective ways of solving the set tasks before the educational industry is the introduction of innovative, art-therapeutic – humanistic-oriented technology in the educational process, which involves the creation of a psychologically-comfortable educational environment by updating the pedagogical potential by means of art education (vocal therapy, art therapy, music therapy, (etc.)
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Mishchanchuk, Viktoriia. "MODERN METHODS OF POP EXCITEMENT OVERCOMING BY FUTURE MUSIC ART TEACHERS DURING PUBLIC PERFORMANCE." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 101–6. http://dx.doi.org/10.36550/2415-7988-2021-1-195-101-106.

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In the article the phenomenon of pop excitement, its essential and qualitative features of detection in the music art are considered. The author notes that public performance is always accompanied by excitement. In this state the process of music creating happens, during which all musician’s creative abilities are activated, the reserve capabilities of the individual are accumulated to create vivid concepts of musical works and convey them to the audience. Also, in the article the features of professional and psychological preparation of performers for public performances are revealed. The author considers innovative approaches, methods, techniques, exercises, directions that should be used by future music art teachers to overcome the negative effects of pop excitement during performance on stage. To achieve comfortable mental state during the performance, it is proposed to use the following psychotherapeutic directions in the process of preparing students for performance: NLP – neuro-linguistic programming; body-oriented training; vocal therapy. Thus, the use of NLP allows the teacher to penetrate into the inner world of the individual to reveal his/her reserve capabilities, expand worldview, intensify creative and mental processes. In the process of preparing future music art teachers for public performance, the author pays attention to the fact that the method of «anchoring» will help to overcome negative emotional states, and methods of associations, analogies, comparisons, metaphors, symbols will help to activate various mental states, form new creative ideas. In the article body-oriented training that helps to overcome future music art teachers’ muscle cramps, their emancipation through physical, instrumental and vocal exercises is considered. The author proposes to use the method of vocal therapy, role preparation, the method of playing a concert program in front of an imaginary audience and playing music to overcome the pop excitement on stage, which will ensure performance stability and reliability during the presentation of the program to the audience. The author indicates that the technique of «sensory reconstruction» will help to implement of self-regulation of emotional states in the process of preparation for public performance and during it, and to relieve nervous and mental stress and master the optimal concert state, it is recommended to use methods of autogenic and meditative immersion.
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Mischanchuk, V. M. "THEORETICAL AND METHODOLOGICAL BASIS INTRODUCTION OF SUGGESTIVE AND PEDAGOGICAL TECHNOLOGIES IN PROFESSIONAL TRAINING OF FUTURE MUSIC TEACHERS IN HIGHER EDUCATIONAL INSTITUTIONS." Educational Dimension 25 (June 23, 2009): 335–43. http://dx.doi.org/10.31812/educdim.6941.

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Theoretic-methodic principles of introduction of suggestive-pedagogical technologies in professional preparation of future music masters in higher educational establishments. The problems of forming of new forms of consciousness are examined in the article, multidimensional thought of suggestive - pedagogical technologies facilities; uses of elements of musical therapy in professional preparation of future music masters for opening of individual possibilities of students, adjustment of the emotional states; implementation of tasks and use of methods of editing is offered, dialog, analysis, comparisons in an teaching educational process for the feasance of influence on students with the purpose of forming of musical presentations, development of fantasy.
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Konovalov, A. A., and N. I. Butorina. "Computer-based music production: Specifics of professional training." Education and science journal 23, no. 8 (October 14, 2021): 64–110. http://dx.doi.org/10.17853/1994-5639-2021-8-84-110.

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Introduction. The process of professional training in most economic sectors is now thoroughly developed and regulated by global science. Today, the exception is the creative directions of professional activity, which play an important role in society. Therefore, there is a reasonable request for the professional training in creative industries. However, in science and practice, it is still not clear how professional training in creative industries should be carried out. An educational model, based on modern approaches and principles of learning, can be an effective solution to this problem.Aim. The present research aimed to disclose the content and results of approbation of the model of professional training in computer-based music production.Methodology and research methods. The research methodological framework is based on the concepts of competency-based, activity-based, technological and personality-oriented approaches to education; research papers on the problems of using computer music technologies in education; theory and practice of teaching models application in higher education.The leading method was the modelling of the educational process in specialised training in the field of computer-based music production. An experimental research study was carried out with the participation of students and teachers of higher education (n = 83 people). The authors employed the following methods: a questionnaire survey, testing, practical assignments, measurement of motivation for educational computer-based music production, the Fisher’s method.Results and scientific novelty. The current research paper presents the authors’ model of specialised computer-based musical instruction, which includes four main units: motivational-targeted, content-logical, activity-technological and diagnostic (evaluative-productive). The novelty of the model is determined by the implementation of the leading innovative educational activity of students, which is characterised by the production, processing and reproduction of musical material using musical computer technologies. An important component of the model is a complex of pedagogical technologies, which is a part of the activity-technological unit and includes the following technologies: interactive, design, research, modelling technologies, individualisation of training, computer and information technologies. The effectiveness of the content of the proposed educational model is confirmed by the results of the experimental research study on the implementation of this model in the conditions of student mastery of computer-based music production disciplines in the real educational process of a pedagogical university. The data obtained revealed a high (sufficient and advanced) level of formation of computer-based musical competencies among students.Practical significance. The model for specialist training can become a separate element of the educational programme, which provides training for specialists in computer-based music production. The research materials may have implications for the further development of educational science and the practice of specialist training in other creative industries.
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Morris, Meg E., Susan C. Slade, Joanne E. Wittwer, Irene Blackberry, Simon Haines, Madeleine E. Hackney, and Victor B. McConvey. "Online Dance Therapy for People With Parkinson’s Disease: Feasibility and Impact on Consumer Engagement." Neurorehabilitation and Neural Repair 35, no. 12 (September 29, 2021): 1076–87. http://dx.doi.org/10.1177/15459683211046254.

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Background Therapeutic dancing can be beneficial for people living with Parkinson’s disease (PD), yet community-based classes can be difficult to access. Objective To evaluate the feasibility and impact of online therapeutic dancing classes for people in the early to mid-stages of PD. Methods Co-produced with people living with PD, physiotherapists, dance teachers and the local PD association, the ‘ParkinDANCE’ program was adapted to enable online delivery during the COVID-19 pandemic. Participants completed 8 one-hour sessions of online therapeutic dancing. Each person was assigned their own dance teacher and together they selected music for the classes. A mixed-methods design enabled analysis of feasibility and impact. Feasibility was quantified by attendance and adverse events. Impact was determined from individual narratives pertaining to consumer experiences and engagement, analysed with qualitative methods through a phenomenological lens. Results Attendance was high, with people attending 100% sessions. There were no adverse events. Impact was illustrated by the key themes from the in-depth interviews: (i) a sense of achievement, enjoyment and mastery occurred with online dance; (ii) project co-design facilitated participant engagement; (iii) dance instructor capabilities, knowledge and skills facilitated positive outcomes; (iv) music choices were key; and (v) participants were able to quickly adapt to online delivery with support and resources. Conclusions Online dance therapy was safe, feasible and perceived to be of benefit in this sample of early adopters. During the pandemic, it was a viable form of structured physical activity. For the future, online dance may afford benefits to health, well-being and social engagement.
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Dissertations / Theses on the topic "Master of Music Therapy"

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Chiang, Jenny Yu Kuan. "Music therapy for young children who have special needs : the music therapy experience from the perspectives of carers and professionals : a thesis submitted to the New Zealand School of Music, Wellington, New Zealand, in partial fulfilment of the requirements for the degree of Master of Music Therapy /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/1046.

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Wong, Chit Yu. "How can a music therapy student facilitate contributions by adolescent clients who have psychiatric disorders in group music therapy? : a thesis presented in partial fulfillment of the requirements for the degree of Master of Music Therapy at New Zealand School of Music, Wellington, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1093.

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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.
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Wong, Chit Yu. "How can a music therapy student facilitate contributions by adolescent clients who have psychiatric disorders in group music therapy? : a thesis submitted to the New Zealand School of Music, Wellington, New Zealand, in partial fulfilment of the requirements for the degree of Master of Music Therapy /." ResearchArchive e-thesis, 2009. http://hdl.handle.net/10063/1003.

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Boniface, Emma Jane. "Promoting sociability : staff perceptions of music therapy as a way to enhance social skills : a project presented in partial fulfilment of the requirements for the degree of Master of Music in Music Therapy, New Zealand School of Music, Wellington, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1172.

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This thesis is the result of working with nine students and one teacher aide in group music therapy in special education. Through opportunities to learn about music and sound, the students were invited to use descriptive language to express emotions and thoughts about their music therapy experience. This research used a qualitative research design, where the purpose was to learn about the perceptions that staff may have of music therapy and to highlight how music therapy can promote sociability in an educative setting. The data collected mainly through research journal entries and two interviews (as well as material from a discussion group) offer evidence about how improvisational group music therapy can help create a positive social environment in the classroom and complement socialisation goals in education.
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Gang, Na-Hyun. "Action research : an exploration of a music therapy student's journey of establishing a therapeutic relationship with a child with autistic spectrum disorder in music therapy : a thesis submitted to the New Zealand School of Music in partial fulfilment of the requirements for the degree of Master of Music Therapy /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1081.

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Williams, Carol Joy. "Autonomy, sheltered street children and group music therapy." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/36765.

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The context of this study is a street shelter, situated in the inner city of Pretoria. This was the first time that music therapy sessions were conducted at the shelter. This study is conducted within a qualitative research paradigm. The primary data source is five video and one audio excerpt. The secondary data source is session notes. The data is coded, categorised and organised into emergent themes. The emergent themes highlight five aspects of group music therapy that enabled autonomy in a group of children living in the street shelter. These five emergent themes are the basis of the discussion addressing the two research questions of this study. This study shows that group music therapy is an effective and appropriate way in which these sheltered street children are able to experience autonomy, including improved self-esteem and feelings of achievement and mastery. To my knowledge, there has been no music therapy literature published with regards to group music therapy with sheltered street children within the South African context as well as internationally.
Dissertation (MMus)--University of Pretoria, 2009.
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Gang, Na-Hyun. "Action research: an exploration of a music therapy student's journey of establishing a therapeutic relationship with a child with autistic spectrum disorder in music therapy : a research dissertation presented in partial fulfilment of the requirements for the Master of Music Therapy at New Zealand School of Music, Wellington, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1155.

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This action research project examines the researcher’s journey of establishing a therapeutic relationship with a child with autism spectrum disorder during her practicum. Children with ASD present difficulty in communication and social relationship skills. As a student in training with a limited experience, the researcher had uncertainty and low confidence with regard to her clinical and professional skills which affected her work. In this project, the researcher has examined her own process of music therapy with a child with ASD and shows how she was able to improve her practice and therefore establish meaningful and effective therapeutic relationships with this client population and obtain valuable learning through the training. The study was conducted at a dedicated therapy centre in New Zealand where the researcher was in placement. A total of seven, thirty-minute weekly individual music therapy sessions and four supervision sessions were employed. This process was adapted into the design of action cycles which involved the repeated process of planning, action and evaluation. In-depth analysis of the researcher’s work was carried out throughout the cycles, using clinical notes, journal excerpts, supervision notes and video recordings of the sessions. The findings suggest that the researcher was able to improve her practice while attempting to build a therapeutic relationship with the client. Various clinical and personal issues arose such as uncertainty about improvisation, and lack of confidence in professional skills including communicating with parents, which led to disjunction and burnout symptoms. Discussions in supervision aided in in-depth reflection of the researcher’s work as well as emotional support. The researcher could ultimately develop ‘internal supervisor’ and was able to use independent strategies to help develop her work. Implications for training include making personal therapy a compulsory course requirement, providing training on professional skills, and student support groups. Future research may investigate the effectiveness of verbal input in music therapy and the emotional stages of parents.
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Kahui, Dennis Jon. "A cultural approach to music therapy in New Zealand : a Maori perspective : a dissertation presented in partial fulfilment of the requirements for the degree of Master of Music Therapy at Massey University, NZ School of Music, Wellington, New Zealand." Massey University, 2008. http://hdl.handle.net/10179/898.

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The main theme of this study is to form a culturally appropriate approach to music therapy concepts from a Maori perspective that could be inclusive and accommodate both Maori and Tauiwi (non-Maori) Rangatahi (adolescents) in health care settings. In order to provide a descriptive account of the holistic aspects of introducing Maori musical concepts in a music therapy setting a qualitative design was employed. The study draws on my personal journal entries, an interview with Kaumatua (Maori respected elders) regarding the appropriateness of introducing and altering traditional Maori musicality to accommodate the patient’s needs and a case study involving the Haka as a music therapy intervention strategy with a young Maori patient diagnosed with schizophrenia. My findings show that as a music therapist consultation with Kaumatua regarding anything related to Maori cultural aspects was essential. I also found that when working with a Maori Rangatahi who is immersed in Maori culture, it created an atmosphere of containment, familiarity, enjoyment, engagement and an environment that facilitated the achievement of therapeutic goals. Te Whare Tapa Wha Maori mental health model is well suited as a music therapy assessment tool to the characteristics of the physical, emotional, spiritual and family context of the Haka. I also found that Tauiwi music therapists wishing to introduce cultural elements must first learn about Maori culture and the people in order to confidently understand the music. Tauiwi Rangatahi may also benefit from the introduction of Maori musicality as a therapeutic means by being an inclusive member of the community and the positive psychological effects. For example, Rangatahi benefited from learning the proper pronunciation and meaning of the Haka, which in turn gave them a sense of achievement. I also found that some Maori protocols fit well with the protocols of music therapy, such as the beginning and endings with a hello and goodbye song.
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Park, Yaeun Kyung. "Improving understanding of music therapy with a non-verbal child: sharing perceptions with other professionals : a research presented in partial fulfilment of the requirements for the Master of Music Therapy at New Zealand School of Music, Wellington, New Zealand." Massey University, 2008. http://hdl.handle.net/10179/999.

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This study explored the value of music therapy practice with a non-verbal child conducted by the author, a Music Therapy Student (MTS), as seen through the eyes of two music therapists and the child’s mother, as well as the improvement achieved in the MTS’s understanding of music therapy practice through sharing the three professionals’ insights. The paper addresses two research questions: (1) How is music therapy with a non-verbal child perceived by music therapy professionals? (2) How does sharing these professionals’ understanding of music therapy improve the MTS’s understanding of this therapeutic process? The MTS’s self-reflections were treated as part of the data in this research, as was the non-verbal communication within the music therapy intervention to support the findings. The qualitative research, ‘Naturalistic inquiry’ was used for this research. Data was collected by interviewing these three professionals individually about their perceptions of music therapy after watching three video extracts of normal music therapy sessions with the child. The video extracts were selected from the significant moments of non-verbal communication. Through this process of sharing the professionals’ perceptions, the MTS gained a deeper understanding of both the child and the music therapy practice administered, confirming and extending her understanding of the musical and therapeutic skills and techniques of the three professionals, which they had gained in their varied experiences and which had been shaped by their varied backgrounds. The MTS was thus engaged in a learning process which hoped would enhance the quality of therapy provided by her in the future.
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Wang, Tzu-ya (Lisa). "Action research : improving my music therapy practice with hospitalised adolescents through building relationships and meeting their developmental needs : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Music Therapy." New Zealand School of Music, 2008. http://hdl.handle.net/10179/1115.

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This study examines the researcher's music therapy intervention with hospitalised adolescents within a paediatric hospital The hospital is located in a New Zealand city serving a broad multicultural population of mainly Pakeha, Maori and Pacific Island people. There is a large body of literature showing that experiences of hospitalisation are often unpleasant and that the challenges adolescents encounter during hospitalisation can also be detrimental to their development. The researcher employed an action research model of cycles of planning, action and reflection to explore the potential for practice improvement in meeting the needs of hospitalised adolescents. In addition, young people's feedback on the sessions and input from supervisors also contributed to the researcher's planning. Personal goals in clinical practice and specific planning for the needs of individual participants were the starting points of each cycle. Subsequently, each cycle had a learning analysis to relate planning to action and to collect the knowledge for the next cycle or future practice. The researcher found that through scrutiny of her clinical work she was able to improve her professional practice. The findings also showed that relationship-building through music therapy was able to support the developmental needs of hospitalised adolescents.
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Books on the topic "Master of Music Therapy"

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Music is the master key. Orlando, Fla: Rivercross Pub., 2000.

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Leon, Emile De. The mastery book of Himalayan singing bowls: A musical, spiritual and healing perspective. Middletown, CT: Temple Sounds Publishing, 2012.

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Betchen, Stephen J., and Heather L. Davidson. Master Conflict Therapy. Routledge: New York, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315191102.

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Hamilton, Sharon. Music therapy. Barking: Directorate of Public Health Medicine, Barking & Havering Health Authority, 1996.

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Alvin, Juliette. Music therapy. London: Stainer & Bell, 1998.

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Lecourt, Edith. Music therapy. Saint Louis: MMB Music, 1995.

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Henry, Earl. Music therapy. Hemel Hempstead: Prentice-Hall, 1986.

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Gissing, Vera. The music master. London: Beehive, 1987.

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Himeda, Marla Gering. Master of music. New York: Carlton Press, 1992.

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Master the massage therapy exams. Lawrenceville, NJ: Peterson's Pub., 2011.

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Book chapters on the topic "Master of Music Therapy"

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Betchen, Stephen J., and Heather L. Davidson. "Master Conflicts." In Master Conflict Therapy, 31. Routledge: New York, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315191102-3.

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Russell, Cheryl. "Spiritual Therapy." In The Master Trend, 207–12. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-6016-0_31.

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Mynett, Mark. "Master Buss Processing." In Metal Music Manual, 335–42. New York ; London : Routledge, 2016.: Routledge, 2017. http://dx.doi.org/10.4324/9781315750071-16.

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Betchen, Stephen J., and Heather L. Davidson. "Introduction." In Master Conflict Therapy, 3–20. Routledge: New York, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315191102-1.

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Betchen, Stephen J., and Heather L. Davidson. "Key Features of a Master Conflict." In Master Conflict Therapy, 21–30. Routledge: New York, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315191102-2.

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Betchen, Stephen J., and Heather L. Davidson. "Assessment." In Master Conflict Therapy, 51–106. Routledge: New York, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315191102-4.

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Betchen, Stephen J., and Heather L. Davidson. "Treatment." In Master Conflict Therapy, 107–32. Routledge: New York, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315191102-5.

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Betchen, Stephen J., and Heather L. Davidson. "Female Sexual Disorders." In Master Conflict Therapy, 135–53. Routledge: New York, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315191102-6.

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Betchen, Stephen J., and Heather L. Davidson. "Male Sexual Disorders." In Master Conflict Therapy, 154–71. Routledge: New York, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315191102-7.

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Betchen, Stephen J., and Heather L. Davidson. "Selected Sexual Issues." In Master Conflict Therapy, 172–90. Routledge: New York, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315191102-8.

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Conference papers on the topic "Master of Music Therapy"

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Tóth-Bakos, Anita. "MUSIC EDUCATION AND MUSIC THERAPY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0135.

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Trevisan, A. A., and L. Jones. "Brain Music System: standardized brain music therapy." In IET Seminar on Assisted Living 2011. IET, 2011. http://dx.doi.org/10.1049/ic.2011.0029.

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Spatar, Anca. "COMMUNICATION IN MUSIC THERAPY." In 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/hb61/s16.56.

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Velek, Viktor. "1848: Music, Master Jan Hus and Hussitism." In Međunarodni i interdisciplinarni simpozij Glazba, umjetnosti i politika: revolucije i restau- racije u Europi i Hrvatskoj 1815.-1860. (14 ; 2019 ; Zagreb). Hrvatska akademija znanosti i umjetnosti, 2021. http://dx.doi.org/10.21857/m16wjce649.

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Furuya, Mizuki, Hung-Hsuan Huang, and Kyoji Kawagoe. "Music classification method based on lyrics for music therapy." In the 18th International Database Engineering & Applications Symposium. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2628194.2628203.

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Li, Yana. "Technologies and Music Therapy from the Perspective of Music Therapists." In BIBE2020: The Fourth International Conference on Biological Information and Biomedical Engineering. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3403782.3403789.

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Amaral, Andreia, Dalila Daniel, Rita Moreira, Zelia Duarte, and Henrique Gil. "Digital Technologies, Music Therapy and Inclusion." In 2019 International Symposium on Computers in Education (SIIE). IEEE, 2019. http://dx.doi.org/10.1109/siie48397.2019.8970119.

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Ursutiu, Doru, Cornel Samoila, and Petrica Mihoc. "Old Musical Instruments and Music Therapy." In 2019 5th Experiment Conference (exp.at'19). IEEE, 2019. http://dx.doi.org/10.1109/expat.2019.8876522.

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Peng Zhou, Fangfang Sui, Anqiong Zhang, Fang Wang, and Guohui Li. "Music therapy on heart rate variability." In 2010 3rd International Conference on Biomedical Engineering and Informatics (BMEI 2010). IEEE, 2010. http://dx.doi.org/10.1109/bmei.2010.5639814.

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Perez, Pablo, Elena Vallejo, Marta Revuelta, María Victoria Redondo Vega, Esther Guervós Sánchez, and Jaime Ruiz. "Immersive Music Therapy for Elderly Patients." In IMX '22: ACM International Conference on Interactive Media Experiences. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3505284.3529961.

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Reports on the topic "Master of Music Therapy"

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Kahle, Karen. A Music Therapy Model for Counseling Corrections Clients. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6651.

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Arnold, Christopher. Music and Acculturation: Using Culture-focused Music Therapy to Address the Adverse Effects of Acculturative Stress. Portland State University Library, January 2014. http://dx.doi.org/10.15760/honors.83.

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Ding, Jie, Fuqiang Yuan, and Tianqi Huang. Effectiveness and safety of music therapy for insomnia disorder patients: A systematic review and meta-analysis protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2021. http://dx.doi.org/10.37766/inplasy2021.5.0087.

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Sun, Chenbing, Zhe Wang, and Yuening Dai. Music therapy for sleep quality in cancer patients with insomnia：A protocol for systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2021. http://dx.doi.org/10.37766/inplasy2021.12.0128.

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Abstract:
Review question / Objective: The aim of this systematic review is to compare music therapy in terms of efficacy in cancer patients with insomnia disorders to better inform clinical practice. Condition being studied: The effectiveness of music therapy for cancer- associate insomnia is the main interest of this systematic review. Information sources: MEDLINE (PubMed, Ovid) The Cochrane Library, Web of Science, Embase and Electronic retrieval of Chinese Biomedical Literature Database (CBM), China National Knowledge Infrastructure (CHKD-CNKI), VIP database, Wanfang Database will be searched from inception time to date. In addition, the included literature will be reviewed and relevant literature will be supplemented.
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Ding, Jie, Jinyu Hu, Fuqiang Yuan, and Yuanyi Xiao. Effectiveness and safety of music-supported therapy on mood in post-stroke rehabilitation patients: A systematic review and meta-analysis protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2021. http://dx.doi.org/10.37766/inplasy2021.2.0011.

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Yang, Xue, Pan Xu, Jianqi Luo, Ying He, and Liqing Yao. The effectiveness of music associated with action observation therapy in patients with aphasia after stroke：a protocol for systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2021. http://dx.doi.org/10.37766/inplasy2021.2.0010.

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huang, shuwen, you wu, qiuping ren, jianying shen, wenna liang, and candong li. The effectiveness of five-element music therapy on anxiety and depression in perimenopausal women: A protocol of systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0091.

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Jiang, Xiaolin, Jing Gao, and Yuping Zheng. Effectiveness of traditional Chinese medicine music therapy on anxiety and depression emotions of lung cancer patients: A protocol for systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2021. http://dx.doi.org/10.37766/inplasy2021.2.0021.

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huang, shuwen, you wu, qiuping ren, jianying shen, wenna liang, and candong li. The efficacy of the Five Phases Music Therapy (FPMT) in the treatment for anxiety and depression during perimenopause: A protocol of systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0109.

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huang, shuwen, you wu, qiuping ren, jianying shen, wenna liang, and candong li. The efficacy of the Five Phases Music Therapy (FPMT) in the treatment for anxiety and depression during perimenopause: A protocol for systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0113.

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