Proceedings, Oxford, UK (2002) - World Federation of Music Therapy

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Table 54 MTGI Listening Model Dynamic Group Leader Final Listening is directed by the profiles of Bruscia’s IAPs (1987) and numeric values are attributed to the scales considered relevant by the listener across all profiles. Listening is focused on the musical material of the group leader and notes music therapy techniques used (Bruscia, 1987) as well as musical interactions with other instrumental lines. A final listening that allows the focus to return to the ‘whole’ improvisation and is directed by the material that has been heard in previous listenings. A narrative is generated by writing sentences about each of the scores within the relevant profiles using keywords from the IAPs. A narrative is written that describes the musical material of the group leader and the empathic, eliciting, structuring, redirecting and procedural techniques used. A distilling process is used that explores the material elicited from the four narrative descriptions generated in the previous levels. The distillation involves: identifying key statements, reorganising the information into structural categories, exploring the structural categories to determine meaning categories, the removal of replication and repetition and the creation of the final description. In critiquing the different levels of the model, it should be noted that very little material communicated in the narratives from the Open listening were included in the final description. Although this level assisted the researcher in achieving a state of controlled and focussed listening, these narratives were frequently subjective and even metaphorical in nature, leading to their exclusion. The Musical listening produced the purest narratives, however, it is important to note the difficulties experienced in bracketing out the intramusical implications of the music. Only the reassurance that this information would be addressed in the Dynamic listening made it possible for the researcher to ignore the interactive 1610
nature of the music. This is bracketing in action and it may be a significant realisation for music therapy researchers in determining the essential elements to be explored in future investigations of the music therapy interaction. The use of Bruscia’s IAPs (1987) to form the basis of the Dynamic Listening resulted in mixed success. The ability of the IAPs to guide listening to the musical properties and their interactions with other aspects of the music was successful, however, the language used in this version of the IAPs contained a degree of interpretation that was counter to the aims of this research, for example controlling/ conforming, tense/calm. In contrast, the twenty-four leadership techniques selected from Bruscia’s (1987) compilation, comprehensively assisted the researcher in describing the musical material of the Group Leader. This vocabulary simplified descriptions of her role and once distilled with the other levels of listening, provided valuable information that articulated the group leader’s decisions in the moments of music making. Thus, a significant understanding from this research is that only in combining and distilling all the levels of listening did the descriptions became truly relevant to the music therapy group experience. In other words, music therapists need to be aware of both musical and dynamic interactions in examining our work more closely. It is not a matter or one being superior to the other. The separation of description from interpretation is useful and potentially offers a myriad of information about the experience of group music therapy improvisations. Although many possible interpretations could be made from the descriptive data, this research focussed on the changing group dynamics over time. In developing this study, the researcher 1611
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Dialogue and Debate - Conference Pr
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Baumann, Monika 119 Music Therapy a
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Fearn, Mary-Clare and O’Connor, R
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Katz, Simona 934 A Song For You: In
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Reher, M. 1400 Communicating throug
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Experiential Training In Music Ther
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Author Index Abad, Vicky 1 Abad, Vi
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Gallicchio, M.E.S. S. 664 Giovanna
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Plahl, Christine 1312 Polcaro, F. 4
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Introduction by Leslie Bunt It is a
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main areas that appeared to be cent
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choice of speaker for the keynote a
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Sing & Grow: A New Music Therapy In
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history of psychiatric disorder (Si
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programme offered an opportunity fo
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circle formation and participate in
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O'Connor, T., Heron, J., Golding, J
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illness often occurs as the result
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Roberts et al., 1998). However, it
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adolescents. Using music as a mediu
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she sang. Jane appeared excited and
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Robb (2000) reported that music ass
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Learning an instrument provides a m
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We can help by providing psychosoci
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Lefebvre, C. (1991). All her yester
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Novel methodology in psychodynamic
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Sarah was characterised by a pierci
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would appear to have succumbed to l
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A number of methods were used in or
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Jenny even seemed to have been usin
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Then the group will experience clea
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playing with foot-beatings, in orde
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During the moment of her belch, Sar
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a number of times. This means that
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important change was that in Decemb
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develop the necessary music therapy
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Published also (1988) in Envy and G
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We herein present two case studies
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communication as a continuous recip
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level, in order to examine the vari
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4.3 Organisational structure of the
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application of the method. The “l
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Prior to the start of the cycle of
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Table 1 Codifica Incontri Di Musico
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Table 2 Detailed Description Of Beh
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Table 3 DESCRIZIONE DETTAGLIATA INC
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Symmetrical category The category i
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The attempt to establish a mutual i
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choice of the number of sessions pl
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Von Neumann, J. (1958). The Compute
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The primary diagnostic criteria for
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integration is typically addressed
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music: rhythm, melody, harmony, dyn
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A child with significant dysfunctio
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Table 4 Adaptations for Music Thera
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Improvisation techniques provided M
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Instrument-based exercises have als
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therapists can either use the tenan
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Acts Of Interpretation: An Investig
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• How do music therapists listen
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more. In sessions, there are multip
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(1) What am I listening for in our
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cerebral palsy who has lived in ins
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6. Ibid, p246 Becoming a profession
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through the National Health Service
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profession has established training
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15. 1Ibid, p45 professional work be
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co-developed.’ As already mention
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By joining the NHS the music therap
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or may need palliative care. These
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music therapy profession relinquish
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Limitations and Open Spaces: Music
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experiment, perhaps to discover som
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and had very much enjoyed dancing I
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Singing or humming in time with the
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communicate through speech. Singing
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Lack of drive Restricted expressive
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Watch this extract from the second
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Music Therapy and Narrative: Integr
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Life review work is a good starting
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that of becoming an active agent. T
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our role as music and narrative the
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level. I have chosen to use Amir’
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• These are moments when difficul
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styles. Often people in this work p
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often people are generally pleased
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within the oral history and musical
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schools”. (Pg. 5, Micozzi). It is
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Aldridge, D. (1999). Music therapy
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months. The first interruption occu
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patterns transmitted by the mass me
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its culture. From this period on hu
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Ruud’s terminology ), as if they
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human development and spontaneity m
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some notes because of the exercises
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him improve his knowledge of differ
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And went to the sea The fish has ea
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Cascudo a lot of different populati
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to be intelligent and wants to be c
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Beside God Our Father, I shall alwa
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Maslow, Abraham (2000).El Hombre Au
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elationship with someone, as client
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2. The process: The termination eve
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Respondents' work experience : Resp
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discussing clients' progress with f
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• Other staff may not recognise p
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How many sessions? Responses varied
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* how therapeutic development may c
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For some, negative responses includ
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Music Therapy Perspectives 12(1) 20
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Music Therapy-Assisted Childbirth:
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The Mind-Body Connection The common
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Doulas work from the waist up. That
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unsuspecting woman in labour can ad
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• Instrumental music lends itself
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conditioned response to the music.
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The Four Essential I's of Music The
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We were rather delighted to discove
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Auden made the distinction between
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Imagination’). As in the case of
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Intuition is therefore not only a s
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By exploring and reflecting, the us
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knowing; and what is thus jointly d
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a balance of: using models from our
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Flexible Tempo Performance as Indic
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that pain patients often show a ver
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For Todd (1992) musical motion does
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(sex: 14 female; age: 53.3 +/-8.9).
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4.2 Tempo Flexibility Test To exami
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conclude from this measure whether
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Figure 1 Therapy Outcome (3 tests o
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Figure 4 Expressiveness (3 tests of
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Figure 7 Interpersonal Problems of
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Figure 10Musical Measure Tempo Fit
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8. References Auhagen, W. & Busch,
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Weisberg, J. N. & Keefe, F. J. (199
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In the Music Therapy session the el
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In group work, wide use of “ostin
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verbal communication. To summarise,
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The time dedicated to improvisation
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understanding of the handicap (and
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movement. Repetition in this case t
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that do not allow him to effectivel
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of sounds already familiar to him (
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Figure 11Music Excerpt #1 and #2 In
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From the beginning I found staff ex
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teaching abilities of others as the
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sometimes respond to institutional
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knowingly or unknowingly, metaphori
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verbal interventions with loud, dra
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Holocaust Resource Coordinator for
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Figure 14Musical Example 3 279
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Playing our part; the role of a mus
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nothing published on the subject of
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weeks, our work could be described
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they have been given something they
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In some cases, children who present
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speak very little throughout the gr
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• An observation that a child who
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eing more varied. In the “guitar
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Impulsiveness • Does s/he find it
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References Carter, E., & Oldfield,
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Musicians And Anxiety - A Music The
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audience, and I was almost on the v
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Sprezzatura - is the balancing prin
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creativity, very often, troubles be
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the one who helps music to reach pe
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element. It can help the artist to
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creative imagery, (colours, shapes,
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The quality of the musical relation
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At the first meeting, they imediate
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I’ve just underlined can be usefu
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The Candombe And Its Relation With
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happens! My GP told me: “you are
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elaxed at any moment. His face stat
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His father was absent all day long,
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The first track on side A he record
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demonstrated throughout our work wh
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like verbalised, being able to say
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• President of "Art and Psychiatr
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At the same time we communicate wit
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spoken language is often altered, n
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A Case Study: demonstrating how the
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Jacob’s early verbal development
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Paronoid schizophrenia: The consult
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distinguishing between maximum pers
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him and perhaps also gave us a poin
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understand the experience as a coun
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details so I will focus on aspects
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concept was valuable in understandi
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an agent of it. In health it is imb
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to them as twins. I suggested that
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.Jacob continued to present with ps
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accept comfort, gradually Jacob cat
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good object according to Klein is d
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when strong leads to a sense of no
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and let me play at the piano!” Hi
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condition, though it transpires tha
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progress from the regressed state.
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which is to be held. Balint believe
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y saying he was frightened, we play
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esponse to a strong counter transfe
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Chapter 5 The ending. I learnt that
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When regression occurred, the nurse
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not to have taken place as chronolo
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hythm which is going on continually
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Vygotsky, L.S.(1978) Mind on Societ
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value? What about the confused, agi
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considered. In scientific method, t
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Deterministic Chaos Chaos theory ex
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movement. This is deterministic cha
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that small factors can have on larg
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Like all dynamical systems, music m
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the meaning found in natural sounds
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of complexity science, health impli
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never prove what factor in the musi
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will demonstrate relationships betw
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Taylor, D. (1997). Biomedical found
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Among these, CUNHA believes (1998,
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in gestation, start participating a
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• 83% had finished primary school
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eings in order to produce therapeut
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BENENZON, Rolando. Teoria da Musico
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The case of “L” - Music-Therapy
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When L. arrived at the hospital aft
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On this subject, we should point ou
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At this point, we feel it is import
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Benenzon R., (1992) Manuale di Musi
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The Association provides a range of
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family homes, psychiatric communiti
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must be innocuous - not giving rise
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Burchi, Balzan, idem). Our task is
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structured characteristics which th
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In the via Colautti Centre, the ser
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On average, a course of treatment c
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Figure 17 Patients treated with MT
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Bibliography Altshuler I., (1943)Fo
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normal, healthy abilities. To achie
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defined characteristics: it should
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ehabilitation centres, we provide a
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Bibliography Benenzon R.O. (1997) L
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Previous research about their commu
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Song preference: Here are all 18 so
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The 18 songs used in this research
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One suggestion for this is that the
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Melodic contour is an important fea
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Meaning was incorporated into the e
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Least Preferred songs: The girls de
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give ample space and time for the g
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• Serves as a bridge between the
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A short girl experienced unpleasant
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In the course of the years of this
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• At this stage the main factors
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Their method of expressing intimacy
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The typical children remind themsel
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The staff and parents • The staff
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for prescription and recommendation
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sour fast on their instruments, the
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Anslinger obviously used the negati
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1972; Eagle, 1972). One research pr
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1985). Patients with a history of d
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The term “hot” coined in this c
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exciting and feels like only a few
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swing musician ascends new peaks of
Page 531 and 532:
Conclusion It is a goal for active
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pharmacological action of cannabis
Page 535 and 536:
Böhm, T. (1999). Was ist Psychedel
Page 537 and 538:
Julien, R. M. (1997). Drogen und Ps
Page 539 and 540:
Wise, R. A., & Bozarth, M. A. (1985
Page 541 and 542:
• The roles of Therapists within
Page 543 and 544:
Following the assessment the lead t
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counter-transference that existed i
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“rescue” him from situations th
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meeting prior to therapy commencing
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instruments. For example, there was
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move. For example, in group session
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setting up music therapy department
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the fact of wearing heavier clothes
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commercializes this product, applyi
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alert. When they are walking in the
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time mother and who has not had any
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larynx. All these sounds are audibl
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vitality and they help us to discov
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If we try to outline what the main
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Federico, Gabriel (1999), Music The
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Aesthetic Music Therapy with a Youn
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Figure 21 The best way to trace the
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symptomatic of his condition. Altho
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Figure 22 Figure 23 illustrates the
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fairly typical session, (he had alr
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Figure 25 557
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can see from Figure 26 at the very
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Once J. realized what he could do a
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using the whole-tone scale, somethi
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In another session J. made it clear
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In conclusion, there is only one th
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“Help me find my voice again”:
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The age of the bereaved Bright (199
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necessarily allow us the time to pr
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Responses to Grief and Bereavement:
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eflection within an experience of g
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and explore the feelings associated
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Beresford, S. (1995). Motor Neurone
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Using Music Therapy in the Symptom
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• Progressive Muscular Atrophy (P
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A Multi-disciplinary Approach to th
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Music that is significant and meani
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and Dworkin, 1989). However, it is
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song writing may also provide oppor
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Beresford, S. (1995). Motor Neurone
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Music Therapy in Palliative Care: N
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Oxtoby, M. and Eikaas, M. (1993). M
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West, T.M. (1994). Psychological is
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of migrants and refugees (Reyes Sch
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esearch lies in “the study of mus
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therapist to interpret a client’s
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Are Herskovit’s (1948) and Merria
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• Instruments as symbols of ident
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meaning and symbolism of the musica
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using particular music therapy meth
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so that the seeking of professional
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introduction of new technology and
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professional, and the changing soci
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address the needs of an increasingl
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Forrest, L.C. (2000). Addressing is
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Music Therapy With Autistic Childre
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anyone and everyone with learning d
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feet, as some children came downsta
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The following Saturday whilst prepa
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most unreachable moods, were lured
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Address May GAERTNER 91 Rue Jacques
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phenomenological philosophy’s tea
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dialogue in a session of music ther
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voices, it is quite difficult to at
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and reflecting on the meaning of ps
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future (which can no longer be perc
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In this perspective it becomes clea
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as “filling stations” of that s
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“mask”, of one of the specific
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Temporality and the Senex /Puer arc
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time, to a certain extent, they are
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Binswanger L. (1956) Drei Formen Mi
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Jankélévitch V. (1949) Debussy et
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He has published articles of philos
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state with the support of Dr. Déli
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OBJECTIVES: The prime objective is:
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• E - neutral disposition state
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In the MT room, as well as in the I
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Then I prepare the child’s histor
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passed to the acceptance phase, acc
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I notice that in general the childr
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demonstrates with his/her sounds, t
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hours before his death, when in bet
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BARCELLOS, Lia R. Atividades realiz
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_________.História e Significado d
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Does Size Matter?? ?Why effect size
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the player, which enables the feeli
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At this point I avoid adding the op
Page 719 and 720:
there was an alternation between mo
Page 721 and 722:
“Playing means doing”. “It is
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MODULATED “DUCK” SOUNDS LEITMOT
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This phase is necessary for bringin
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The following expression of the par
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I hope that the memory of this meet
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The study took place within five ce
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case, the qualitative approach was
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needed. Along with coding, an “in
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Working methods Improvisation and o
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listening to enliven imagination. F
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were music, vibration of sound and
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in therapy was to release tension;
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Sirpa felt that her ability to expr
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others who are attempting to stop d
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Observation and treatment criteria
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positioning, action, improvisation,
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two or three sessions, because musi
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Example: Assessment of overt behavi
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Example: habitual behavior Patient
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• Self-esteem and self-concept: H
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Design of the program Introduction
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clearly observable problem or limit
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III. Dalcroze assignment This assig
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and it contains those aspects that
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plan of what and how he will practi
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‘When The Bough Breaks’ - Music
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may be therefore that some of what
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A child may suffer post-traumatic s
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control. This can become convincing
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protect him from harm, to take a ne
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child. The children range in age fr
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• To challenge the negative cycle
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feelings through story and fantasy
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all join Joshua on his planet and t
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family to co-exist never mind opera
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Conclusion Music Therapists who wor
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A Force of Nature: Complementary Th
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I have come to understand that the
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Figure 30 Illness/Wellness Continuu
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with concepts such as “physiologi
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provides a unique perspective that
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each of the Five Elements that is b
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programming, and documentation. In
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The Five Elements in Music In worki
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pieces that generally express eleme
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Earth Using hand drums, play in due
Page 813 and 814:
Play the Day In a group, take time
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Hess, S. J. (1998) Exploring the Us
Page 817 and 818:
Phrasing is a musical activity of s
Page 819 and 820:
In the second part I tried to prove
Page 821 and 822:
activity as static, as non directed
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The next episode comes from the sam
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I completed this kind of subjective
Page 827 and 828:
Table 10 Valuation: unphrased playi
Page 829 and 830:
Krause, Lerch und Raith 1985; Telle
Page 831 and 832:
Episode mod e of play No. A CA CB B
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= own classification Table 14 Inqui
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Ansdell, G. (1995): Music for Life.
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peterh@uni-wh.de 811
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interviews and tests in these same
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pragmatic codes can be used (Little
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therapist's actions are connected t
Page 845 and 846:
hythm.The boy interrupts the interp
Page 847 and 848:
few seconds, she plays a little cal
Page 849 and 850:
cues and 3) can gradually develop i
Page 851 and 852:
Knapp, M. L. & Hall, J. A. (1992).
Page 853 and 854:
The sirens, actually, sang "dangero
Page 855 and 856:
something that will enhance their e
Page 857 and 858:
into sleep and energizes them on wa
Page 859 and 860:
• Young immigrants prefer heavy m
Page 861 and 862:
giving voice to the themes and musi
Page 863 and 864:
overwhelming flood of emotional mem
Page 865 and 866:
Orpheus, known for his creative, mu
Page 867 and 868:
in order to stabilize the rhythm, f
Page 869 and 870:
The garmoshka player was a young ma
Page 871 and 872:
potential to heal. By assisting add
Page 873 and 874:
they are personal to me, and there
Page 875 and 876:
with us even when we know that they
Page 877 and 878:
it is inevitable that they will be
Page 879 and 880:
words. Other therapists may encoura
Page 881 and 882:
until there is no change, and this
Page 883 and 884:
Figure 35 Closer in music than word
Page 885 and 886:
Figure 37 Graph - As close in words
Page 887 and 888:
Figure 39 Graph - Closer in words A
Page 889 and 890:
Figure 40 The best place is closer
Page 891 and 892:
Figure 42 The best place is equally
Page 893 and 894:
where the client needs to ‘jump
Page 895 and 896:
CONCLUSIONS This paper has attempte
Page 897 and 898:
Thom R. (1975) Structural Stability
Page 899 and 900:
In this condition, a variety of reh
Page 901 and 902:
2. Function of the mother 2.1. Winn
Page 903 and 904:
will be barred, and the infant will
Page 905 and 906:
separateness with the therapist, wh
Page 907 and 908:
the trainer survives, they understa
Page 909 and 910:
moderate deviation attempted by bot
Page 911 and 912:
The examples shown here are under t
Page 913 and 914:
expressed her cheerful feeling of u
Page 915 and 916:
The reflective Pratitioner - an app
Page 917 and 918:
Beside this we have a very close co
Page 919 and 920:
The structure of the training: The
Page 921 and 922:
Students and teachers do discuss th
Page 923 and 924:
courses and now some of them are re
Page 925 and 926:
cooperation with University of Melb
Page 927 and 928:
emotional expressions through out t
Page 929 and 930:
communicates significant character
Page 931 and 932:
articulation} form the core of voic
Page 933 and 934:
sung as a protest to injustice and
Page 935 and 936:
Both the repertoire and the voice w
Page 937 and 938:
Neurorehabilitation: a tool for und
Page 939 and 940:
On which side within this multiprof
Page 941 and 942:
will never be the same as you have
Page 943 and 944:
Dorita Berger points out why music
Page 945 and 946:
achievement orientated training is
Page 947 and 948:
medicine is not better or worse tha
Page 949 and 950:
which refers to Psychodynamic Psych
Page 951 and 952:
Syndrom ( Elefant 2001). The point
Page 953 and 954:
least modify his maladaptive behavi
Page 955 and 956:
achievement (you matter) , increasi
Page 957 and 958:
Berger, D. (1999) Music in Human Ad
Page 959 and 960:
Tomaino, C. (2001) The role of musi
Page 961 and 962:
understand and to integrate. And th
Page 963 and 964:
musical or not, and to respond in a
Page 965 and 966:
Without wishing to mix affect attun
Page 967 and 968:
early to obey their parents. Silenc
Page 969 and 970:
not betray her. He must be able to
Page 971 and 972:
protective womb for us. So protecte
Page 973 and 974:
do serve as an emotional reservoire
Page 975 and 976:
were, “ I got a fright, it is sca
Page 977 and 978:
eaction that rendered ineffective m
Page 979 and 980:
to me that this was what he wanted,
Page 981 and 982:
his strength. He did it with ever-g
Page 983 and 984:
Today Adam speaks with strangers, w
Page 985 and 986:
Winnicott,D.W. (1950-5) Aggression
Page 987 and 988:
The childcare program enrolls about
Page 989 and 990:
teachers, and helped the teachers i
Page 991 and 992:
(Lord, Rutter, DiLavore & Risi, 199
Page 993 and 994:
Figure 45Ben during transition time
Page 995 and 996:
Research Study The intervention was
Page 997 and 998:
After the modified intervention Ben
Page 999 and 1000:
I would like to close the Morning G
Page 1001 and 1002:
steps in the lyrics: (1) Turn the w
Page 1003 and 1004:
The classroom teacher was able to i
Page 1005 and 1006:
Quill, K., A. (2001). Do-Watch-list
Page 1007 and 1008:
One Foot in the Grave - Endings in
Page 1009 and 1010:
inevitable and often difficult situ
Page 1011 and 1012:
Regressive play as it was. Winnicot
Page 1013 and 1014:
oth separateness and the moment of
Page 1015 and 1016:
Jinho, an energetic 6-year-old boy
Page 1017 and 1018:
developmental disorder, and the use
Page 1019 and 1020:
desperation in music therapy. Inste
Page 1021 and 1022:
painful, the therapist may have to
Page 1023 and 1024:
difficult to finish because it’s
Page 1025 and 1026:
therapy after the break, while Sumi
Page 1027 and 1028:
or he had suffered year and years i
Page 1029 and 1030:
last day of our session, however, h
Page 1031 and 1032:
Hamilton, V. (2001) Foreward. In J.
Page 1033 and 1034:
Electronic Musical Instruments - a
Page 1035 and 1036:
improvisation by clients not previo
Page 1037 and 1038:
word processor. These programs are
Page 1039 and 1040:
Figure 48 Screenshot of MidiGrid sh
Page 1041 and 1042:
egan talking to it. Therapists note
Page 1043 and 1044:
When a grid of pressure sensors is
Page 1045 and 1046:
Figure 53Screenshot of CAMTAS showi
Page 1047 and 1048:
Figure 54Schematic overview of CAMT
Page 1049 and 1050:
original performance intention. The
Page 1051 and 1052:
particular interest and value in th
Page 1053 and 1054:
A set of elemental gestural compone
Page 1055 and 1056:
etc.) to a user's movement (driven
Page 1057 and 1058:
He stayed 10 years in a closed spec
Page 1059 and 1060:
inquire about filiation, mother-son
Page 1061 and 1062:
The third point deals with the incr
Page 1063 and 1064:
I notice that he did in London what
Page 1065 and 1066:
He tells about the concert preparat
Page 1067 and 1068:
writes about the need for therapeut
Page 1069 and 1070:
‘rocked in the cradle of the deep
Page 1071 and 1072:
process. Thus eventually, intersubj
Page 1073 and 1074:
music therapists face is the diffic
Page 1075 and 1076:
therapy literature. I also think th
Page 1077 and 1078:
thinks that creative artists, at de
Page 1079 and 1080:
experience of the world, the result
Page 1081 and 1082:
contend, the sine qua non of the ba
Page 1083 and 1084:
PART 4: KATE Now I intend to explor
Page 1085 and 1086:
etween us. The continuation of the
Page 1087 and 1088:
pertinent example being where she s
Page 1089 and 1090:
overwhelmingly intense emotional ex
Page 1091 and 1092:
communicate and make an emotional i
Page 1093 and 1094:
Hartley, N. (2001). On a Personal N
Page 1095 and 1096:
Music Therapy for Educators: Are we
Page 1097 and 1098:
ecome a professional asset for them
Page 1099 and 1100:
used, executed or created - constan
Page 1101 and 1102:
The systematic use of music involve
Page 1103 and 1104:
providing them with basic informati
Page 1105 and 1106:
worked on both therapeutic and educ
Page 1107 and 1108:
degree of pathology. Introductory m
Page 1109 and 1110:
their future practice, and 2) the p
Page 1111 and 1112:
Implications for Practice: “In th
Page 1113 and 1114:
As Schalkwik (1993) stated, “supe
Page 1115 and 1116:
school becomes a good opportunity f
Page 1117 and 1118:
themselves and the needs of their s
Page 1119 and 1120:
works within a paradigm that is dif
Page 1121 and 1122:
Interesting Quotes Citar: Damasio -
Page 1123 and 1124:
music, that the essence of music th
Page 1125 and 1126:
Prayer The third theme is prayer. P
Page 1127 and 1128:
the essence of our work- music ther
Page 1129 and 1130:
children’s conditions do not have
Page 1131 and 1132:
which feels physical, as well as em
Page 1133 and 1134:
Figure 57Duel Process Model of Copi
Page 1135 and 1136:
He seems to stress the importance o
Page 1137 and 1138:
• Music offers child a sense of c
Page 1139 and 1140:
2 For children who had had a brothe
Page 1141 and 1142:
• Musical games • Discussions
Page 1143 and 1144:
grouped we found the dramatic simil
Page 1145 and 1146:
As discussed earlier, the children
Page 1147 and 1148:
‘Neither did I, I felt sick in my
Page 1149 and 1150:
Bruscia, K.E (ed.) (1998) The Dynam
Page 1151 and 1152:
The Influence of Gamelan (Javanese
Page 1153 and 1154:
in the womb. According to Piaget, h
Page 1155 and 1156:
which separate into 30 newborns for
Page 1157 and 1158:
Respiration Arnand & Hickey (Schwar
Page 1159 and 1160:
Calm emotions in general In general
Page 1161 and 1162:
Schwartz, F.J. Music Stress Reducti
Page 1163 and 1164:
TelephoneOffice : (62-31-)2981146 H
Page 1165 and 1166:
Pediatric Migraine and its treatmen
Page 1167 and 1168:
interventions show a bigger effect
Page 1169 and 1170:
phase. In the concrete-operational
Page 1171 and 1172:
In addition to music therapy we off
Page 1173 and 1174:
situations, but also relaxation tra
Page 1175 and 1176:
Music therapy assessment Musical be
Page 1177 and 1178:
awareness and has gained a good lev
Page 1179 and 1180:
Verbal Processing in Music Therapy
Page 1181 and 1182:
Background Literature Stark and Loh
Page 1183 and 1184:
therapeutic relationship. To help u
Page 1185 and 1186:
situations, such as in medical hosp
Page 1187 and 1188:
Directions of the Therapist’s Wor
Page 1189 and 1190:
not belong in their list. However,
Page 1191 and 1192:
11) encourage clients to link verba
Page 1193 and 1194:
Nolan, P. (1994). The therapeutic r
Page 1195 and 1196:
• A critique of rationality itsel
Page 1197 and 1198:
ceremonies, rituals, and exorcisms.
Page 1199 and 1200:
on someone, and then they talk thro
Page 1201 and 1202:
After a week of providing workshops
Page 1203 and 1204:
A secondary problem of course is th
Page 1205 and 1206:
At any one time depending participa
Page 1207 and 1208:
Palliative Care Music Therapy in th
Page 1209 and 1210:
either of them. Kate had always bee
Page 1211 and 1212:
Enjoy the time we’ve got Kate was
Page 1213 and 1214:
WORMHOLES and GIM: Why linear notio
Page 1215 and 1216:
Therefore I will begin this talk wi
Page 1217 and 1218:
felt there must have been a flaw in
Page 1219 and 1220:
‘Synchronicity therefore means th
Page 1221 and 1222:
time go hand in hand. Only when thi
Page 1223 and 1224:
the presence of the imminent death
Page 1225 and 1226:
During session 7 imagery emerged th
Page 1227 and 1228:
support to her. It was the first ti
Page 1229 and 1230:
Time is the issue of the day. Physi
Page 1231 and 1232:
Von Franz, Maria. (1992) Psyche and
Page 1233 and 1234:
Systemic thinking does not view a p
Page 1235 and 1236:
ealised and there was the possibili
Page 1237 and 1238:
combinations and there was, as Hoff
Page 1239 and 1240:
important thing is that a sculpt ha
Page 1241 and 1242:
Within the skills used within the s
Page 1243 and 1244:
position of another, not pretending
Page 1245 and 1246:
active member in one of my groups.
Page 1247 and 1248:
Watzlawick,P.,Weakland,J & Fisch, R
Page 1249 and 1250:
He first pointed out the relation,
Page 1251 and 1252:
if he visibly startled on his chair
Page 1253 and 1254:
Roman christian civilization. Becau
Page 1255 and 1256:
unreal (for some the infinitesimal
Page 1257 and 1258:
most well known and versatile. He c
Page 1259 and 1260:
When we hypostatize Psyche as a rea
Page 1261 and 1262:
Being. What actually surprised me i
Page 1263 and 1264:
Cp. S. Freud’s works 1237
Page 1265 and 1266:
Introduction and setting contexts.
Page 1267 and 1268:
Modern day South Africa is a countr
Page 1269 and 1270:
eings as individuals with a physica
Page 1271 and 1272:
At the same time, we know that the
Page 1273 and 1274:
‘undesirable’ according to the
Page 1275 and 1276:
generation to generation, which we
Page 1277 and 1278:
I’ve been attempting to draw para
Page 1279 and 1280:
and ‘techniques’ from the ‘el
Page 1281 and 1282:
life, Traditional healers are bound
Page 1283 and 1284:
Hardwick, P. (1998). "Health Belief
Page 1285 and 1286:
Report On Keynote Forum: Towards Co
Page 1287 and 1288:
1 What do you understand by Communi
Page 1289 and 1290:
profession. At the same time, the p
Page 1291 and 1292:
helps and may accompany clients wit
Page 1293 and 1294:
The role of attention and metaphor
Page 1295 and 1296:
oles, and interpersonal relationshi
Page 1297 and 1298:
new alternatives in imagery first a
Page 1299 and 1300:
mother could come back and his fath
Page 1301 and 1302:
down on the grass, with her body ti
Page 1303 and 1304:
dreamt for years, and the pupil as
Page 1305 and 1306:
ecomes very small as a butterfly ex
Page 1307 and 1308:
she represented and communicated he
Page 1309 and 1310:
Terms and criteria for assessment a
Page 1311 and 1312:
What you need is a situation with a
Page 1313 and 1314:
e done in my way of answering to th
Page 1315 and 1316:
drawback to rely on verbal communic
Page 1317 and 1318:
Stability is the capability of hold
Page 1319 and 1320:
Hand development. The tactile senso
Page 1321 and 1322:
With other words we don’t do any
Page 1323 and 1324:
The FMT-therapist’s approach and
Page 1325 and 1326:
Towards a Definition of Resistance
Page 1327 and 1328:
indiscriminately. My aim in this st
Page 1329 and 1330:
(action) and may be described with
Page 1331 and 1332:
4 Only patients with five or more s
Page 1333 and 1334:
Table 22 Patient A, method 1 short
Page 1335 and 1336:
15 10 5 0 This can be shown with a
Page 1337 and 1338:
clinical work? Therefore, I still f
Page 1339 and 1340:
transactional theory is presented i
Page 1341 and 1342:
if a specific treatment reaches the
Page 1343 and 1344:
multimethod approaches are monitori
Page 1345 and 1346:
On the micro level the findings of
Page 1347 and 1348:
The triangulation of all three leve
Page 1349 and 1350:
Perception comprises the sensual an
Page 1351 and 1352:
way transforming themselves. They a
Page 1353 and 1354:
A detailed analysis of behavioral a
Page 1355 and 1356:
elationship in a therapeutic frame
Page 1357 and 1358:
Orff-Musiktherapie bei einem fünfj
Page 1359 and 1360:
“On a journey to Mind and Emotion
Page 1361 and 1362:
In the physioacoustic method the fr
Page 1363 and 1364:
composers and musicians. The fourth
Page 1365 and 1366:
an institution with Jussi therefore
Page 1367 and 1368:
When the research data was analysed
Page 1369 and 1370:
Figure 62 The levels of experience
Page 1371 and 1372:
Figure 63The first phase of the pro
Page 1373 and 1374:
memories which took the participant
Page 1375 and 1376:
The participants felt that during t
Page 1377 and 1378:
was about escaping the reality. Lif
Page 1379 and 1380:
The main meaning of this research i
Page 1381 and 1382:
support from the psychodynamic theo
Page 1383 and 1384:
McDougall, J. (1999). Ruumiin näyt
Page 1385 and 1386:
The practical application of Ruggie
Page 1387 and 1388:
support. Resting is therefore relat
Page 1389 and 1390:
last few decades that more advanced
Page 1391 and 1392:
violin pain’. For many, too many
Page 1393 and 1394:
performers are asked to concentrate
Page 1395 and 1396:
Later on, data were transposed on a
Page 1397 and 1398:
• Instrumental technique: C#4 is
Page 1399 and 1400:
P-Value 0.0153 Table 25 Comparison
Page 1401 and 1402:
3. Pitch: P-Value 0.0283 P-Value 0.
Page 1403 and 1404:
teaching material, musical literatu
Page 1405 and 1406:
The comparison between shoulder-bla
Page 1407 and 1408:
processes there could be a strict r
Page 1409 and 1410:
EXPERIMENT This experiment is inten
Page 1411 and 1412:
3.2 SCALE SELECTED (Xi) 3.3 RECORDI
Page 1413 and 1414:
4 The exercises were all carried ou
Page 1415 and 1416:
The number of harmonics equal to xi
Page 1417 and 1418:
average was that relative to the ab
Page 1419 and 1420:
4.2 MATERIALS In order to evaluate
Page 1421 and 1422:
.These data were then subjected to
Page 1423 and 1424:
Table 43 Frequencies DULL 3 1 2 3 1
Page 1425 and 1426:
e the gestalt narcissistic represen
Page 1427 and 1428:
At the same time, the facilitator t
Page 1429 and 1430:
government policy at the time to ad
Page 1431 and 1432:
Table 45 Series of GIM Sessions- Th
Page 1433 and 1434:
his life on the streets; wanting to
Page 1435 and 1436:
I’ll never forget you...try to te
Page 1437 and 1438:
afraid to see. All the time, big Ka
Page 1439 and 1440:
eautiful she is, smudges her, and t
Page 1441 and 1442:
Karen goes to visit her Great Aunt
Page 1443 and 1444:
SUMMARY Adoption Both during and af
Page 1445 and 1446:
starting to overhaul his life, in r
Page 1447 and 1448:
I have been a practicing music ther
Page 1449 and 1450:
Communicating through singing Ridde
Page 1451 and 1452:
• Aphasia is a partial or complet
Page 1453 and 1454:
can function as an emotional expres
Page 1455 and 1456:
consist of para-linguistic messages
Page 1457 and 1458:
2. Gestural response (foot), Rfo Rf
Page 1459 and 1460:
Bright, R. (1997). Music Therapy an
Page 1461 and 1462:
*2: ICD-10 see: www.informatik.fh-l
Page 1463 and 1464:
of the bags the choir members and t
Page 1465 and 1466:
Participants for the AIR pilot proj
Page 1467 and 1468:
The following are quotes from trans
Page 1469 and 1470:
first living in a studio apartment,
Page 1471 and 1472:
getting back into church again. And
Page 1473 and 1474:
the operation)...But, basically, th
Page 1475 and 1476:
GIM training. I respect her work, a
Page 1477 and 1478:
2. Character - this category is abo
Page 1479 and 1480:
3. Musical- musical structure was o
Page 1481 and 1482:
The response to the question, “Wh
Page 1483 and 1484:
tragedy had a tremendous impact on
Page 1485 and 1486:
The Lullaby Group: Music Therapy at
Page 1487 and 1488:
enhanced longterm risk to both moth
Page 1489 and 1490:
• a slow tempo • restricted set
Page 1491 and 1492:
& Trainor 1998) may also have contr
Page 1493 and 1494:
5 Provide age-appropriate sensory/c
Page 1495 and 1496:
establish the relationship. The col
Page 1497 and 1498:
What Parents Liked: "I like the mus
Page 1499 and 1500:
cohesion by providing opportunities
Page 1501 and 1502:
variations on this theme might enta
Page 1503 and 1504:
Muir, E., Lojkasek, M. & Cohen, N.
Page 1505 and 1506:
Sick mode and dying mode: music the
Page 1507 and 1508:
Evaluation Participant Evaluation P
Page 1509 and 1510:
sensitive to patients as possible (
Page 1511 and 1512:
Figure 70 Proposed Norms of Practic
Page 1513 and 1514:
Pavlicevic, M. (1995). Growing into
Page 1515 and 1516:
they wanted to see from the music t
Page 1517 and 1518:
The PURPOSE OF THE STUDY was to val
Page 1519 and 1520:
1 the first impression of what I ob
Page 1521 and 1522:
construction of musical identity it
Page 1523 and 1524:
an essential part of treatment (Ped
Page 1525 and 1526:
In this approach, using SIMPLE GROU
Page 1527 and 1528:
In this approach the focus is on di
Page 1529 and 1530:
WARM UP: CONTACT WITH BODY SOUNDS -
Page 1531 and 1532:
The beat pulse is the background mu
Page 1533 and 1534:
They accepted the limits of the set
Page 1535 and 1536:
Odell-Miller, H. (1999): Investigat
Page 1537 and 1538:
The results showed that, firstly, a
Page 1539 and 1540:
Methods 1. Selection of music Famil
Page 1541 and 1542:
4.4.5. After subjects listened to
Page 1543 and 1544:
M.M. = 100 80 60 40 20 0 Figure 74S
Page 1545 and 1546:
Table 48 Significant channels durin
Page 1547 and 1548:
Discussion 1.We have observed that
Page 1549 and 1550:
While clients with severe and non-s
Page 1551 and 1552:
Acknowledgment We would like partic
Page 1553 and 1554:
Saji, N. and Saji R. (2001). A stud
Page 1555 and 1556:
doing this work? If I look at my ow
Page 1557 and 1558:
To date almost no literature exists
Page 1559 and 1560:
numbers reflect that this group is
Page 1561 and 1562:
4. Previous experience: “…perso
Page 1563 and 1564:
Table 51 Stressors 10. Pt/family re
Page 1565 and 1566:
stated that communication with the
Page 1567 and 1568:
Comments: “I do worry about if I
Page 1569 and 1570:
11. Communication difficulties with
Page 1571 and 1572:
“I feel I can never do enough on
Page 1573 and 1574:
70% answered “yes” to this ques
Page 1575 and 1576:
4. Music therapy coursework: Only 1
Page 1577 and 1578:
ability to communicate through musi
Page 1579 and 1580:
Elements of ‘self-awareness’ li
Page 1581 and 1582:
emerged pertaining to the selection
Page 1583 and 1584:
Are our experiences typical or does
Page 1585 and 1586: Hartley, N. (2001). On a personal n
Page 1587 and 1588: I received the following response f
Page 1589 and 1590: different styles, jazz, chords, har
Page 1591 and 1592: done is primarily through developin
Page 1593 and 1594: When one analyses, and artificially
Page 1595 and 1596: is therefore experienced as a great
Page 1597 and 1598: is the difficulty in giving up a ce
Page 1599 and 1600: directly related to establishing a
Page 1601 and 1602: finding her voice. The best medicin
Page 1603 and 1604: to disempower it. Since the student
Page 1605 and 1606: “Playing” with these voices can
Page 1607 and 1608: Thus, what we can do is explain aga
Page 1609 and 1610: together with supervising his care,
Page 1611 and 1612: may have no idea what I mean. Since
Page 1613 and 1614: achieves. The decision to interrupt
Page 1615 and 1616: But after several lessons, I discov
Page 1617 and 1618: The Rots Of Our Song : Music Therap
Page 1619 and 1620: felt confidant and involved enough
Page 1621 and 1622: speech and is talking in one’s se
Page 1623 and 1624: members of a dance therapy group wa
Page 1625 and 1626: Benefits: self-esteem, feeling of b
Page 1627 and 1628: Articulating the Dynamics of Music
Page 1629 and 1630: ecognising that describing musical
Page 1631 and 1632: therapy group improvisations, these
Page 1633 and 1634: practice (Aigen, 1995). The focus o
Page 1635: Within this study, the use of indep
Page 1639 and 1640: made it possible to clearly identif
Page 1641 and 1642: importance of indigenous understand
Page 1643 and 1644: McFerran-Skewes, K. & Wigram, A. (2
Page 1645 and 1646: mum: their actual experience, their
Page 1647 and 1648: ehaviours were “normal” and lat
Page 1649 and 1650: Already we can see that various asp
Page 1651 and 1652: mothers feel joy, pride and a sense
Page 1653 and 1654: The group of students experienced t
Page 1655 and 1656: the observer to be punctuating its
Page 1657 and 1658: to the experience of having our clo
Page 1659 and 1660: chimes. She looked at them and with
Page 1661 and 1662: Narratives In A New Key: Transforma
Page 1663 and 1664: witness to a powerful indigenous fo
Page 1665 and 1666: myself, would a music therapy commi
Page 1667 and 1668: Music as Personal Transformation: A
Page 1669 and 1670: I continue to be excited by how thi
Page 1671 and 1672: It is later in the session and we a
Page 1673 and 1674: It is halfway through the 11th sess
Page 1675 and 1676: transform latent meaning into actua
Page 1677 and 1678: listening or playing or composing.
Page 1679 and 1680: Phillips, A. (2000) Promises, Promi
Page 1681 and 1682: My purpose within this paper is not
Page 1683 and 1684: they mock because of their sameness
Page 1685 and 1686: piano accompaniment and moves in ti
Page 1687 and 1688:
eflection” both physically and mu
Page 1689 and 1690:
My role of imitator and reflector i
Page 1691 and 1692:
extremely flexible in comparison wi
Page 1693 and 1694:
As with Elsie, my reflective musica
Page 1695 and 1696:
Conclusion Imitative and reflective
Page 1697 and 1698:
Workshop - What is Disturbed Behavi
Page 1699 and 1700:
Rationale for the workshop Recently
Page 1701 and 1702:
these, where the majority view was
Page 1703 and 1704:
Study group PLAIM Association Gagli
Page 1705 and 1706:
Where is the ‘music’ in music t
Page 1707 and 1708:
Debates about ‘new technology’
Page 1709 and 1710:
sustained periods of contemplation,
Page 1711 and 1712:
Table 55 John's autism symptoms and
Page 1713 and 1714:
Author: TIM SWINGLER [BSc (hons), D
Page 1715 and 1716:
dependant on an educational group f
Page 1717 and 1718:
school during the three last years
Page 1719 and 1720:
this kind of intervention provided
Page 1721 and 1722:
smile inviting them to be free with
Page 1723 and 1724:
Being able to stop : It is not easy
Page 1725 and 1726:
These moments are the most difficul
Page 1727 and 1728:
Self-expression has become possible
Page 1729 and 1730:
The school’s director made a posi
Page 1731 and 1732:
Music therapy with hearing impaired
Page 1733 and 1734:
accompany and to support their slow
Page 1735 and 1736:
aspect - communication that is not
Page 1737 and 1738:
In order to explain my procedure I
Page 1739 and 1740:
Figure 80 A second result of this e
Page 1741 and 1742:
espectively. In between, Keethena t
Page 1743 and 1744:
I should like to start with evaluat
Page 1745 and 1746:
Figure 86 On the outset of interact
Page 1747 and 1748:
Figure 88 At the beginning of the t
Page 1749 and 1750:
Thinking of the results of the rese
Page 1751 and 1752:
Entwicklungen in der Diagnostik, Th
Page 1753 and 1754:
KAMMERER, Emil: Kinderpsychatrische
Page 1755 and 1756:
SENN, Victor A.: Cochli-Tagebuch -
Page 1757 and 1758:
therapeutic agent. It dawns as both
Page 1759 and 1760:
Two key helping concepts Kitwood id
Page 1761 and 1762:
• Hyperorality • Disinhibition,
Page 1763 and 1764:
Thora restless and little edgy, but
Page 1765 and 1766:
Session 15, 23 rd minute (2:16) Tho
Page 1767 and 1768:
Kitwood, T., and Bredin, K. (1992)
Page 1769 and 1770:
them briefly with the theories of e
Page 1771 and 1772:
script for the interactional scene.
Page 1773 and 1774:
went to the children’s home in mi
Page 1775 and 1776:
important to find out what the role
Page 1777 and 1778:
something when vocalizing. Most of
Page 1779 and 1780:
Matthew seemed to occasionally retu
Page 1781 and 1782:
We have been creating a bridge betw
Page 1783 and 1784:
Establishing Developmental Indicati
Page 1785 and 1786:
and nonmusical behaviors within the
Page 1787 and 1788:
persons or objects in order to make
Page 1789 and 1790:
Kinderzentrum München. The names o
Page 1791 and 1792:
instead toward the camera. My playi
Page 1793 and 1794:
compartments of the instrument usin
Page 1795 and 1796:
problems drinking. He received phys
Page 1797 and 1798:
Strategies for therapy Paul’s ver
Page 1799 and 1800:
he had many strong points as well.
Page 1801 and 1802:
What have these two examples from c
Page 1803 and 1804:
Franco, G., Ruud, E., Wigram, T. (E
Page 1805 and 1806:
Evidence Based Music Therapy Vink,
Page 1807 and 1808:
discuss examples of the implementat
Page 1809 and 1810:
There are already many music therap
Page 1811 and 1812:
Table 56 RANDOMISED CONTROLLED TRIA
Page 1813 and 1814:
medicine with this client group. Re
Page 1815 and 1816:
Medline (Clarke et al., 2001). Data
Page 1817 and 1818:
Figure 91Retrieved studies Retrieve
Page 1819 and 1820:
variety of client populations. At t
Page 1821 and 1822:
The words were used in various cont
Page 1823 and 1824:
Psychiatric Association, 1994) Thus
Page 1825 and 1826:
Father Jacob, on different instrume
Page 1827 and 1828:
different cultural background would
Page 1829 and 1830:
Figure 97 Step 4 continued �� N
Page 1831 and 1832:
Clarke M, Oxman AD, editors. Cochra
Page 1833 and 1834:
From Song To Speech- Music Therapy
Page 1835 and 1836:
interventions needed to acquire spe
Page 1837 and 1838:
to the mother ways in which she can
Page 1839 and 1840:
pleasant sounding instruments can b
Page 1841 and 1842:
with other professionals in this te
Page 1843 and 1844:
one (I remember a client who self i
Page 1845 and 1846:
How hard it was to stay with Heathe
Page 1847 and 1848:
services, or with clients with lear
Page 1849 and 1850:
Figure 100 I want to explore the id
Page 1851 and 1852:
find that feelings that he had were
Page 1853 and 1854:
• Professionals have developed th
Page 1855 and 1856:
Experiential Training In Music Ther
Page 1857 and 1858:
• How it is done - music therapis
Page 1859 and 1860:
Symposium was chaired by Denise Gro
Page 1861 and 1862:
integrated studies in music therapy
Page 1863 and 1864:
Kathleen M. Murphy, MMT, MT-BC, FAM
Page 1865 and 1866:
sessions must be done with a Fellow
Page 1867 and 1868:
others, and less focused upon impro
Page 1869 and 1870:
therapist with music therapy studen
Page 1871 and 1872:
My paper will focus on the outcome
Page 1873 and 1874:
Music Therapy Associations Union, W
Page 1875 and 1876:
Founder of the Masters Programme in
Page 1877 and 1878:
focus on the “person of the stude
Page 1879 and 1880:
and relationships between normal de
Page 1881 and 1882:
agitated child and enticing the wit
Page 1883 and 1884:
Music therapy which addresses Stage
Page 1885 and 1886:
our task as music therapists as bei
Page 1887 and 1888:
capacity to relate to others. We fe
Page 1889 and 1890:
etween one therapist and one client
Page 1891 and 1892:
Extract 3 - The first free group im
Page 1893 and 1894:
Extract 7 - Ryan’s solo (S.15) Ex
Page 1895 and 1896:
sharing the piano with Baraq, and w
Page 1897 and 1898:
music could be heard in the context
Page 1899 and 1900:
Davies, Alison and Richards, Eleano
Page 1901 and 1902:
ut did not offer groupwork which de
Page 1903 and 1904:
patient is known, it does not feel
Page 1905 and 1906:
than dictate this structure, I aske
Page 1907 and 1908:
There was a need for something soli
Page 1909 and 1910:
of him as if he felt he was not wor
Page 1911 and 1912:
I wondered if this activity was pre
Page 1913 and 1914:
aggression and the tensions arising
Page 1915 and 1916:
The biggest changes for the patient
Page 1917 and 1918:
As a result of this group, the hosp
Page 1919 and 1920:
therapy theory. I respond empathica
Page 1921 and 1922:
descriptive and theoretical materia
Page 1923 and 1924:
Cultural aspects of mental health c
Page 1925 and 1926:
flexibility and minimised any anxie
Page 1927 and 1928:
approach in conversation allowed po
Page 1929 and 1930:
accommodate this diversity. He feel
Page 1931 and 1932:
Clients may have conscious and unco
Page 1933 and 1934:
quality into words. The clients fee
Page 1935 and 1936:
is conceded that I may never be a p
Page 1937 and 1938:
African music/Media culture/Rhythm/
Page 1939 and 1940:
Therapeutic Conditions The research
Page 1941 and 1942:
This qualitative study achieved its
Page 1943 and 1944:
Ruud, E. (1998). Music Therapy: Imp
Page 1945 and 1946:
The Use of Song Lyric Interpretatio
Page 1947 and 1948:
simple narrative, each song remembe
Page 1949 and 1950:
Music therapy and therapeutic recre
Page 1951 and 1952:
Music plays a significant role in f
Page 1953 and 1954:
Song Lyric Interpretation: Recoveri
Page 1955 and 1956:
• Is the song suitable for achiev
Page 1957 and 1958:
Description of participants A total
Page 1959 and 1960:
severe dementia. She continues to b
Page 1961 and 1962:
the creation of a personal narrativ
Page 1963 and 1964:
The Marines’ Hymn My Blue Heaven
Page 1965 and 1966:
Copy Cats: what does imitation mean
Page 1967 and 1968:
asking me whether he could do somet
Page 1969 and 1970:
Table 59 The Development of a Sense
Page 1971 and 1972:
his own, and the variations are to
Page 1973 and 1974:
necessarily directly related to the
Page 1975 and 1976:
can do so themselves. Later in deve
Page 1977 and 1978:
He also became less controlling of
Page 1979 and 1980:
firmly in a way which felt cross. J
Page 1981 and 1982:
NeoM - a research-network on emotio
Page 1983 and 1984:
acting, behavior and thinking.” (
Page 1985 and 1986:
Figure 102: (Wosch 2002, 255) - def
Page 1987 and 1988:
of music experience in a context of
Page 1989 and 1990:
the “intratextural interaction”
Page 1991 and 1992:
charakterized in emotion psychology
Page 1993 and 1994:
separation from the object, with el
Page 1995 and 1996:
the musical therapeutic process and
Page 1997 and 1998:
and the University of Applied Scien
Page 1999 and 2000:
to music therapy subjects, for inst
Page 2001 and 2002:
Sloboda, J.A., & Juslin, P.N. (Ed.)
Page 2003 and 2004:
For our team in Bologna the theoret
Page 2005 and 2006:
“Doing” is not to be meant as
Page 2007 and 2008:
Semiresidential House for Adolescen
Page 2009 and 2010:
of the relationship that is likely
Page 2011 and 2012:
What he wrote in a composition of t
Page 2013 and 2014:
didn’t want to continue his treat
Page 2015 and 2016:
in embryo”, many stylistic elemen
Page 2017 and 2018:
The session ended with the recallin
Page 2019 and 2020:
delirium which, as well as the use
Page 2021 and 2022:
G. was very with the result he had
Page 2023 and 2024:
I felt that in those moments a “c
Page 2025 and 2026:
order to question them. What attrac
Page 2027 and 2028:
G. found it difficult to sing the
Page 2029 and 2030:
The different setting, no more an i
Page 2031 and 2032:
different interests and new commitm
Page 2033 and 2034:
BIBLIOGRAPHY AA. VV., (1989), L’a
Page 2035 and 2036:
Rigon G., Chiodo S., Mansi R., Tone
Page 2037 and 2038:
certain field of work, should regar
Page 2039 and 2040:
When this research was proposed, th
Page 2041 and 2042:
improving their life quality in the
Page 2043 and 2044:
esult of options chosen, which impl
Page 2045 and 2046:
It is believed that the social rela
Page 2047 and 2048:
This second essence stemmed from ph
Page 2049 and 2050:
“being” that places value on hi
Page 2051 and 2052:
apart, we are going to add some mor
Page 2053 and 2054:
When one has the possibility to bri
Page 2055 and 2056:
As a partial and concrete victory o
Page 2057 and 2058:
DELABARY, Ana Mª L. (2001) Musicot
Page 2059 and 2060:
VERAS, Renato (org.) (1997) Terceir
Page 2061 and 2062:
in psychoanalysis and behaviorism,
Page 2063 and 2064:
Clinical History Reference Team: Me
Page 2065 and 2066:
Both at home and at school, her hyp
Page 2067 and 2068:
The child seemed sufficiently well
Page 2069 and 2070:
human voice can resonate only withi
Page 2071 and 2072:
Sometimes I would allow her to do s
Page 2073 and 2074:
VIDEO PRESENTA TION OF THE ANALYZE
Page 2075 and 2076:
Can Music Help? Music Therapy with
Page 2077 and 2078:
symptoms, they often do not seek me
Page 2079 and 2080:
that was so important to them. Sing
Page 2081 and 2082:
for a public event at the centre. T
Page 2083 and 2084:
Extract 4 Such sharing of each othe
Page 2085 and 2086:
his Palestinian Secret Organisation
Page 2087 and 2088:
List of tables Codifica Incontri Di
Page 2089 and 2090:
Comparison between the FREE POSITIO
Page 2091 and 2092:
The Development of a Sense of Self
Page 2093 and 2094:
Patients treated with MT based on t
Page 2095 and 2096:
icons 1013 MidiGrid pattern contain
Page 2097 and 2098:
Areas of significant differences 15
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Proceedings, Oxford, UK (2002) - World Federation of Music Therapy

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