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

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dc.contributor.authorHow, Shona Louise
dc.date.accessioned2014-12-15T00:18:16Z
dc.date.available2014-12-15T00:18:16Z
dc.date.issued2014
dc.description.abstractThis 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.en_US
dc.identifier.urihttp://hdl.handle.net/10179/6063
dc.language.isoenen_US
dc.publisherMassey Universityen_US
dc.rightsThe Authoren_US
dc.subjectMusic therapyen_US
dc.subjectPracticeen_US
dc.subjectImprovisation (Music)en_US
dc.subjectSocial aspectsen_US
dc.subjectSocial interactionen_US
dc.subjectTherapeuticsen_US
dc.subjectSpecial educationen_US
dc.titleInteraction 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 Zealanden_US
dc.typeThesisen_US
massey.contributor.authorHow, Shona Louiseen_US
thesis.degree.disciplineMusic Therapyen_US
thesis.degree.grantorMassey Universityen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Music Therapy (M. Mus. Ther.)en_US
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