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Item Co-therapy in a group setting : benefits and challenges in facilitating co-therapy music therapy in a small group setting : exegesis submitted in partial fulfilment of the requirements for the degree of Masters of Music Therapy, New Zealand School of Music(Massey University, 2012) Katz, YairThis study provides my findings on the issue of co-therapy in music therapy practice with children and young adults, based on my personal experience in placement during my final year as a student practitioner for music therapy. The study discusses co-therapy from the point of view that, like any other example of team work, co-therapy has advantages and benefits, as well as disadvantages, difficulties and challenges. The study looks at the practice of co-therapy in detail, to reach conclusions about those benefits and challenges. It uses examples of co-therapy with small groups of clients with a range of different needs, to provide a wide picture of how co-therapy could be used effectively in music therapy, but also to discuss the issues that occurred when co-facilitating. The results of the analysis are presented in the findings section and discussed in the subsequent section. It is important to note that these results, as in other qualitative research studies, are based on personal interpretations and should not be viewed as facts. They can, however, serve as recommendations and points for consideration for students, new and experienced practitioners who might consider co-therapy as a practice.Item How do music therapy methods & techniques contribute to adolescent and young adult student confidence at a special school in New Zealand? : a thesis submitted to Massey University and Victoria University of Wellington in partial fulfillment of the requirements for the degree Master of Music Therapy, The New Zealand School of Music(Massey University, 2015) Martin, Callum BinghamThis exploratory study investigates how methods and techniques employed in ‘client centered’ music therapy contributed to student confidence, during individual and group sessions, with young adolescents and young adults who have delays in various areas of development. Secondary analysis of twenty weeks of clinical documentation of music therapy session notes, including a student reflective journal were used to identify methods and techniques at play. A thematic analysis was applied to analyse and interpret the details of musical interactions. The analysis of the musical interactions has helped the researcher to understand and articulate the methods and techniques that contributed to confidence. Four themes that emerged from the student music therapist’s application of music therapy that appeared to contribute to student confidence were: 1. making meaningful relationships; 2. participating in practical work; 3. creativity; and 4. providing affirming input. Within these themes there was an array of interactions where methods and techniques were visible and these are described in a findings and discussion section. Although findings from this qualitative study cannot be generalized they do suggest that the student music therapist could contribute to the confidence of the young people through a reflexive, humanistic approach to practice, and by keeping an appreciation to student abilities.Item Coming up trumps : a student music therapist supports young people with high or very high complex special needs to develop the key competencies : an exegesis submitted to Massey University and Victoria University of Wellington in partial fulfilment for the degree of Master of Music Therapy, New Zealand School of Music(Massey University, 2014) Hall, SarahThis exploratory study aimed to discover and highlight the techniques and strategies that supported young people with high or very high complex special needs to develop the key competencies during music therapy sessions at a special school. Music therapy was carried out on an individual basis in a naturalistic manner and clinical notes were produced to record details that seemed important in each session. This data was then reviewed retrospectively in a process known as secondary analysis, employing both deductive and inductive modalities to search for and draw out links to the key competencies. A process of coding data within each key competency category revealed emerging themes and found that a number of musical, verbal and/or physical techniques and strategies supported the five key competencies during therapy. The categories, themes and codes have been defined and described with examples from the data, and a clinical vignette is included for further explanation. The data demonstrated the holistic nature of music therapy in that many techniques and strategies worked to support all five key competencies, even when the focus was a single competency. The findings are discussed with reference to, and in light of, current literature and suggested that the techniques and strategies used within my music therapy practice strongly relate to the key competencies and provide a unique context for their development. It is noted that the findings cannot be generalised to other settings and populations. However, this in-depth study may provide insight into the potential educational benefits and links between music therapy practice and the key competencies for those working with young people who have high or very high complex special needs.Item He oro hauora : how do kaupapa Māori models of health relate to my music therapy practice in an adolescent acute mental health unit? : an exegesis submitted to Massey University and Victoria University of Wellington in partial fulfilment of the requirements for the degree Master of Music Therapy, New Zealand School of Music(Massey University, 2014) Hodgson, NolanThis project explores the relationship between understandings of health within kaupapa Maori frameworks and music therapy with a particular focus on Durie’s Te Whare Tapa Wha (1998), Pere’s Te Wheke (1991) and ecological perspectives in music therapy. This research took place within an acute adolescent mental health unit that operates with a model of healthcare that emphasises Maori approaches to wellbeing. Secondary analysis of data involving techniques developed within grounded theory is used to investigate clinical notes from my music therapy practice in order to identify processes relevant to the four dimensions of Te Whare Tapa Wha. Themes that emerged were examined and used to investigate further data until a clearer picture of the relationship between music therapy and kaupapa Maori health frameworks became evident. This project particularly acknowledges the unique qualities of music and its practical application in music therapy in order to address and support a person's wairua within modern mental health practices. Specifically, the concepts of mana, mauri and whatumanawa appeared particularly relevant to the process of music therapy and the state of whakama also emerged as significant within this mental health context. Parallels between kaupapa Maori understandings of health and ecological perspectives within music therapy were also noted and particular reference made to the work of Carolyn Kenny and her Field of Play (2006) model in developing the discourse linking indigenous perspectives with the music therapy profession.Item Music analysis of clinical improvisations with an adolescent who has communication difficulties : a thesis presented in partial fulfilment of the requirements for the degree of Master of Music Therapy at the New Zealand School of Music, Wellington(Massey University, 2010) Wang, Anna Ping-AnThis qualitative study examines four improvisations taken from four phases of the researcher’s clinical music therapy experience with an adolescent who had Autism Spectrum Disorder (ASD). Therapeutic changes and communicative qualities in the improvisations were traced through reviewing clinical notes and journal reflections, and using adapted versions of Bruscia’s Improvisational Assessment Profiles (Autonomy and Variability profile) to provide insights to the description and interpretation of the music. The results suggest a progression in the client’s awareness of the music therapy student (MTS) (who later became the researcher) an increased ability to interact through turn-taking, imitating, sharing and empathetic playing, as well as enhanced non-verbal and verbal skills. The analyses unfold the client and the music therapy student’s journey in music therapy, highlighting the process of how two strangers became partners through improvisations.Item Perspectives on developing a music therapy programme within an educational setting for adolescents with mental health issues : a thesis presented in partial fulfilment of the requirements for the degree of Master of Music Therapy at the New Zealand School of Music, Wellington, New Zealand(Massey University, 2010) Young, John-PaulThis thesis outlines exploratory research that sought to find out how music therapy could most effectively address the needs of the students and support the ideas and learning objectives of staff at an innovative new school for adolescents with mental health issues. This was achieved by involving staff and students (n=12) in a series of group interviews, in combination with reflections from a research journal. Amongst other things, the findings suggested that students valued the opportunity to learn new musical skills, relax and express themselves. The staff appeared to value the way music therapy could support therapeutic and educational objectives within the school; for instance, by providing students with opportunities to work together in small groups, or by providing individual students with a way of relaxing and experiencing success. The writer describes efforts to tailor music therapy to fit with the needs of the setting and concludes by suggesting possible avenues for future music therapy research in a setting of this kind.