E-Book of Articles - World Federation of Music Therapy

Wheeler, Barbara: WMFT Proceedings of the Education Symposium
and other feelings related to intimate relationships
In these two steps of the learning process conscious awareness of
projections and transferences are addressed musically and
verbally.
learning to recognise oneself in ”ones own eyes” instead of in the
eyes of other
people
learning to act the way you feel is right for you, independent of
parent censorship
and of your own defence mechanisms, in a responsible way for
yourself and others
In these two steps of the learning process conscious awareness of
introjections are addressed musically and verbally.
learning how to develop important tools for clinical music therapy
work when you contain feelings at the same time as you allow feelings to
appear and to be used as information in the relationship and interaction.
In this last step of the learning process self-containment as a
music therapy tool is addressed.
This way of understanding therapeutic learning process is only one
way of understanding, and it is related to a psychoanalytical/psychodynamic
way of understanding human beings.
Paradoxes
In order to avoid ”trust problems” the ETMT teachers have to be
conscious of, and to deal with paradoxes such as:
Remember / Forget
The ETMT teacher is the one who is supposed to remember the
important information the student brings into the process work. On the
other hand the ETMT teacher has to enter each individual therapy session
with students knowing exactly nothing – thus letting the student be present
and have a chance to “be born” in each new moment.
A Disciplined Way of being present (disciplined subjectivity) / Being rather
authentic
The ETMT teacher has to be able to deal consciously with
transference and counter-transference. In these situations the work of the
ETMT teacher can be compared with that of an actress on the stage – the
role must be so convincingly played that it moves the audience.
But at the same time the ETMT teacher must be as authentic as
possible in her/his way of being present in the different situations in order
to keep the basic trust of the student-client alive.
Knowledge / No knowledge
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