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

They dare to express their tastes and desires in sound production more
readily. They behave much more freely but, on the contrary of other
classes, onomatopoeia vocal expression and self-expression are more
difficult. This is certainly because, in his class, children are psychically
much more disturbed.
The triangular relationship between children, music and therapist can
better take place when the teacher is not present. In this case all things
can be expressed without inhibitory and discrediting criticisms or without
the fear to be judged.
Conclusions
A first assessment of my intervention was done at the end of June 2002
with all the teachers. On the whole, the Therapy concept does not seem to
be fully accepted but my work begins to be better understood and then
better welcomed. So teachers now agree that I am conducting the
sessions alone with the children.
Results, compared to therapeutic goals, point out a good use of the
Darbouka as a therapy object around which the first part of the sessions is
built. Second part of sessions is built around improvisation, which is not
so easy to manage and is more relevant to the psychical problematic of
children. It can not be easily analysed and should be developed in an
extended work, including cases studies. This one can take place as a
research part into a thesis work.
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