Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

developmental psychology, is described as ‘where the music can be an expression of
the person’s character and personality through which therapeutic issues can be
addressed’ (Wigram, Pedersen and Bonde, 2002). Free improvisation is sometimes
the means by which students choose to communicate but there are times when more
structure, rules or themes are called for (4.4.1 and 4.4.5).
Writing by psychoanalytic theorist Stern (1985) on mother-infant interaction and
affect attunement has been paralleled by music therapists (Robarts, 1996; Pavlicevic,
1997; Wigram, 2002; Oldfield 2006a) to show how the therapist can use music to
relate to, and be with, clients, as a mother is with her baby. Mirroring by sound or
gesture allows the mother to communicate that her baby’s feelings are being
recognised and acknowledged, and therefore attunes to the child. Priestley (1994)
describes improvised duets with a client as ‘special opportunities for the expression
and exploration of transference emotions’ (p.79). This awareness of transference,
counter-transference and other non-observable parts of therapy helps make sense of
the work. Other influences from psychotherapy include setting clear guidelines and
boundaries, as described in chapter three, to create a safe enough and confidential
setting.
Behavioural music therapy is a treatment geared towards the modification of
behaviour (Wigram, Pedersen and Bonde, 2002) to address specific symptoms rather
than focusing on the client’s general development and well-being. The aims of
behavioural music therapy (Madsen, Cotter and Madsen, 1968) can be relevant in an
educational setting. This method is defined as the use of music ‘to increase or modify
adaptive (or inappropriate) behaviours and extinguish maladaptive (or inappropriate)
behaviours’ (Bruscia, 1998a, p.184). It only focuses on the observable part of the
therapy and it fits in with the current climate for evidence of effective music therapy
work in schools. Although my work with some students might have specific
behavioural targets, the humanistic approach of client-centred psychotherapy, as
developed by Rogers (1951; 1961), underpins my approach. Rogers describes the
core conditions for a helping relationship as congruence, unconditional positive
regard and empathic understanding. These conditions are crucial for the client to
change and for a healthy therapeutic relationship to develop.
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