Massey Documents by Type

Permanent URI for this communityhttps://mro.massey.ac.nz/handle/10179/294

Browse

Has files: YesSubject: search.filters.subject.Music therapy

Search Results

Now showing 1 - 10 of 30
  • Thumbnail Image
    Item
    What changes in relationship with their children do primary caregivers perceive as having occured since being involved in a centre-based early intervention music therapy programme? : a thesis presented to fulfill the requirements for the degree of Master of Music Therapy at Massey University
    (Massey University, 2004) Archer, Christine A
    The purpose of the present study was to examine how participation in music therapy (MT) influenced the carer-child relationship when both carer and child were involved in group and individual MT as part of an early intervention (EI) programme . The study took place at the Wellington Early [ntervention Trust (WEIT), a centre catering for children with significant disabilities, and their families. Four primary caregivers involved in this centre-based, multi-disciplinary EI programme involving both weekly group and individual MT were interviewed. Two carers had more than twenty MT sessions, while two carers were interviewed after only ten sessions. Analysis of the transcripts comparing the carers' responses revealed a number of common features: First, a marked change was observed in the nature and quality of carer-child interactions consequent on participation in a specific EI programme. All four participants4 spoke positively about their involvement with their children in both the group and individual MT sessions. Second, not only did the carers report positive gains in their children's overall development as a result of their experience of MT in EI, but all four participants reported how they now used music as part of their every day lives as a tool to encourage and maintain positive carer-child interactive experiences. Third, each carer became more aware and confident in how to use their own voice and body language to engage in successful interactions with their child. This study found that the interactions between child and caregiver changed in nature and quality since being involved in MT in EI. Their relationship with their child had strengthened with positive results for the child's developmental objectives.
  • Thumbnail Image
    Item
    Adults with neuro-disabling conditions : exploring the ways music therapy can support residents in a long term care facility : an exegesis presented in partial fulfilment of the requirements for the degree of Master of Music Therapy at New Zealand School of Music, Massey University and Victoria University of Wellington, New Zealand
    (Massey University, 2014) Bolwell, Elizabeth Mary
    This exegesis presents findings which emerged from secondary review of clinical practice data collected during a music therapy placement. The setting for this research is a long-term residential care facility for people with a variety of physical and neurological conditions, including cerebral palsy, traumatic brain injury, stroke and multiple sclerosis, aged 18 to 65. The aim of the facility is to maximise the quality of life for people with physical disabilities and those with terminal illnesses. The research aim was to develop theory about how music therapy can provide support to people with long term neurological conditions. Thematic analysis was employed to develop core themes about the support that music therapy has provided. These findings are presented under the following six themes: building relationships, collaborative practices, fostering community, acknowledging diversity, emotional support and musical engagement. These themes all focus on relatedness, and the quality of life of individuals, groups and the community. They also indicate the value of a flexible community-centred approach for delivering music therapy. A vignette from clinical practice is included to illustrate important points made in the exegesis. The study complements other music therapy research situated within a health-care perspective and could offer particular significance for new music therapy practitioners looking to understand and work with people with neuro-disabilities in long term care facilities.
  • Thumbnail Image
    Item
    Curious things : how can design research assist the development of audio-tactile tools for group music therapy sessions involving participants with dementia? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Fine Art with a Design endorsement at Massey University, Wellington, New Zealand
    (Massey University, 2014) Byrne, Brittany
    This design research project explores the creation of sensory tools for Music therapists involved with the care of patients with Dementia. The research aims to develop appropriate prototypes that provide a more engaging, stimulative and therapeutic experience for participants in group therapy music sessions. The purpose of this research is to assist facilitators and music therapists in providing residents with tools that allow for more explorative modes of active live music making. This mode of interaction is intended to spur a haptic and sonic curiosity amongst participants, that allow for more positive group experiences. The design research explores whether such tools are able to effectively assist Music therapy sessions for dementia patients through evaluating responses to ergonomic, haptic, sonic and visual properties in the object. The study involved a qualitative design research methodology using co-creative, iterative design approaches. Methods and processes involved user observations, rapid prototyping, user diaries, ongoing prototype workshops, user testing and a focus group.
  • Thumbnail Image
    Item
    A student music therapist's exploration of her cultural identities in relation to music therapy practice in a specialist music therapy centre in Aotearoa New Zealand : a thesis presented in fulfilment of the requirements for the degree of Master of Music Therapy at Massey University, Mt Cook, New Zealand
    (Massey University, 2015) Han, Hee Hyun
    This heuristic research explores a student music therapist’s (SMT’s) journey of discovery with respect to her cultural identities in relation to music therapy (MT) practice with clients from diverse cultural backgrounds. A review of the literature was undertaken to investigate issues of identity in relation to MT practice. In order to analyse and evaluate the SMT’s experience of working with culturally diverse clients, secondary analysis of the student’s reflexive journal was used to identify the relationships between the SMT’s cultural identities and her MT practice with clients. Four main themes emerged during the process of thematic analysis of data: experiencing strong feelings as an SMT; observing individual reactions as an SMT and interpreting clients’ reactions; making connections and disconnections with clients; and learning to adapt and refine the use of MT methods. The research emphasised how a student can learn about practice and research through reflexive self-examination, and raised awareness of the complex interactions of identities of therapist and client that occur in MT practice.
  • Thumbnail Image
    Item
    The effect of music therapy on motor control of cerebral palsied children : a thesis presented in partial fulfilment of the requirements of the degree of Master of Philosophy in education at Massey University
    (Massey University, 1988) Croxson, Morva
    In this study, the use of music therapy with cerebral palsied children aimed to establish consistent motor control and extend rehearsal of functional motor actions. Music therapy processes explored the effect of auditory rhythm and pentatonic melody on the quantity and regularity of arm-hand motor action of children with cerebral palsy. Eight children, aged five to eleven years, were involved, each child being considered as a single subject case study. The design of the study was an interrupted time series design (ABACA). A constant beat sound stimulus, emitted by a music-based computer, was determined from the personal tempo of each child and formed a beat-only condition in A sections. That beat sound was joined by child-activated pitched sounds in B and C, together with a third compatible music stimulus in section C, which was singing by the therapist. Pitched sounds and singing were restricted to the five notes of a selected pentatonic scale. Each child was asked to 'play with the beat', making arm-hand contact on a specially constructed keyboard. Measurements were recorded instantly by the computer, which registered number of contacts made, average note duration, note changes made, and three measurements relating to regularity of contacts made. Results showed that all children attended to the music-based task of playing with the beat. Melody plus rhythm stimuli gave more motor contact actions than rhythm stimulus alone, for all children. Measurements of regularity of motor control, (deviation from beat, average tempo and pulse-tempo deviation), were affected in varying ways by melody plus rhythm. Some neuromuscular delay could be inferred, although anticipation of beat sound and muscle action inherent in a rhythm task was present. This suggests that cerebral palsied children respond to a music-based task with extension of effort and some control of muscle tone. Results from pre and post tests done using selected items from the Bruininks-Oseretsky Test of Motor Proficiency did not give results that could be regarded as significant. A longer experimental period than three weeks is suggested for similar studies. Computer measurement of time-based motor behaviour resulting from music stimuli was objective and accurate. Similar type music therapy studies could find this use of a music-based computer for measurement most useful. Overall the aim of the study was to look at the effect of music therapy on motor control of cerebral palsied children. Regular rhythm was used to provide structure for the required time-ordered behaviour, and the pace of befit stimulus given was personal to each child. In 'playing with the beat' the child attempted to synchronise arm-hand action with the beat-based signal; this process required cognitive anticipation of a sensorimotor action. The ability to make regular contact was relative to degree of neuromuscular dysfunction, age and maturation and affective interest in the task. The independent variables of music therapy, with rhythm and melody, were employed in a planned, sequential order so that the dependent variable, motor control, could be measured relative to the whole task and to rhythmic and melodic components in the task. The planned processes of a simple music therapy task, using rhythm and melody stimuli, supported extension of rehearsal of a motor task and improvement of motor control.
  • Thumbnail Image
    Item
    Interaction within the therapeutic relationship : exploring the relationship between the music therapy practices of a music therapy student and the concepts used in intensive interaction : an exegesis submitted in partial fulfilment of the requirements for the degree of Master of Music Therapy, Te Kōkī New Zealand School of Music, Wellington, New Zealand
    (Massey University, 2014) How, Shona Louise
    This research project explores the relationship between the music therapy practices of a music therapy student and intensive interaction, a teaching model of communication used with children, young people and adults who experience challenges with learning and relating to others. Secondary analysis of clinical records (session notes and video footage) was used in this theoretical research, using both inductive and deductive methods of micro-analysis to explore the relationship between the two approaches. Themes included two relatively distinct forms of interactive communication – communication which predominantly used music and communication which used other modes. These two groups were then divided into further themes including: elements of music and improvisational musical techniques; visual cues; vocal activity; gestures and body language; movement activity and time/space. These themes were then correlated and compared with the corresponding features and descriptions of improvisational music therapy and intensive interaction. The findings suggest there is a relationship between the concepts used intensive interaction and the improvisational music therapy practices of the music therapy student; they both share features of the naturalistic processes of ‘infant-caregiver interactions’ within the elements of music, with both parties fine-tuning to one another’s rhythmic, melodic, textural and temporal nuances. However, improvisational or creative music therapy combines more complex usage of the elements of music including musical form, structure and texture to provide an interpersonal experience through a therapeutic relationship. That relationship is reliant on the music therapist’s sophisticated skills to combine emotion and music within the improvisational process. The strengths and limitations of the study are stated along with implications for training and further research in the field of music therapy and special education.
  • Thumbnail Image
    Item
    Attachment theory and music therapy : what was the relevance of attachment theory to a student's music therapy programme for 'at-risk' mothers and their babies : an exegesis submitted to Massey University and Victoria University of Wellington in partial fulfillment of the degree of Master of Music Therapy
    (Massey University, 2013) Ridley, Helen
    This qualitative secondary analysis research project sought to explore the relevance of attachment theory as it might apply to a music therapy programme set up and run within a residential service for ‘at risk’ mothers and their babies. The explicit purpose of the music therapy programme was to assist the mothers in bonding with their babies. The researcher was a student music therapist on placement at the facility, involved in weekly one-to-one sessions with a total of nineteen young women and their babies, over the time that each was resident at the facility. The music therapist also ran some weekly group sessions (mothers with babies) as part of the facility’s mandatory education programme. The music therapy programme took place over twenty-two weeks, with a two week break after the first ten weeks. The research analysis commenced on completion of the programme. Thematic analysis was used to look at two types of data; data from the placement (including clinical notes and personal reflective journal), and literature on attachment theory. There was an initial review of selected literature on attachment theory and music therapy. The researcher/student music therapist then carried out an inductive qualitative secondary analysis of the data that had been generated as a standard part of her practice over the period of the student placement. This was followed by a further examination of attachment theory literature to confirm key aspects of the theory. The findings from the inductive analysis were then looked at in the light of those identified key features of attachment theory. The research findings showed many strong links between key concepts of attachment theory, and the patterns that emerged from the placement data, manifesting on a number of different levels. However some patterns might be more usefully explained and/or elucidated by other theories. Findings suggested that attachment theory provided a useful framework and language for observing and understanding the interactive behaviours and external and personal structures that appeared to work for or against mother-infant bonding. In addition, the music therapy programme seemed a particularly suitable vehicle for promoting positive mother-infant bonding. However it was found that although the music therapy programme may have been helpful in a positive mother-infant bonding process, there was no evidence to suggest that this would necessarily extend to promoting a secure attachment relationship, given the personal, structural and legal factors associated with the high ‘at-risk’ context. An attachment-based music therapy programme may well have a more useful role to play in a lower risk context where mothers and babies remained for longer in the facility, and where the programme could continue throughout the women’s transition into the community and beyond.
  • Thumbnail Image
    Item
    Enabling the curious practitioner : perceptions on the integration of research and practice in the education of music therapy students at Masters' level : a thesis presented in fulfilment of the requirement for the degree of Doctor of Philosophy in Music, New Zealand School of Music, Wellington, New Zealand
    (Massey University, 2013) Hoskyns, Sarah Leigh
    This PhD research explored perceptions about the integration of research and practice in the Masters’ training of music therapists. Using constructivist case study methodology, the study analysed viewpoints of international educators, researchers and students about how research could helpfully be integrated into the practical and conceptual learning of music therapy trainees. The synthesis of research and practice in the professional music therapy field has regularly been advocated but recent studies and reviews suggest there is significant need for development of pedagogical theory and guidance for educators and students in the interface between placements and university-based learning in key areas, including research. Participants included a purposeful sample of 19 music therapy practitioners, researchers, educators and students in the wider international profession of music therapy and at music therapy training programmes in Europe and Australasia. Data sources included focus groups of professionals, two site visits to training programmes (comprising interviews, observations, field notes and concluding improvisation session) and a researcher reflective journal. Core themes identified in the thematic analysis concentrated on cherishing students’ fire and curiosity; facilitating the acknowledgement and management of change; and helping students embrace complexity in their music therapy education. Evidence from this study indicates that moving beyond ‘research competency’ and the development of individual academic skills towards collaborative, engaged learning with peers and supervisors, has potential to nurture sustainable, practice-based researchers of the future. Devising integrative strategies for learning and assessment, undertaken in diverse ways and to suit varied contexts for training, was perceived to be inspiring for students and educators and rehearsed significant professional tasks. These strategies - despite tensions experienced in their development - had potential to deepen personal learning, develop creative and critical skills that characterise graduate attributes of University Masters’ courses, and prepare graduates for evidence-based practice in health and education workplaces. An integrative model for a more holistic approach to learning, combining individual and collaborative approaches and using opportunities inside and outside the programme was developed, allowing for differences in culture and approach of the institutions which host music therapy training. The challenges and solutions explored in this research, while being particular to this qualitative music therapy study, have potential relevance to other applied areas of professional practice and research, such as arts therapies, allied health disciplines, education and nursing.
  • Thumbnail Image
    Item
    'From random and fragmented playing to more organised, meaningful forms' : an inquiry into rhythm's unique qualities in facilitating such changes in music therapy and their therapeutic significance for clients with complex needs : a thesis presented in partial fulfillment of the requirement for the degree of Master of Music Therapy at Massey University, Wellington, New Zealand
    (Massey University, 2006) Cooper, Judith Ruth
    Rhythm's unique, organisational qualities, both within a person and inter-relatedly, are the focus of this inquiry. To do this, 'Rhythmic Events' were identified from transcriptions of two videoed music therapy sessions in a series of six, for each of the two research participants, one who has autism and the other, verbal apraxia. A detailed analysis, by three contrasting categorisation processes, was carried out on these 'Rhythmic Events' to answer the research questions. These were concerning what types of 'Rhythmic Events' occur, what patterns emerge, their interpretations and their possible therapeutic significance for participants individually and within communication. The research was done qualitatively by the music therapy student as clinician, data gatherer and researcher within a secondary, educational context when the therapeutic relationships with the two research participants were established. The rationale for the research was provided by the participants who displayed fragmented rhythmic order, combined with an interest in furthering Music Therapy knowledge of rhythm's organisational functions, personally, clinically and collegially. The study findings are that one participant's pulse order began to form from 'within' and some 'Rhythmic Events' were used inter-relatedly as a new, non-verbal language for the participants to use. Stereotypical 'flapping' was found to present as vastly accelerated beating in 'Rhythmic Events' in the second participant. This participant's connecting to an external pulse was found to be disconnecting intermittently. While this participant's responses displayed high levels of musical understanding, he used basic rhythms when inter-relating musically. The emerging focus of this inquiry has been the use of rhythm by both participants to communicate, providing an alternate productive, expressive language. It is hoped this research will facilitate new understanding for readers about rhythm, particularly within Music Therapy process, its acquisition, temporal qualities and vital role in the development of a person individually and in communication.
  • Thumbnail Image
    Item
    Characteristics of staff interaction with music therapy in a forensic psychiatric setting : examining the clinical implications : a thesis in partial fulfilment of the requirements for the degree of Masters of Music Therapy at Massey University, Wellington, New Zealand
    (Massey University, 2006) Hill, Anna
    This study was conducted within a qualitative paradigm, using naturalistic inquiry as the methodology. The primary aim was to discover what sort of impact the attending staff member had on the dynamics of the group music therapy session, in a forensic psychiatric setting. The secondary aim was to establish the features of the interaction between staff and music therapy. Themes of the above two aims were collated to form a template of clinical considerations for the music therapist working with staff in a forensic psychiatric setting. Three male forensic clients participated in five group music therapy sessions. These were co-facilitated by the researcher and a co-music therapy student (CMTS). In addition, six staff members, employed at the research location, were interviewed in order to ascertain their understanding of the staff member's role in the music therapy session and what role they perceived music therapy assuming in a forensic psychiatric setting. Descriptive notes were collected from the video footage ofthe group music therapy sessions and interviews were transcribed verbatim. Data analysis involved the use of non-cross sectional data organisation. Summaries of the clinical work and results from the interviews indicate that the attending staff member has a strong influence on the interplay and dynamics of the group. Both negative and positive influences surfaced. Education of staff members about music therapy processes and the role of staff members are essential aspects of clinical practice in this setting. Education regarding the above factors reduces anxiety for staff members participating, encourages support of the program, and ensures staff members engage in a way that assists with the therapeutic process. Finally, the study indicates that communication and dissemination of the clinical work with staff is demanded outside of the music therapy space in order for the music therapy program to successfully meet client needs in a forensic psychiatric setting.