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

F A C I L I T A T I N G B A S I C E M O T I O N A L
C O M M U N I C A T I O N I N C R E A T I V E
I M P R O V I S A T I O N A L M U S I C T H E R A P Y W I T H
S T E V E N , A 4 Y E A R O L D B O Y W I T H C O M P L E X
C O M M U N I C A T I O N D I F F I C U L T I E S
( D I A G N O S E D A U T I S T I C )
Introduction:
JACQUELINE ZOE ROBARTS
This paper will present theoretical background and
clinical material to elucidate musical dynamic form as
basic emotional communication in the music therapy
process, and to evaluate the appropriateness and
efficacy of this music therapy process in the treatment
of children with autism. In principal, this perspective and
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theory applies, with certain modifications, to music
therapy with other client groups, particularly with
children and adolescents who have suffered abuse, or
early childhood trauma, or those who have
psychosomatic disorders.
In the first part of this lecture I shall discuss the origins of
basic emotional communication in terms of musicalemotional
dynamic form and its active, or pro-active,
functions in early infant development/early object
relations.
In the second part, this theoretical base will be
reconsidered in relation to improvisational music
therapy intervention with young children with autism or
complex communication difficulties (the term frequently
used prior to diagnosis of the very young child
presenting communication difficulties within the autistic