Dissertation - World Federation of Music Therapy

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Beethoven: Piano Concerto #5, 2nd movement 4 (3,5) X ANHO: #10,1 ESMA: #9,1 INLA: #4,1-7,1 Bach: 2,1,7, X WIFU: #9,4 Passacaglia and Fugue, c minor 8 ANHO: #3,2-4,1-9.3 Mendelssohn: 3,4 X ANHO: #10,6 Violin Concert 2nd SAAA: #8,7-9,4 movement INLA: #10,4 Bizet: Intermezzo Grieg: 4 Cradle song Debussy: 3 Nocturnes: Sirenes Cesnokov: Hymn Holst: Venus Fauré: Requiem - In paradisum Brahms: Symphony #3, Poco allegretto Liadov: The enchanted lake Strauss: A Hero’s Life (excerpt) Beethoven: Symphony #9, 2nd movement Bach: Adagio (PEAK EXP. 4) Schumann: Stück im Volkston Russian 2: The Joy <strong>of</strong> those who Mourn 506 4 (3) X ANHO: #10,5 SAAA: #8,6-9,3 INLA: #10,3 X PIJØ: #8,4(x2) ESMA: #8,3 INLA: #9,4-9,5 Chan- X PIJØ: #7,2-9,2 ging 4,2,7 SAAA: #6,4-7,2 4 (1) X PIJØ: #7,3-9,3 SAAA: #6,5-7,3 3,4 X PIJØ: #8,3 ESMA: #3,2-8,2 INLA: #9,3 4 (1) X WIFU: #7,4-8,3 ESMA: #9,4 INLA: #7,4 3 but unstable X PIJØ: #10,2 SAAA: #8,2 INLA: #8,2 4,3 X PIJØ: #8,2 ESMA: #3,1 INLA: #9,2 3,1 (8) 4 but complex X PIJØ: #10,1 SAAA: #8,1 INLA: #8,1 X PIJØ: #10,3 SAAA: #8,3 INLA: #8,3 2,7,8 X WIFU: #7,3 ESMA: #9,3 INLA: #7,3 3 X WIFU: #2,7-6,4 SAAA: #2,5 2 (1) X PIJØ: #4,7 SAAA: #1,3-5,4 1 1 2 4 1 3 4 1 2 1 4 1 2 1 4 1 1 2 4 2 2 4 2 2 4 1 2 1 4 2 1 1 4 1 1 1 3 1 1 1 3 1 1 1 3 1 1 1 3 1 1 1 3 2 1 3 1 2 3
Marcello: Oboe Concertor, 2nd movement Albinoni: Adagio Mozart: Clarinet concerto, 2nd movement Mozart: Laudate Dominum Russian 1: O the Steppes Walton: Touch her s<strong>of</strong>t lips and part Faure`x2: Cantique + Pie Jesu (Requiem) Mahler: 5th symphony, Adagietto Duruflé: Requiem x2 2 X ANHO: #9,8- PIJØ: #6,1 SAAA: #4,1 2 X ANHO: #3,1 SAAA: #10,1 ESMA: #10,3 4 X WIFU: 6,2- ANHO: #6,1 – 10,7 4 (1) X ESMA: #6,1- INLA: #4,3- 2 X PIJØ: #1,3 SAAA: #1,2 4 (3) X WIFU: #2,3 SAAA: #2,6 4 (1) X WIFU: #2,4-7,4 2 3,4,2 (8) 4 (1) X ANHO: #4,4 INLA: #4,7 X WIFU: #8,6-10,1 2 Bach: Little fugue 5,8 X ANHO: #3,5-9,6 2 Debussy: String 3,2 X ANHO: #5,3 1 Quartet, 2nd (7) PIJØ: #5,3 1 movement 2 Debussy; Danses Chan- X WIFU: #3,1 1 ging ESMA: #2,1 1 2,3,4, 5,6 2 Gounod: 1 (4) X ESMA: #6,2 1 Sct. Cecilia Mass INLA: #4,4 1 (excerpts 1+2) 2 Wagner: 1 X ESMA: #9,5 1 Lohengrin – INLA: #7,5 1 Prelude I 2 Selections used only once Copland: Appalachian Spring 3,7,5 X ANHO: #9,1 (only 6’) (1) Tschaikovsky: 4th Symphony, Scherzo 5 (6) X ANHO: #9,2 (only 2’) (1) Brahms: German Requiem. 1st movement 3,2 X WIFU: #1,3 1 Canteloube: Chansons d’Auvergne 3 X INLA: #2,5 1 Brahms: Chan X INLA: #3,2 1 Symphony #4, ging 1 1 1 3 1 1 1 3 1 2 3 1 1 2 1 1 2 1 1 2 1 1 2 507
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THE BONNY METHOD OF GUIDED IMAGERY
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Ph.D. student’ with me the last t
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vi 4. METHODOLOGY..................
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viii
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TABLE 8. 4 EVENT STRUCTURE ANALYSIS
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xii
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xiv
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xvi
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As you will see there are many comm
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The participants in this study use
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Music in medicine The terminology o
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Music in medicine vs. Music therapy
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more likely a reaction to a cancer
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melanoma Boesen (2002) reviewed the
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test showed that there was less ten
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More general overviews of how music
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Table 2. 1 Literature on BMGIM and
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Populations include non-clinical/he
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McKinney 1990 University students M
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Table 2.2 shows that most of the st
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Facilitating peak experience Provin
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express and work on their experienc
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2) locus of control (inner mastery
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in contrast to Burns’ study, the
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In Denmark two music therapists hav
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3 Theoretical background 3.1 Introd
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metaphor influenced each other in o
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is closely related to the body and
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structures or patterns that “allo
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explaining a phenomenon with other
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Ricoeur agrees with Ernst Cassirer
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“It appears as though certain fun
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daily life myths and fairy tales ma
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extent that it is organized after t
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Table 3. 4 Three moments of mimesis
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Thus, symbols and metaphors are the
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4. Psychotherapy as humane care - r
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I suggest the following working def
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The scale of Klein et al. was not u
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In a psychological perspective meta
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3.5 Narratives in psychotherapy In
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second category (analogous to ‘in
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“There currently exist no consens
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Table 3. 7 Mimesis 1-3 in narrative
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3.6.1 Music as analogy A paper by D
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Smeijsters has coined the double co
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Table 3. 8 Musical elements interpr
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function through its pre-existent s
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end, motion and rest, tension and r
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Lakoff and Johnson’s cognitive th
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crying, or symbolized as falling ch
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our analyses. For it is only by ope
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Based on his study Jungaberle formu
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and ending on dominant a - a new ro
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cross is inevitable, and the music
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is the instrumental Ground from Blo
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therapists. Open and attentive list
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closely related to basic human self
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less elegant dance. My dance is a b
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describes him or herself as ‘feel
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asket and then lie down, tell about
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Holocaust Shadow (Schulberg 1999),
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Craftsmen are working The foundatio
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series of actions and transformatio
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References to examples in the BMGIM
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“Sublime music tells in its own w
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4. Methodology Following on from ch
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trained in Aalborg is still indigen
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3) The study has its starting point
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material or intentional phenomenon,
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can also be applied in multiple met
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Table 4. 1 Basic information on the
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• The preliminary conversation (a
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One week before project start all p
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Participants score each item on a 4
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c) Audio recordings (mini-disc) of
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• Specification (1. Sensitizing c
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The imagery of the six participants
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5. Results of the quantitative inve
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The mean score of the group in depr
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Table 5. 2 Effect sizes measured at
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Figure 5. 5 QLQ-C30: Mean scores of
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These results are variable, and onl
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Statistical analysis of QLQ-C30 res
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Figure 5. 9 SOC Mean scores from th
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Figure 5. 11 SOC: Pre-test, post-te
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Results - inferential statistics an
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The results support hypothesis ten.
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generalised further, was evidently
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6. Results from the qualitative inv
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Potential of GIM in other phases of
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coding, where the categories are in
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PIJØ: It has been very hard for me
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how should it be, should there be m
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changing. Participants described ho
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IMPROVED UNDERSTANDING OF SELF (NEW
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elated subcategories. Using specifi
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D. In a few sessions the therapists
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B1 Metaphorical investigations of t
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imaging. This becomes even clearer
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odily or meditative states. In cont
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7. Two case studies. A mimetic anal
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The two cases will be presented sep
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In fig. 7.1 the therapist has given
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the healing process and was a contr
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say: ’We don’t want it to work
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Level 3 Configuration is the core o
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Trials and Tasks Observes a grey ar
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pre-test level at follow-up, while
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She knew that her own scores had no
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In fig. 7.3 the therapist has given
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eflections on the predominance of e
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and I might as well accept it. Roge
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childish, playful.” From an initi
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solution through a message, and in
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Figure 7. 4 INLAs QLQ-C30 scores, i
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• the courage to confront dangers
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e observed, also in this axis, that
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’story line’ and writes a story
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Table 7. 7 A grounded theory model
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episodes dominated by (inner) body
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8. Analysis of music and imagery Th
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8.1.1 Qualitative music research In
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This means that: Description is nev
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methods intended for analysis of (p
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following preparations: 1. Informat
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An Eclectic Approach to the analysi
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was used to investigate potential c
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Figure 8. 2 The dynamic profile of
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there was dialogue between solo ins
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were used partially (in 35 sessions
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Following the guidelines of HMA the
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Figure 8. 4 Intensity Profile of Br
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Figure 8. 5 The digitized waveform
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for assessment. In this project the
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score it is possible to see exactly
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B2 (46-51) V/E Ot B3 (52-55) E Ot V
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C2 (91-100) R R V/S V/E C3 (100-106
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The analysis of the unfolding image
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she only reports verbally that she
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• The complete narrative, based o
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an experience further before finish
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Figure 8. 6 Intensity profile - Bac
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This profile - or map of the’ inn
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Table 8. 4 Event structure analysis
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A5+t (14-16) B1+t (17-21) R S S R V
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B5 (37-39) B6 (39-41) answered tona
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V and irritated, not R wanting to s
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ANHO: The client still has difficul
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For the five of the six participant
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• Analysis of the image potential
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Text and music with accompaniment w
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section of music that visually illu
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intensity increasing feature is the
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A1 (1-10) R/V E S/E B1 (11-21) R/V
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B1 Mein Jesu A1 (1-6) V R E R S V A
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B B3 (after music) E E S side? (tea
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Jesu evoked images related to death
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String Quartet as the most challeng
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Figure 8. 12 Distribution of the th
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Table 8. 7 A grounded theory model
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the imagery: the client reacts with
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9. Discussion “..Where the mind i
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possible to show a decrease in both
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9.1.3 The role of music and imagery
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specific therapeutic influence in t
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or measurable influence on the part
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As these findings are not consisten
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adiotherapy treatment. These commen
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this study (the only exception bein
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and why they are comprehensible and
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was that core images did emerge and
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actually no alternative to “will
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9.2.3.3 The proposed grounded theor
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This leads to the critical question
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The proposed grounded theories cove
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eautiful room with candles, flowers
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eventual climaxes and peak points c
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The three categories illustrated in
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scores are influenced by my negativ
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9.4 The development of new theoreti
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9.4.2 Heuristic music analysis as c
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client’s playing in improvisation
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Anxiety and anger are very importan
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Bonny found that the musical elemen
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support and explain how BMGIM can b
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9.6 Directions for future research
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comparative analysis including a nu
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music listening has been substantia
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What elements are there that descri
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1) Can ten BMGIM sessions improve t
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After every session questionnaires
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The analyses of metaphors and image
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not be sufficient to saturate a sub
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hvordan BMGIM kan have en positiv v
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individuelle BMGIM-sessioner, som r
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C30-scores viste stigninger i genne
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• Heuristisk Musikanalyse (Brusci
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som velegnet til psykosociale under
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REFERENCES (2002). Appendix B: Musi
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Ansdell, G. (2001). Musicology: mis
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Bonde, L. O. (2002). Introduction t
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Bonny, H. L. and L. K. Marids (2001
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Clark, M. (1998). The Bonny Method
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Ferguson, D. N. (1960). Music as Me
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Hilliard, R. E. (2002). The effects
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Keiser, L. H. (1986). Conscious Lis
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Mahns, W. (1998). Symbolbildungen i
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Munro, S. (1993). "Music therapy in
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Robbins, C. and C. Robbins (1991).
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Short, A. E. (1997). "Jungian arche
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Tüpker, R. (1988). Ich singe was i
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Zachariae, B. (1997). "Forestilling
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LIST OF APPENDICES LIST OF APPENDIC
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Appendix 4.1 Data on six participan
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ESMA: 65 years old, married, three
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Appendix 4.2 Patientinformation (in
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Appendix 4.3 The HADS questionnaire
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Spørgs - mål nr. Vælg ét svar f
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Appendix 4.4 The EORTC QLQ-C30 ques
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427
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Fig. 5.14 ESMAs QLQ profile 120 100
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Fig. 5.18 WIFUs QLQ profile 120 100
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Appendix 6.2 Illustration of the de
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435
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henføre dem entydigt til noget som
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Ja. Hvert eneste gang har det være
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Det er meget rigtigt. Jeg har jo ik
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omgangshøjde endnu. Det er 2-3 år
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Ham ville jeg godt hilsen velkommen
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them out. Questionnaires like these
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it is the music! No, it is not only
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Maybe it influences me so strongly
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the music should be different. (…
Page 471 and 472: [Are there other images that you…
Page 473 and 474: Ja det tror jeg. Hvor er det lige j
Page 475 and 476: drømme jo også - de kommer også
Page 477 and 478: De hører fuldt ud sammen. Hvis man
Page 479 and 480: [The questionnaires indicate that y
Page 481 and 482: guess it has been working in the su
Page 483 and 484: them, many stairs and things like t
Page 485 and 486: Appendix 6.4.3 Interview med ESMA 9
Page 487 and 488: været mere eller mindre på afstan
Page 489 and 490: skørt, for det er virkelig svært
Page 491 and 492: den der kæmpeindsats, som jeg har
Page 493 and 494: emærker at de er der - de skal bek
Page 495 and 496: jeg ville nødig undvære musikken
Page 497 and 498: [Folkene bag spørgeskemaerne hævd
Page 499 and 500: Nej desværre ikke. Altså sådan m
Page 501 and 502: Nej ikke nødtvungent! ... Men det
Page 503 and 504: Ja, og jeg føler, at jeg ’fylder
Page 505 and 506: Der er lissom om jeg er på den and
Page 507 and 508: meget, og også at give fred; men o
Page 509 and 510: sådan det er. (Jeg sider og prøve
Page 511 and 512: [Men hver anden uge er meget passen
Page 513 and 514: andet sted at jeg har haft meget ti
Page 515 and 516: f.eks. ’Du er blevet meget mere a
Page 517 and 518: Og så får jeg lyst til at lave no
Page 519 and 520: der har arbejdet med de her ting? H
Page 521: Berlioz: 4 X PIJØ: #3,2 7 1 L’en
Page 525 and 526: WIFU #2 1 ANHO #1 1 4 NURTURING 2-5
Page 527 and 528: Appendix 8.2.1a. Session notes PIJ
Page 529 and 530: #5 9.12. Disc OK Bekymring for frem
Page 531 and 532: #7 14.1 Disc: kun de første 10’
Page 533 and 534: egge to. Ah! Ingen kamp, så. Sving
Page 535 and 536: #3 13.11, Disc OK #4 26/11 Disc OK
Page 537 and 538: #6 3.1.03 Disc OK #7 14.1 Has felt
Page 539 and 540: #9 20.02. Disc OK #10 5.3. Disc OK
Page 541 and 542: Appendix 8.2.2a Session notes INLA
Page 543 and 544: #5 3.1.03 Disc OK #6 15.1. Disc OK
Page 545 and 546: #8 24.02. Disc OK #9 17.03 Til US b
Page 547 and 548: Appendix 8.2.2b Session notes INLA
Page 549 and 550: #5 3.1.03 Disc OK #6 15.1. Review o
Page 551 and 552: #8 24.02. Disc OK Control examinati
Page 553 and 554: FOCUS: Finding a way out... a door.
Page 555 and 556: #3 13.11. Disc OK #4 21.11 Disc: ku
Page 557 and 558: #7 19.12. Dis OK #8 30.1. Ingen opt
Page 559 and 560: Appendix 8.2.4 Session notes ANHO (
Page 561 and 562: Disc OK #6 7.1.03 Ingen optagels e
Page 563 and 564: # 10 31.03 Disc OK hul igennem. For
Page 565 and 566: OK #4 3.12 Disc OK #5 19.12. Disc O
Page 567 and 568: Disc OK #10 17.03. Disc OK Andre ha
Page 569 and 570: #3 19.11 Disc OK #4 28.11. Disc OK
Page 571 and 572: Disc OK #9 11.3. Disc OK Lang snak
Page 573 and 574:
557
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Appendix 7.4 MINI-WORKSHOP - RESEAR
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Appendix 8.5 Brahms Score + Imagery
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• The movement is basically suppo
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Appendix 8.7 Bach: Komm süsser Tod
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Appendix 8.9 Analysis of selected m
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Element Brahms: Violin concerto - s
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Appendix 9.1 Types of clinical rele
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Appendix 9.2 Grocke’s Categories
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2. The relevance of the listening s
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directing the will” (p. 5). A who
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Reviewing the sub-questions, the wo
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Works Vol. IV, p. 7. The so-called
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ased on communication theory or cul
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In this study, I have used the thir
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24. The framework for the qualitati
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English translation of the intervie
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Dissertation - World Federation of Music Therapy

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