23.7. 1993 Vitoria-Gasteiz / Spain - World Federation of Music Therapy

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THE PROCESS OF MUSIC THERAPY WITH A BRAIN INJURED PATIENT IN CONJUNCTION WITH MEDICATION REDUCTION 5 3 3 DIANNE LANGAN 533 POPMUSIC AS LEARNING THERAPY FOR MENTALLY DISTURBED CRIMINAL OFFENDERS; EVALUATIONS ON THIRTEEN YEARS OF PRACTICE 5 4 4 MARCO F. NAARDEN: 544 MUSIC THERAPY IN CANCER CARE WHEN THERE ARE NO WORDS 5 6 0 ANNE OLOFSSON 560 ESTIMULACION MUSICAL PARA EMBARAZADAS 5 7 0 MARÍA ESTELA PIERINI 570 TRASTORNOS DE LA ALIMENTACION: ENFOQUE GRUPAL MULTIDISCIPLINARIO 5 7 4 ESTELA PIERINI 574 15 MUSICOTERAPIA EN CIRUGIA 5 8 3 SABINA PUPPO 583 EL JUEGO EN LA CLÍNICA MUSICOTERAPEUTICA CON NIÑOS Y ADOLESCENTES 5 9 2 GISELA BAROK, DESIREE FLORES, Mª PIA LATORRE, Mª ANDREA LAHÍA, DANIELA MAMMALUCCO, , Mª GABRIELA META, LIDIA ROMERO Y PAULA ZETTLER 592 MUSIC AND IMAGERY IN THE TREATMENT OF CHEMICAL ADDICTIONS 6 0 5 RUTH SKAGGS, M.A., LPC, CET . 605 EFFECT OF VIBROACOUSTIC THERAPY ON BLOOD PRESSURE. SPECIFIC EFFECTS OF FREQUENCIES AND CHOICE OF MUSIC 6 2 8 OLAV SKILLE 628 MUSIC IN MEDICINE: RESEARCH AND CLINICAL APPLICATIONS 6 4 0 JAYNE M. STANDLEY 640
"KINETIC MELODY" - MUSIC T'HERAPY AND PARKINSON'S DISEASE (PD) ; 6 6 7 A JOINT PAPER BY JULIE SUTTON HEAD MUSIC THERAPIST) AND DR. MICHAEL SWALLOW (HONORARY CONSULTANT NEUROLOGIST) 667 LA MUSICOTERAPIA EN EL TRATAMIENTO DE PACIENTES PORTADORES DEL VIRUS DE LA INMUNODEFICIENCIA HUMANA (HIV O VIH ). 6 7 7 HUGO UEHARA, SILVIA VILLAGRA, VIRGINIA TOSTO 677 PREPARATION FOR BIRTH: AN EXPERIMENTAL PROPOSAL. 6 8 5 MARIA VIDESOTT 685 TECNICAS NEURO - SONORO - MUSICALES APLICADAS A PERTURBACIONES DEL SISTEMA NERVIOSO. 6 9 4 MT. GABRIELA WAGNER, DR. RICARDO ALLEGRI694 16 II. MUSIC THERAPY AND EXPERIMENTAL RESEARCH / MUSICA E INVESTIGACION EXPERIMENTA 714 DESIGNING, CONDUCTING AND PRESENTING THE FINDINGS OF QUALITATIVE STUDIES: A WORKSHOP FOR MUSIC THERAPY RESEARCHERS / DISEÑO, REALIZACIÓN Y PRESENTACIÓN DE LOS RESULTADOS DE LOS ESTUDIOS CUALITATIVOS: UN TALLER PARA LOS INVESTIGADORES 714 KENNETH AIGEN 714 RESEARCH IN MUSIC THERAPY: QUANTITATIVE OR QUALITATIVE? / INVESTIGACIÓN DE LA MUSICOTERAPIA: ¿CUANTITATIVA O CUALITATIVA? 716 DORIT AMIR 716 THE EFFECTS OF DICS MUSIC THERAPY / LOS RESULTADOS DEL SISTEMA DE INFORMACIÓN DOCUMENTAL Y COMUNICACIÓN DE MUSICOTERAPIA - DICS 718 PIETER VAN DEN BERK 718
Page 1 and 2: VII. Worldkongress of Music Therapy
Page 3 and 4: I. Clinical Music Therapy * I.- Mus
Page 5 and 6: I. CLINICAL MUSIC THERAPY MUSICOTER
Page 7 and 8: Mª FELICIANA ARGUEDA CARMONA 65 DI
Page 9 and 10: RUTH BRIGHT 318 THE CORRELATION BET
Page 11 and 12: GERARDO MANAROLO, MARCO GILARDONE &
Page 13 and 14: THE RELATIONSHIP BETWEEN EXCERPTS O
Page 15: LILIANA Mª D`ASERO, A. FOLGUERAS,
Page 19 and 20: A SYSTEMS APPROACH TO THE INFLUENCE
Page 21 and 22: PETRI LEHIKOINEN 778 CLINICAL PRACT
Page 23 and 24: PROPOSAL OF A PROJECTIVE SOUND TEST
Page 25 and 26: UNIVERSAL DE TERAPIA MUSICAL: UN AC
Page 27 and 28: VOICE AS A MEANS OF EXPRESSING EMOT
Page 29 and 30: 4.1.- SCHOOLS, METHODOLOGY, PROGRAM
Page 31 and 32: INTEGRATIVO DEL FENÓMENO DEL NIÑO
Page 33 and 34: I. CLINICAL MUSIC THERAPY / MUSICOT
Page 35 and 36: - it favours his/her social life (c
Page 37 and 38: therapeutic musical experiences fro
Page 39 and 40: - the psychomotorial therapist inte
Page 41 and 42: A Scientific Research is being carr
Page 43 and 44: es posible cualquier percepción. 3
Page 45 and 46: La ponencia estudia el papel que la
Page 47 and 48: de tratamiento integrado con musico
Page 49 and 50: Estos descubrimientos fueron el res
Page 51 and 52: Su comportamiento en la escuela era
Page 53 and 54: creativo clínico. La comunicación
Page 55 and 56: creativo autogestivo en clases de p
Page 57 and 58: "abreact", that is, to re-live and
Page 59 and 60: and motorsensory ones; that his sec
Page 61 and 62: Perhaps the vibrations, just as the
Page 63 and 64: and then slightly backwards. These
Page 65 and 66: containing some of our "bonding" mu
Page 67 and 68:
Educar al deficiente auditivo, a tr
Page 69 and 70:
información están disminuidas y p
Page 71 and 72:
sonidos. b) Esquemas rítmicos y me
Page 73 and 74:
BIBLIOGRAFÍA AIMAR, Paule y otros.
Page 75 and 76:
estereotipados. Por lo tanto, como
Page 77 and 78:
salud mental y la integridad del v
Page 79 and 80:
tal. El autista lo convierte en un
Page 81 and 82:
horas de la cotidianeidad. g) La in
Page 83 and 84:
i) Metodología y Técnica: En el a
Page 85 and 86:
I N T E R A C C I Ó N M Ú S I C A
Page 87 and 88:
estadio incipiente de desarrollo, a
Page 89 and 90:
transformación, asimilando y adapt
Page 91 and 92:
aspecto motórico es una función p
Page 93 and 94:
establecidos de la enseñanza rehab
Page 95 and 96:
instrumentos de percusión por su p
Page 97 and 98:
coordinados y nos dice que las acti
Page 99 and 100:
C.- APLICACIÓN DE LA MÚSICA Y LA
Page 101 and 102:
movilizarlas solamente flexionando
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principio y teniendo en cuenta la a
Page 105 and 106:
Deficiencias melódicas: - No podí
Page 107 and 108:
afectos y produciendo una respuesta
Page 109 and 110:
A feature of our Center is that the
Page 111 and 112:
one behave towards him, and why? Ho
Page 113 and 114:
The theoretical reference model. Th
Page 115 and 116:
come into action. At this point, wi
Page 117 and 118:
daily life? She had difficulty in k
Page 119 and 120:
shape during which the clients beco
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humana. Creemos que la variedad de
Page 123 and 124:
Pero también creemos necesario par
Page 125 and 126:
Causa de la sordera: Meningitis al
Page 127 and 128:
Trabajos de extensión: - Lectura r
Page 129 and 130:
HISTORY OF THE CASE G, is a son of
Page 131 and 132:
he takes them up on his chest, He h
Page 133 and 134:
SETTING The treatment began on Apri
Page 135 and 136:
slapped himself. After these events
Page 137 and 138:
producing sound (the slap), and the
Page 139 and 140:
the stage box in order to hear the
Page 141 and 142:
Lorenzetti L.M. “La ragione dei s
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* TRAINING - short courses and work
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· individual children with learnin
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esidents at one of the region's hos
Page 149 and 150:
potential to be a very powerful soc
Page 151 and 152:
We are presently having discussions
Page 153 and 154:
physically handicapped children. Qu
Page 155 and 156:
provoked and stimulated and movemen
Page 157 and 158:
"Why?" is inevitable, especially wh
Page 159 and 160:
2. MINIMOL We allways st song of No
Page 161 and 162:
second year in the second class, an
Page 163 and 164:
a single letter on each. Gareth eit
Page 165 and 166:
the University, I wrote a detailed
Page 167 and 168:
and play, whilst I finished my work
Page 169 and 170:
them all. I tested him on the previ
Page 171 and 172:
en el desarrollo orgánico, y/o emo
Page 173 and 174:
internamente, para que se pueda des
Page 175 and 176:
Por el clima sonoro familiar y soci
Page 177 and 178:
trabajaba en ese momento- asumia la
Page 179 and 180:
L A P O S I B L E M E T A M O R F O
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equeriente y en una cultura general
Page 183 and 184:
los dos casos escogidos, en este se
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fónico de las acciones. Estas mism
Page 187 and 188:
a cuerpo - corazón a corazón, que
Page 189 and 190:
expresiva. El gesto llamado por el
Page 191 and 192:
pensamientos. (de "COSMICOMICHE" [C
Page 193 and 194:
casos tónicamente congelados en ac
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"improvisación", adherente a los c
Page 197 and 198:
astaba aflojar un poquito la presi
Page 199 and 200:
Es igualmente claro que no he usufr
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12.- En algunos momentos en los que
Page 203 and 204:
Sin lugar a dudas, ha sido de notab
Page 205 and 206:
anteriormente éramos nosotros que
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portadora de handicap medio-graves
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colchón mismo pero a un mayor cont
Page 211 and 212:
Milán 1984 9 - P. GARDEY, "Audiops
Page 213 and 214:
Pixie told me that she soon realise
Page 215 and 216:
was mute. So we decided to start Th
Page 217 and 218:
ever played continually for over an
Page 219 and 220:
Most of us live in two realities, t
Page 221 and 222:
I believe the music has added anoth
Page 223 and 224:
M U S I C , A N X I E T Y A N D T H
Page 225 and 226:
Each subject was rated at baseline
Page 227 and 228:
asleep. The treatment took place at
Page 229 and 230:
ehaviours during the second and thi
Page 231 and 232:
12 Reiber M. The effect of music on
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esponsabilidades, para con las pers
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mental severa. Sus edades oscilan e
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23 horas, para comenzar descansados
Page 239 and 240:
La persona contacto decide cuánto
Page 241 and 242:
moradores, es más adecuado el trab
Page 243 and 244:
inteligencia y ahínco. Aprendió a
Page 245 and 246:
M U S I C O T E R A P I A : A B O R
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en la manera de “lidiar” con es
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sonidos y de nuestra propia escucha
Page 251 and 252:
Se trata de una información import
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muchas veces sean colocados límite
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movimientos de la musicoterapeuta o
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música que ella proporciona) pone
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SYSTEMATIC OBSERVATIONS OF RELATION
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anxiety and more participation.Thes
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expresión libre y placentera del s
Page 265 and 266:
econocían elementos simples de teo
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Los jóvenes mantienen sus hogares
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absoluto, o responde escasamente a
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constantemente y aumenta la motivac
Page 273 and 274:
misma película en otra actividad m
Page 275 and 276:
adaptabilidad a las posibilidades d
Page 277 and 278:
disminución de los movimientos de
Page 279 and 280:
función específica. Poseemos un e
Page 281 and 282:
LUTZ (1968), BETTLEHEIM (1948, 1950
Page 283 and 284:
freeexpression. c) Research on the
Page 285 and 286:
After nine month, according to the
Page 287 and 288:
If this is so, we have a vicious ci
Page 289 and 290:
2) Sedation: These children need, d
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eality, at the same time. Fot this
Page 293 and 294:
A.- The child relations with: a) Fa
Page 295 and 296:
Intantil: Folklórico: Música pop:
Page 297 and 298:
THERAPEUTIC POSSIBILITIES IN AUTISM
Page 299 and 300:
on the latent capacities of this ch
Page 301 and 302:
F A C I L I T A T I N G B A S I C E
Page 303 and 304:
Colwyn Trevarthen, states that the
Page 305 and 306:
transference issues. This supports
Page 307 and 308:
seem to lack the coordination of se
Page 309 and 310:
O/H 1. Steven was born, the second
Page 311 and 312:
Extracts 3 and 4 Session 8, Februar
Page 313 and 314:
Steven re-engaging in reciprocal pl
Page 315 and 316:
MISSING SADNESS HIS MUMMY - EXPRESS
Page 317 and 318:
visual, sense, motor disorders, pro
Page 319 and 320:
M U S I C T H E R A P Y I N D E M E
Page 321 and 322:
música y, por lo tanto, a menudo e
Page 323 and 324:
Los resultados de este estudio indi
Page 325 and 326:
situations of their daily life, inc
Page 327 and 328:
R E S I S T E N C E I N M U S I C T
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A N X I E T Y A N D P L A Y I N G /
Page 331 and 332:
lisping). 6) Particular substance w
Page 333 and 334:
tolerance do we need! Es mi intenci
Page 335 and 336:
psychotherapeutic treatments of sch
Page 337 and 338:
2. The afasia group. Activities: as
Page 339 and 340:
of Music as a form of human interac
Page 341 and 342:
therapeutically process the child's
Page 343 and 344:
La suposición que un idioma espec
Page 345 and 346:
caer en el error de considerar que
Page 347 and 348:
elación con las experiencias de la
Page 349 and 350:
Considero que se produjeron modific
Page 351 and 352:
En un taller de dos horas de duraci
Page 353 and 354:
Second, there is a speech rehabilit
Page 355 and 356:
se ilustra con ejemplos en vídeo o
Page 357 and 358:
of the observed chosen as markers o
Page 359 and 360:
alcanzados a nivel de comunicación
Page 361 and 362:
M U S I C T H E R A P Y I N F O R E
Page 363 and 364:
Gestures, looks, mimicking, body im
Page 365 and 366:
disorders (anorexia and bulimia ner
Page 367 and 368:
En el trabajo con pacientes depresi
Page 369 and 370:
M U S I C T H E R A P Y : D E S C R
Page 371 and 372:
6) Una mejoría de la condición mo
Page 373 and 374:
short period of time. The method ha
Page 375 and 376:
player should not inform in advance
Page 377 and 378:
the name etc. - with pointing the t
Page 379 and 380:
such a performance of the music pro
Page 381 and 382:
9) Material utilizado II - RESULTAD
Page 383 and 384:
Pese a las grandes divergencias res
Page 385 and 386:
E1 empleo de las actividades musico
Page 387 and 388:
. Instrumentos musicales: los de la
Page 389 and 390:
RJ. 1980 4 - Gaston. E. Thayer. Tra
Page 391 and 392:
Esto nos hace pensar en el inicio d
Page 393 and 394:
volverá en subjetivo. El cuerpo se
Page 395 and 396:
Nueva Trova Cubana Silvio Rodriguez
Page 397 and 398:
Estableceremos en primer lugar tres
Page 399 and 400:
correspondiente. Luego de ese lapso
Page 401 and 402:
... “E dice haberse movido mientr
Page 403 and 404:
“Qué tendrá el petiso?” (Bail
Page 405 and 406:
Datos Bibliográficos Bleger, José
Page 407 and 408:
El escuchar, el asociar, el compone
Page 409 and 410:
Música es sonidos, ruidos y silenc
Page 411 and 412:
de sus símbolos. El contexto de es
Page 413 and 414:
arrulladoras, detiene las vilacione
Page 415 and 416:
naciente que exige una entonación
Page 417 and 418:
S O N O R O - P L Á S T I C O E N
Page 419 and 420:
e) Considerando los datos recogidos
Page 421 and 422:
y melodias en torno de un único te
Page 423 and 424:
color negro fue el mas requerido en
Page 425 and 426:
espeto mutuo. La elaboracibn del ar
Page 427 and 428:
vivencial los temas de los deseños
Page 429 and 430:
WINNICOTT, D.W. O Brincar e a Reali
Page 431 and 432:
Grieg - The morning Schumann - Reve
Page 433 and 434:
Health Center, some annual statisti
Page 435 and 436:
This music listening protocol was a
Page 437 and 438:
sessions, a training packet, a vide
Page 439 and 440:
Examinaré la utilización terapéu
Page 441 and 442:
politraumatismos, post-operatorio-n
Page 443 and 444:
I will be speaking to you today abo
Page 445 and 446:
the ego, cause changes in mood and
Page 447 and 448:
humano 15 (HIRSCH, 1966, pp. 9; ARV
Page 449 and 450:
1.- Ofrecer un modo estructurado y
Page 451 and 452:
que han crecido nuestros pacientes.
Page 453 and 454:
La cuarta se refiere a la realizaci
Page 455 and 456:
determinado ritmo con el ejercicio
Page 457 and 458:
HIPOTESIS DE TRABAJO Con el ritmo m
Page 459 and 460:
metodología eficaz de colaboració
Page 461 and 462:
of the therapy input at the Centre.
Page 463 and 464:
the desire to be in harmony. 5. Som
Page 465 and 466:
yourself, sidestepping the problems
Page 467 and 468:
consolidate this sense of cohesion
Page 469 and 470:
mood k.therapeutic 2 1. spontaneity
Page 471 and 472:
We have been gratified to note the
Page 473 and 474:
2) Awakening phase: use of any phar
Page 475 and 476:
G U I D E D I M A G E R Y A N D M U
Page 477 and 478:
content of the imagery session is t
Page 479 and 480:
movement) she identifies with stron
Page 481 and 482:
through yellow muck in her cheek bo
Page 483 and 484:
stages of development :- Anita, the
Page 485 and 486:
Indonesia at that time instead of s
Page 487 and 488:
ultimatum that it will let her go i
Page 489 and 490:
The mandala for this session is ent
Page 491 and 492:
M U S I C O T E R A P I A E N L A E
Page 493 and 494:
Fue así que nos hicimos amigas y c
Page 495 and 496:
sonidos musicales. Desde este modo
Page 497 and 498:
desarrollo psico-físico infantil p
Page 499 and 500:
(7) Ostwald, P.F., Soundmaking. Ed.
Page 501 and 502:
del Hospital Israelita "Ezrah" de l
Page 503 and 504:
inging it to conscious awareness le
Page 505 and 506:
GIM is a holistic psychotherapy met
Page 507 and 508:
obsesivas tendremos que ir a ahonda
Page 509 and 510:
argentino, dice que desde este mome
Page 511 and 512:
de las parejas organizará como eje
Page 513 and 514:
auditivamente, desde el quinto mes
Page 515 and 516:
preseleccionada. Haciendo un rastre
Page 517 and 518:
anticipatorias de la frase musical
Page 519 and 520:
papa y mama quieren verte bebe vos
Page 521 and 522:
Estas ideas ambiguas, ambivalentes,
Page 523 and 524:
Las ansiedades de los futuros padre
Page 525 and 526:
development. Naturally-occuring ins
Page 527 and 528:
and declare an exception. Their mot
Page 529 and 530:
creatively manage their affect thro
Page 531 and 532:
make contact with people. From birt
Page 533 and 534:
New York: Harper and Row. Maslow, A
Page 535 and 536:
This paper hiqhliqhts aspects of th
Page 537 and 538:
legs restricted by hemiparesis of t
Page 539 and 540:
NEGATIVE BEHAVIOURS: * agitated * a
Page 541 and 542:
would give her the feedback that sh
Page 543 and 544:
A MUSIC THERAPIST UNDER QUESTION -
Page 545 and 546:
7. WOODCOCK. J . ( 1990) Communicat
Page 547 and 548:
institutions of various kinds, they
Page 549 and 550:
So this makes me a teacher and a th
Page 551 and 552:
MUSIC IS FUN! Fun... music lessons.
Page 553 and 554:
that his mind is distracted for a m
Page 555 and 556:
they want to make music, it must be
Page 557 and 558:
He compensates low self-appraisal w
Page 559 and 560:
This resulted in the following. [ca
Page 561 and 562:
ways in music and therapy ... I do
Page 563 and 564:
supervision and preparatory researc
Page 565 and 566:
Iris is in her late fifties, marrie
Page 567 and 568:
memories; lying relaxed on a beach,
Page 569 and 570:
lots of problems with the leg, did
Page 571 and 572:
MD Kenny, C: The Mythic Artery, 198
Page 573 and 574:
estético musical que el ruido blan
Page 575 and 576:
READ, J. y col.: Fetal heart rate a
Page 577 and 578:
otros signos externos: casa suntuos
Page 579 and 580:
integrantes pueden "lanzarla" sobre
Page 581 and 582:
misma sino en una sublimación crea
Page 583 and 584:
miren en sus casas, que se reconozc
Page 585 and 586:
cirugia ha obtenido en los últimos
Page 587 and 588:
el que es necesario seguir investig
Page 589 and 590:
y cirugía en sí. En el comienzo d
Page 591 and 592:
crescendo) la cual consta de las mi
Page 593 and 594:
internas generadas en la corteza ce
Page 595 and 596:
y adolescentes con patologías psiq
Page 597 and 598:
un circulo en un lugar determinado
Page 599 and 600:
Esto se repitió con la Elección d
Page 601 and 602:
musicoterapeuta utilizó cubos de p
Page 603 and 604:
escucha sin que acusara recibo, se
Page 605 and 606:
y por consiguiente las defensas fre
Page 607 and 608:
for the past several years. St. Jud
Page 609 and 610:
were expressed in drawings, such as
Page 611 and 612:
- serving as a mental model for hea
Page 613 and 614:
Personal hurts can be resolved and
Page 615 and 616:
I believe that, as the imager is ex
Page 617 and 618:
Music, like the universal symbol of
Page 619 and 620:
influences body rhythms. Heart rate
Page 621 and 622:
Gerrie's comment was that the speed
Page 623 and 624:
ought him images symbolic of birth
Page 625 and 626:
the great masses of the poor was ba
Page 627 and 628:
For many, thoughts of their childre
Page 629 and 630:
E F F E C T O F V I B R O A C O U S
Page 631 and 632:
334 therapy sessions 22 . Fíndings
Page 633 and 634:
Complaints: hypertension. Depressio
Page 635 and 636:
Diastolic variations: Mean Diast. B
Page 637 and 638:
and the reduction of symptoms exper
Page 639 and 640:
unique frequency at the end of the
Page 641 and 642:
2) It is necessary to provide data
Page 643 and 644:
than three standard deviations grea
Page 645 and 646:
medical treatment. Analyses by sex
Page 647 and 648:
1991 ). • Kidney dialysis - Music
Page 649 and 650:
Music Function: To focus attention
Page 651 and 652:
Reinforce exercising (see Example 1
Page 653 and 654:
Provide music and leave the room if
Page 655 and 656:
deprivation in sterile environments
Page 657 and 658:
esponses. Therapeutic Objectives:
Page 659 and 660:
• Self-Report: Ratings of pleasur
Page 661 and 662:
care in pregnancy and childbirth. O
Page 663 and 664:
Hanser, S. B., Larson, S. C., & O'C
Page 665 and 666:
Oyama, T., Hatano, K., Sato, Y., Ku
Page 667 and 668:
comparison across multiple dependen
Page 669 and 670:
The music had to have an emotional
Page 671 and 672:
As a resalt of these personal obser
Page 673 and 674:
y the person that interested me, an
Page 675 and 676:
answer some of these questions. How
Page 677 and 678:
Music therapist interested in this
Page 679 and 680:
INTRODUCCION "Era creencia general,
Page 681 and 682:
Por lo general surgen varias reacci
Page 683 and 684:
mejorar la calidad de vida personal
Page 685 and 686:
CITAS BIBLIOGRAFICAS GHANDI. (1) GA
Page 687 and 688:
1.3. On the basis of such hypothesi
Page 689 and 690:
fundamental aid in any situation of
Page 691 and 692:
weeks of life. All the mothers have
Page 693 and 694:
4.5. It is important that the activ
Page 695 and 696:
- G.M. ROSSI, Introduzione alla voc
Page 697 and 698:
Uno de los objetivos de esta invest
Page 699 and 700:
F.- Experiencias relacionadas o fen
Page 701 and 702:
discriminación auditiva y para eva
Page 703 and 704:
Material y método: Sobre 140 pacie
Page 705 and 706:
Los aspectos melódicos estan alter
Page 707 and 708:
comprometida en 11 de los 41 pacien
Page 709 and 710:
comparatively showing their little
Page 711 and 712:
Neuropsychologia, 9 97-113, 1971 (1
Page 713 and 714:
20 SH 28 MASC ACVH BROCA * C C C 21
Page 715 and 716:
II. MUSIC THERAPY AND EXPERIMENTAL
Page 717 and 718:
temas éticos y formas de recopilac
Page 719 and 720:
diferencias. La parte importante de
Page 721 and 722:
A N T I - A N X I E T Y M U S I C A
Page 723 and 724:
this topic: 1. Problems experienced
Page 725 and 726:
subject" of the intervention. The o
Page 727 and 728:
The dissertation underlines the pot
Page 729 and 730:
sino en substancia en su lógica co
Page 731 and 732:
2.1.- PSYCHOLOGY AND MUSIC - PSICOL
Page 733 and 734:
Besides the changes which are autom
Page 735 and 736:
interpretar a nivel hablado. En otr
Page 737 and 738:
la falta de una conceptualización
Page 739 and 740:
strategies developed. In research i
Page 741 and 742:
para la potencialidad orgánica de
Page 743 and 744:
Cuando nos centramos en la psicoter
Page 745 and 746:
mental, lo que significa que el tem
Page 747 and 748:
* ¿Es la música un lenguaje de la
Page 749 and 750:
La música procesada es un término
Page 751 and 752:
Evolutional Psychology Department.
Page 753 and 754:
M E L O D Y : A N I N T E R N A T I
Page 755 and 756:
personas. Pero para el, lo social a
Page 757 and 758:
se centra en pruebas indirectas com
Page 759 and 760:
especificidad del arte. No hay que
Page 761 and 762:
diferentes de forma consecutiva per
Page 763 and 764:
Se efectuaron una serie de análisi
Page 765 and 766:
Respecto a la primera película no
Page 767 and 768:
Segmentos de películas Condición
Page 769 and 770:
Naranja mec. 3.03 3.35 2.70 Apocaly
Page 771 and 772:
TABLA 5.- Efecto de la forma (banda
Page 773 and 774:
contradicción provoca una mejor id
Page 775 and 776:
T H E P H E N O M E N O L O G I C A
Page 777 and 778:
concern rythyms which are drawn fro
Page 779 and 780:
profesión (como los terapeutas int
Page 781 and 782:
Desde el punto de vista psicológic
Page 783 and 784:
las diferencias culturales, las ori
Page 785 and 786:
music vibration. Seminal research w
Page 787 and 788:
- Pregnancy - Often bleeding duoden
Page 789 and 790:
music", "relaxing music", "analgesi
Page 791 and 792:
prolonged music listening on oxygen
Page 793 and 794:
observable behaviour. Objective stu
Page 795 and 796:
participated in the test. Our work
Page 797 and 798:
R I T M O S B A S E S P A R A E L D
Page 799 and 800:
una seria investigación científic
Page 801 and 802:
son situaciones ansiógenas que si
Page 803 and 804:
de la experiencia demostraron ser b
Page 805 and 806:
Cuarenta sujetos, que durante el ti
Page 807 and 808:
people`s health and well-being; cau
Page 809 and 810:
S O N O R O P A R A L A E V O L U C
Page 811 and 812:
ased, such as: - audio Power of lis
Page 813 and 814:
S O U N D S , C O L O U R S A N D P
Page 815 and 816:
los últimos siendo probados a trav
Page 817 and 818:
Peace and the worldwide role of mus
Page 819 and 820:
Medicine (IJAM) has taken its place
Page 821 and 822:
poet, who in the course of his spir
Page 823 and 824:
music therapy, discipline which has
Page 825 and 826:
from the GRID of boxes on a compute
Page 827 and 828:
possessed an electronic digital pia
Page 829 and 830:
avoided verbal interchanges with th
Page 831 and 832:
up a piece of music about the sadne
Page 833 and 834:
(pressure sensors, strain gauges et
Page 835 and 836:
- Among the resources we believe we
Page 837 and 838:
greatly in spite of the generosity
Page 839 and 840:
Calabria = 1 Piemonte = 22 Campania
Page 841 and 842:
way, glean the intrinsic and extrin
Page 843 and 844:
subject. C. to take part in cultura
Page 845 and 846:
people", "from one person to anothe
Page 847 and 848:
service without its being given pub
Page 849 and 850:
The thought of creating a unitary n
Page 851 and 852:
Therapy Vol 2 No1) "Music and Softw
Page 853 and 854:
suck/blow mechanisms, touch screens
Page 855 and 856:
own musical potential, about the ex
Page 857 and 858:
notes potentiated (between one and
Page 859 and 860:
John Calder 1977. p. 176. 2. WILSON
Page 861 and 862:
La esfera trágica propicia al trab
Page 863 and 864:
Símbolos: distinguir éstos nos pe
Page 865 and 866:
musicoterapeutas de hoy sientan la
Page 867 and 868:
M U S I C A L : U N A C E R C A M I
Page 869 and 870:
"El corazón es una perla que mira
Page 871 and 872:
perfectamente delimitados. Quizás
Page 873 and 874:
Dentro de las más avanzadas metodo
Page 875 and 876:
M U S I C T H E R A P Y I N A C O N
Page 877 and 878:
- Musicoterapia y expresión escén
Page 879 and 880:
2.1.2. Registro psico-f isiológico
Page 881 and 882:
lenguaje córporo-sonoromusical es
Page 883 and 884:
elación con los demás.El cuerpo h
Page 885 and 886:
todos los pueblos y culturas, 8.1.2
Page 887 and 888:
primero vaga e indefinida, a la que
Page 889 and 890:
o territorio por una parte y la exp
Page 891 and 892:
independientemente de sus dimension
Page 893 and 894:
LORENZ, Konrad - Das soaenannte Bos
Page 895 and 896:
Pierre Schaeffer: "La música es la
Page 897 and 898:
dicho que el material significante
Page 899 and 900:
Dijimos hasta aquí 1) Que existe u
Page 901 and 902:
Es importante hacer un pequeño par
Page 903 and 904:
música. Puede, claro está, ser as
Page 905 and 906:
estéticas es de donde podemos move
Page 907 and 908:
mañana, se alimenta de si misma y
Page 909 and 910:
Bateson, G. Bateson, Mary C. E1. te
Page 911 and 912:
The regression, produced through so
Page 913 and 914:
epresentative and of their descript
Page 915 and 916:
magic formulas, recall rhytmic work
Page 917 and 918:
feelings, a vent otherwise impossib
Page 919 and 920:
mandala") gives an image of unity-e
Page 921 and 922:
Piaget J., La nascita dell'intellig
Page 923 and 924:
A continuacion describiré la mejor
Page 925 and 926:
corporal. * B. AREA DEL LENGUAJE SO
Page 927 and 928:
En el hombre,el lenguaje verbal ade
Page 929 and 930:
* A. AREA DEL LENGUAJE CORPORAL * A
Page 931 and 932:
* B.e. DISEÑOS MELODICOS Es capaz
Page 933 and 934:
T H E O R I G I N S O F M U S I C T
Page 935 and 936:
infringed certain taboos and thus e
Page 937 and 938:
moderate tempo suited to a relaxed
Page 939 and 940:
The Demon Song represents the heali
Page 941 and 942:
ain-areas than that done by a singl
Page 943 and 944:
pain), and what he terms Endorphine
Page 945 and 946:
Patient (mostly seated or lying dow
Page 947 and 948:
ut also in order to block, or delay
Page 949 and 950:
Both can be traced back to ancient
Page 951 and 952:
781, 1976. 9. Foster,G.M. & Anderso
Page 953 and 954:
health system (B0, 1989). In Norway
Page 955 and 956:
health work. He underlines that hea
Page 957 and 958:
clients possibility for growth and
Page 959 and 960:
After some time we also worked with
Page 961 and 962:
Music School also was conductor of
Page 963 and 964:
cultural activities, profylactic he
Page 965 and 966:
Monsen, Nina Karin (1987): Det elsk
Page 967 and 968:
No existe una norma estable de vali
Page 969 and 970:
entonces ni Y0 soy Y0 ni TU eres TU
Page 971 and 972:
ealidad. Una de las necesidades má
Page 973 and 974:
tras una patologia mental que encie
Page 975 and 976:
1. Música 2. Pintura 3. Contar his
Page 977 and 978:
costumbres y tradiciones también j
Page 979 and 980:
llevamos dentro. R E S O N A N C E
Page 981 and 982:
La voz es el primer canal que toma
Page 983 and 984:
habilidad social y musical. Los suj
Page 985 and 986:
Song Sensitation@ es un método de
Page 987 and 988:
T R A N S F E R E N C E I N T H E M
Page 989 and 990:
Este taller se ofrece a los musicot
Page 991 and 992:
experience moments of your life, me
Page 993 and 994:
We will work on the concept of synt
Page 995 and 996:
communication (for exemple the "lal
Page 997 and 998:
different lights, benefitting both
Page 999 and 1000:
The link between Musictherapy and P
Page 1001 and 1002:
W H E R E T H E R A P Y A N D E D U
Page 1003 and 1004:
Objetivos: 1. Acercamiento al conce
Page 1005 and 1006:
These two extreme and diametrally o
Page 1007 and 1008:
able to became therapists - the abi
Page 1009 and 1010:
Interest in the training of music t
Page 1011 and 1012:
The music therapeutist must the ref
Page 1013 and 1014:
S A B E R O N O S A B E R A C E R C
Page 1015 and 1016:
abocarnos al intento de refutación
Page 1017 and 1018:
teorización en el exigente camino
Page 1019 and 1020:
de alcanzar ese objetivo particular
Page 1021 and 1022:
efiriendo a lo mismo cuando hablamo
Page 1023 and 1024:
investigación, donde ya han sido c
Page 1025 and 1026:
como son las dramatizaciones sonora
Page 1027 and 1028:
La teoria es tranquilizadora porque
Page 1029 and 1030:
Bibliografía ALTHUSSER, Louis. SOB
Page 1031 and 1032:
who will receive the non-verbal or
Page 1033 and 1034:
methodology about professional trai
Page 1035 and 1036:
transferencia y contratransferencia
Page 1037 and 1038:
B. Integración de competencias en
Page 1039 and 1040:
itself, the more is able to experie
Page 1041 and 1042:
decide about his own life, since hi
Page 1043 and 1044:
Ontopsychology and its fundamental
Page 1045 and 1046:
for music educators to work in cent
Page 1047 and 1048:
II The training program as it is no
Page 1049 and 1050:
In the field of special education (
Page 1051 and 1052:
des Techniques Artistiques en Péda
Page 1053 and 1054:
L'Art qui favorise l'expression bé
Page 1055 and 1056:
pas Léonard de Vinci. C'est l'idé
Page 1057 and 1058:
nuance trouve sa matiere dans la co
Page 1059 and 1060:
4 - ART ET THERAPIE AU-JOURD'HUI -
Page 1061 and 1062:
y the quality of Carol Robbins list
Page 1063 and 1064:
trainee therapist might well learn
Page 1065 and 1066:
However, the course of training aim
Page 1067 and 1068:
task and then reflect with the grou
Page 1069 and 1070:
References Bruscia, K. (1987) Profe
Page 1071 and 1072:
2. Programas Profesorado de Formaci
Page 1073 and 1074:
Didáctica, Orientaciones Pedagógi
Page 1075 and 1076:
habla, han visto en la Música un r
Page 1077 and 1078:
Como podemos observar, el abanico d
Page 1079 and 1080:
enseñanza a distancia, y dadas las
Page 1081 and 1082:
Como se puede entender, los Medios
Page 1083 and 1084:
utilización de uno u otro medio de
Page 1085 and 1086:
consulta importante, ya que casi to
Page 1087 and 1088:
Psicopedagogia. El momento se nos p
Page 1089 and 1090:
understand Our own approach to this
Page 1091 and 1092:
- D P R 24 July 1977 n 616, which d
Page 1093 and 1094:
psychomotory retardment and learnin
Page 1095 and 1096:
the users; c) to promote and safegu
Page 1097 and 1098:
staff itself. The teachers, in this
Page 1099 and 1100:
IV. Principles for a formative curr
Page 1101 and 1102:
therapist. This work will allow the
Page 1103 and 1104:
2. PERCEPCION Nosotros percibimos n
Page 1105 and 1106:
totalidad del potencial somato-psiq
Page 1107 and 1108:
corporales. El provocar voluntariam
Page 1109 and 1110:
7. EXPRESION CORPORAL EN LA CLINICA
Page 1111 and 1112:
factores el biologico y el cultural
Page 1113 and 1114:
10.1. REPRESENTACION GRAFICA DEL ES
Page 1115 and 1116:
sostiene que " todo lo viviente tie
Page 1117 and 1118:
proceso psicobiológico con tecnica
Page 1119 and 1120:
L A A C T I V I D A D D E M U S I C
Page 1121 and 1122:
Los niños que acuden a CREI-SANTS
Page 1123 and 1124:
establecimiento de una etapa pre-ex
Page 1125 and 1126:
Actividades en CREISANTS Diagnósti
Page 1127 and 1128:
Ofrecer otras alternativas terapéu
Page 1129 and 1130:
intervención en musicoterapia que
Page 1131 and 1132:
corporal, plástico y verbal, éste
Page 1133 and 1134:
hora y media de encuentro visualiza
Page 1135 and 1136:
comunidad universitaria, nos es pos
Page 1137 and 1138:
A. Presentación de video B. Articu
Page 1139 and 1140:
aprendizajes especificos en el áre
Page 1141 and 1142:
años: El Cuerpo, La Cómunicación
Page 1143 and 1144:
epetir y no a crear'' y que no tien
Page 1145 and 1146:
tocar y narrar el cuento. 3) Mi viv
Page 1147 and 1148:
Prof. Vida B. de Aizenwaser, Lic. M
Page 1149 and 1150:
Therefore I think it is important f
Page 1151 and 1152:
Aalborq Universitv (DK). The Master
Page 1153 and 1154:
The first three years the students
Page 1155 and 1156:
Composition and arragement tecnique
Page 1157 and 1158:
Example 1 + 2) These two pieces of
Page 1159 and 1160:
- your development will be evaluate
Page 1161 and 1162:
other hand the individual therapist
Page 1163 and 1164:
alanced way between rationality and
Page 1165 and 1166:
Casement, P.: "Lyt til patienten".
Page 1167 and 1168:
MUSICOTERAPEUTA EN LAS INSTITUCIONE
Page 1169 and 1170:
Sigmund Freud, creador del psicoan
Page 1171 and 1172:
que los utilizan, en la tentativa d
Page 1173 and 1174:
establecimiento de una "reacción s
Page 1175 and 1176:
verbal o musical, va a priorizarse
Page 1177 and 1178:
mismo que aprendi en la facultad?;
Page 1179 and 1180:
puerta del consultorio, cuando lleg
Page 1181 and 1182:
el encuadre?. Si hablamos de un esp
Page 1183 and 1184:
una "vocación de sacrificio" en ha
Page 1185 and 1186:
Suele ocurrir -al menos en los llam
Page 1187 and 1188:
Si pensamos en un encuadre en music
Page 1189 and 1190:
El objetivo del presente trabajo es
Page 1191 and 1192:
de musicoterapeutas. 2.3.De autores
Page 1193 and 1194:
. Referencias bibliográficas. . Pr
Page 1195 and 1196:
1.1. Area de desempeño profesional
Page 1197 and 1198:
. Terapia intensiva . Pacientes ter
Page 1199 and 1200:
Stone y Church, Freud, M. Klein Ges
Page 1201 and 1202:
. Las características y el nivel d
Page 1203 and 1204:
prolongación del cuerpo y de objet
Page 1205 and 1206:
ealizarse el II Congreso Mundial de
Page 1207 and 1208:
la hipótesis de la existencia de c
Page 1209 and 1210:
En el periodo que denominaremos "Ap
Page 1211 and 1212:
Los trabajos presentados o publicad
Page 1213 and 1214:
de enseñanza era explicitada por l
Page 1215 and 1216:
La musicoterapia en el area predomi
Page 1217 and 1218:
Ej. el término "objeto intermediar
Page 1219 and 1220:
En 1986, una de las autoras asumió
Page 1221 and 1222:
como abordaje terapéutico en la at
Page 1223 and 1224:
sonoro-musical de la danza a partir
Page 1225 and 1226:
As, Arg. AIZENVASER, Vida B. de (19
Page 1227 and 1228:
musicoterapia".2da.parte Ed.Barry B
Page 1229 and 1230:
Guadalupe. Bs.As. Arg. EPSTEIN, Hel
Page 1231 and 1232:
Nación Suplemento Literario Doming
Page 1233 and 1234:
musicoterapia en el tratamiento de
Page 1235 and 1236:
coadyuvante en la recuperación de
Page 1237 and 1238:
SERRONI-COPELLO, Raúl (1986) Hacia
Page 1239 and 1240:
4.4.- PROFESSIONAL PROFILE OF THE M
Page 1241 and 1242:
care. But despite these differences
Page 1243 and 1244:
* informal, spontaneous "compositio
Page 1245 and 1246:
about such things will depend on th
Page 1247 and 1248:
Bringing music and therapy together
Page 1249 and 1250:
Does this client respond best to vo
Page 1251 and 1252:
attitudes built into us in childhoo
Page 1253 and 1254:
eing by such sharing. It is also im
Page 1255 and 1256:
Music Therapists must see themselve
Page 1257 and 1258:
helped music therapists improve the
Page 1259 and 1260:
think that this is nothing out of t
Page 1261 and 1262:
other professionals involved with a
Page 1263 and 1264:
great detail not only by the superv
Page 1265 and 1266:
not be. The child might look away a
Page 1267 and 1268:
As the number of music therapists i
Page 1269 and 1270:
P R O F E S S I O N A L I S A T I O
Page 1271 and 1272:
travelling healers. Many of which w
Page 1273 and 1274:
legislation not free these occupati
Page 1275 and 1276:
much relevence to music therapy pra
Page 1277 and 1278:
Larkin G (1983) Occupational Monopo
Page 1279 and 1280:
other professionals * The situation
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23.7. 1993 Vitoria-Gasteiz / Spain - World Federation of Music Therapy

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