E-Book of Articles - World Federation of Music Therapy

More documents

Recommendations

Info

Wheeler, Barbara: WMFT Proceedings of the Education Symposium should be separated out from the training. But if objectives are different than strictly personal growth, maybe is best to put into training. It was thought that this comes back to the age of the students. Maybe when students are 23 or 24, it is appropriate, while with younger students it is not appropriate. It was mentioned that AMTA (American) has many debates about whether to call people therapists at the baccalaureate level, or whether they should be referred to as technicians. It was also suggested that it is not just age; some of the older students are less flexible than the younger ones. A question was raised as to what we are really caring about in the students? Inge thinks that the caring is whether we are prepared to do something if things go wrong. Distinctions between psychotherapist vs. music therapist were discussed. They do not use the word music-psychotherapist in Denmark because a music therapist is synonymous with music-psychotherapist. All music therapists run through a psycho-therapeutic training during their basic training. A person has to have extra training concerning knowledge of client population wherever they go because theirs is a basic training. Music therapists in Denmark are on the level of psychologists and psychiatrists in psychiatry and are at a higher level than occupational therapists and physical therapists. It was pointed out that when we talk about experiential training, we are usually talking about immersing students in some experience. But we also do therapeutic teaching in which, in our roles as teachers, we handle things in a therapeutic way. This comes up when supervising someone who is supervising someone else . Every dissertation ends up being countertransference teaching/supervision. This is different from experiential training, but blurs the boundary of professor and therapist. What is the nature of caring and is there a difference in caring as a teacher and as a therapist? Another person found a similar situation when students come in for a supervision class; after skills and knowledge, personal growth issues are there all the time. In supervision, we have to look at personal growth all the time. Inge said that she has experienced students being invaded in teaching more than in therapy, because one has to think of being invaded as a therapist but does not have to think so much of this as a teacher. Inge was asked if she has developed good skills at maintaining the balance over so many years of teaching, and how it is for her as an educator. Inge said that she has learned to be very honest, to be sure that she is telling the student what she is saying and doing so the student is not taken by surprise. She thinks that honesty and respect for the students and their processes are very important. It is important to be very careful not to tell a student that you don’t refer, and then make a referral. And to let processes come and go, really forgetting. Remembering and forgetting. To love and not to make love. 340
Inge Nygaard Pedersen “The Music Therapy Clinic” Aalborg Psychiatric Hospital/Aalborg University Mølleparkvej 10 9000 Aalborg tel: +45 96311652/1649 fax:+45 133575 e-mail: musikterapi@nja.aps.dk Wheeler, Barbara: WMFT Proceedings of the Education Symposium 341
Page 1 and 2:
E-Book of Articles Music Therapy: A
Page 3 and 4:
TABLE OF CONTENTS GARY HARA........
Page 5 and 6:
TABLE OF CONTENTS QUALIFICATIONS OF
Page 7 and 8:
Amir, Dorit: The Role Of Music Ther
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Introduction Bonde, Lars Ole: Analo
Page 27 and 28:
Bonde, Lars Ole: Analogy And Metaph
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
D'ulisse, M. E..: The Educational F
Page 59 and 60:
D'ulisse, M. E..: The Educational F
Page 61 and 62:
D'ulisse, M. E..: For the Training
Page 63 and 64:
D'ulisse, M. E.. et al.: Music Ther
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
D'ulisse, M. E.. et al.: A Music Th
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
D'ulisse, M. E.. et al.: Applicatio
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Fachner, Jörg: The Musical Time-Sp
Page 87 and 88:
• Aims: Brain Damage? • Methods
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Pre-THC-Gavg Fachner, Jörg: The Mu
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Summary and Conclusion Fachner, Jö
Page 101 and 102:
Page 103 and 104:
Garcia, Maria: Forms Of Expression
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Hara, Gary: Coming Together: The He
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Natalia, Johanna: Te Influence of S
Page 127 and 128:
Page 129 and 130:
Heart rate Respiration Natalia, Joh
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Nayak, Sangeetha: Music Therapy in
Page 137 and 138:
Nayak, Sangeetha: Music Therapy in
Page 139 and 140:
Up to 10 treatments 3 times a week
Page 141 and 142:
Nuki, Michiko et al: Effects Of Hea
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Raglio, Alfredo: Qualitative Resear
Page 157 and 158:
Page 159 and 160:
THE PROTOCOLS TABLE IV Protocol A 3
Page 161 and 162:
TABLE V: PROTOCOL B Raglio, Alfredo
Page 163 and 164:
TABLE VII PROTOCOL D Raglio, Alfred
Page 165 and 166:
Page 167 and 168:
• Prevailing tonic state (of the
Page 169 and 170:
Table XII Raglio, Alfredo: Qualitat
Page 171 and 172:
Table XIII Raglio, Alfredo: Qualita
Page 173 and 174:
Table XV Raglio, Alfredo: Qualitati
Page 175 and 176:
Page 177 and 178:
Sabbatella, Patricia: The process o
Page 179 and 180:
PURPOSE OF THE STUDY Sabbatella, Pa
Page 181 and 182:
Page 183 and 184:
Page 185 and 186:
Page 187 and 188:
Page 189 and 190:
Page 191 and 192:
Page 193 and 194:
Page 195 and 196:
Schiltz-Ludwig, Lony: When Aggressi
Page 197 and 198:
Page 199 and 200:
FAF FAF MBI MBI Schiltz-Ludwig, Lon
Page 201 and 202:
Page 203 and 204:
Page 205 and 206:
Page 207 and 208:
Page 209 and 210:
Page 211 and 212:
Schulberg, Cecilia: Many Vioces In
Page 213 and 214:
Page 215 and 216:
Page 217 and 218:
Page 219 and 220:
Page 221 and 222:
Page 223 and 224:
Sutton, Julie; Beyond the Ordinairy
Page 225 and 226:
Page 227 and 228:
Page 229 and 230:
event Media (film crew reporting th
Page 231 and 232:
Page 233 and 234:
Page 235 and 236:
Page 237 and 238:
Page 239 and 240:
Page 241 and 242:
Page 243 and 244:
Page 245 and 246:
Page 247 and 248:
Turry, Alan: Performance and Produc
Page 249 and 250:
Page 251 and 252:
Page 253 and 254:
Page 255 and 256:
Page 257 and 258:
Page 259 and 260:
Page 261 and 262:
Page 263 and 264:
Page 265 and 266:
Wheeler, Barbara: WMFT Proceedings
Page 267 and 268:
Page 269 and 270:
Accreditation Wheeler, Barbara: WMF
Page 271 and 272:
Page 273 and 274:
Alabama U. of Alabama School of Mus
Page 275 and 276:
Wartburg College School of Music 22
Page 277 and 278:
SUNY-New Paltz Music Department- SU
Page 279 and 280:
Michael Clark, MME, MT-BC Texas Sam
Page 281 and 282:
Page 283 and 284:
Page 285 and 286:
Page 287 and 288:
Page 289 and 290: Wheeler, Barbara: WMFT Proceedings
Page 291 and 292: CLINICAL STUDIES and PRACTICE group
Page 313 and 314: Interview The JVC Handbook states t
Page 325 and 326: Clinical training: 1040 hours Wheel
Page 339: Wheeler, Barbara: WMFT Proceedings
show all

E-Book of Articles - World Federation of Music Therapy

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?