Music therapy acts as a separate discipline in the interdisciplinary field of science and art. Unlike music education, music therapy is aimed at developing and enhancing non-musical skills by using ...music as a symbol of emotional and personal growth. The purpose of this paper is to present an overview of the theoretical foundations of music therapy in the field of human psychology and music pedagogy, as well as the development of music therapy models that have arisen from these theoretical approaches. The most commonly used music therapy models in special education are based on improvisational music therapy techniques, which include free improvisation therapy, creative music therapy known as the Nordoff-Robbins model, and Orff music therapy. Improvisation in these models plays a key role during the acquisition and promotion of skills. Using sounds, playing instruments, making music here and now, allows for expression and exploration, and enables children to acquire skills in different developmental domains. Finally, the paper offers an overview of the use of music therapy in education of children with developmental disabilities educating developmentally disabled children, its unique features and connections with the education through music approach, in accordance with the set-up goals of the Individual Education Plan.Key words: Individual Education Plan; music therapy; improvisational models; education; children with developmental disabilities. --- Muzikoterapija djeluje kao zasebna disciplina u interdisiciplinarnom području znanosti i umjetnosti. Za razliku od glazbenoga obrazovanja, muzikoterapija je usmjerena prema razvoju i jačanju neglazbenih vještina koristeći glazbu kao simbol emocionalnoga i osobnoga rasta. Svrha je ovoga rada prikazati pregled teorijskih osnova muzikoterapije na području humanističke psihologije i glazbene pedagogije, kao i razvoj modela muzikoterapije koji su proizašli iz navedenih teorijskih pravaca. Modeli muzikoterapije koji se najčešće koriste u procesu obrazovanja djece s teškoćama u razvoju zasnivaju se na improvizacijskim tehnikama muzikoterapije, a obuhvaćaju: terapiju slobodnom improvizacijom, kreativnu muzikoterapiju poznata kao Nordoff-Robbins model i Orff muzikoterapiju. Improvizacija u ovim modelima ima ključnu ulogu tijekom usvajanja i poticanja vještina. Korištenje zvukova, sviranje instrumenata, stvaranje glazbe ovdje i sada, omogućava izražavanje i istraživanje, a djeci pruža mogućnost samoostvarenja na različitim razvojnim područjima. Naposljetku u radu se nudi prikaz primjene muzikoterapije u obrazovanju djece s teškoćama u razvoju, njegove jedinstvenosti te poveznice u odnosu na pristup obrazovanja kroz glazbu sukladno postavljenim ciljevima Individualnog edukacijskog plana.Ključne riječi: Individualni edukacijski plan; muzikoterapija; improvizacijski modeli; obrazovanje; djeca s teškoćama u razvoju
Music therapy is a discipline which uses sound musical language in relationship between the client and the therapist or group relationship as a means within a systematic process of intervention with ...preventive, rehabilitative and therapeutic goals. The basic structure of the therapy process involves defining need, planning interventions, and measuring outcomes.
Considering the difficulties found in children with autism spectrum disorders, we can see that the dysfunction of the central nervous system prevents the coding and interpretation of information, such as spoken language and facial expressions. Because of that, children with autism spectrum disorders find the received messages ambiguous and confusing, and consequently they withdraw from social interaction. Creating music through clinical improvisation in the process of music therapy is a mean of achieving certain communication exchange, which may facilitate communication, cognitive and social-emotional skills in these children.
The main goal of this review is to present application of music therapy in children with autism spectrum disorder, its most used models with this population of clients and to consider its effects.
The perception of music and musical improvisation can be used in education, diagnostics and therapy. The goal of this research was to conduct a study of how selective musical stimulations affect the ...child’s psychomotor, psychoemotional, symbolic expression and self-realization. The research was carried out with five subjects who participated in Orff music therapy treatment. The research consisted of six evaluation points per each subject. Movements I - musical model A and IV - musical model B from L. van Beethoven’s Pastoral Symphony served as musical models. 28 variables were observed. The results show a statistically significant difference between two musical models; model A and model B for color selection. Statistically significant results were obtained for the following colors: yellow (p = 0,012), light green (p = 0,024), cobalt blue (p = 0,027), brown (p = 0,049) and gray (p = 0,044). Although there was no statistically significant difference in improvisation the results of the research show that children were choosing different instruments, using different tempo and dynamics to greatly differ two musical models.
Conducted research show that there is a need to further develop and test the application of methods of creative therapy in children’s education, rehabilitation and therapy.
Brzim i naglim razvojem tehnologije i užurbanim načinom života došlo je do povećanja stresa, anksioznosti i nezadovoljstva. Procesi vezani za psihički stres pridonose multifaktorskom riziku od pojave ...i razvoja različitih bolesti. Visoka učestalost akutnih bolesti srca nameće potrebu stvaranja učinkovite i ekonomične strategije prevencije i rehabilitacije. Muzikoterapija, kao mlada disciplina, može se smatrati interdisciplinarnom i transdisciplinarnom jer sadržava elemente iz nekoliko područja i disciplina povezanih na nove načine te profesionalno koristi glazbu i njezine elemente u svrhu postizanja terapijskih ciljeva. Receptivna muzikoterapija, kao komplementarna terapija, služi za opuštanje i upravljanje stresom i nema nuspojava. Sustavan pregled radova o učinku glazbe na stres i anksioznost pokazuje da slušanje glazbe može najefikasnije djelovati na stupanj anksioznosti u ljudi ako im se ponudi odabir glazbenog sadržaja prema njihovim sklonostima. Daljnja istraživanja trebaju ispitati način percepcije glazbe s obzirom na glazbene preferencije bolesnika u sklopu programa kardiovaskularne rehabilitacije. Da bi se to ustanovilo, potrebno je osmisliti instrumente za procjenu i prikupljanje podataka o glazbenoj preferenciji i percepciji glazbe, kao i uključiti educiranog muzikoterapeuta u tim koji provodi kardiovaskularnu rehabilitaciju.
Muzikoterapija se kao profesija sve više osnažuje, značajnija je i uloga muzikoterapeuta u interdisciplinarnom timu stručnjaka. U muzikoterapijskom tretmanu elementi muzike služe za postizanje ...nemuzičkih ciljeva, pa je važna procjena roditelja o nastalim promjenama kod djeteta nakon muzikoterapijskih seansi. Cilj ovoga rada bio je istražiti u kojoj će mjeri i na kojim područjima roditelji primijetiti učinak muzikoterapije na djetetovo ponašanje u svakodnevnim aktivnostima. U ispitivanju je sudjelovalo 13 dječaka u dobi od 2 godine i 2 mjeseca (26 mjeseci) do 4 godine i 9 mjeseci (57 mjeseci). Muzikoterapijski program temeljio se na modelu Orff muzikoterapije. Sastavljena je Skala procjene učinka muzikoterapijskog programa, s brojevima od 1 do 5. Procjena roditelja izražena je u postocima: 30,77 % zauzimaju ocjene 3 i 4, 23,08 % ocjena 5 i 15,38 % ocjena 2. Prosječna vrijednost M=3.62. Sastavljen je i Upitnik za roditelje, kojim se nastojalo istražiti na kojem je od pet područja muzikoterapijski program imao najveći učinak: poboljšanje osjećaja svjesnosti o sebi, veća razina samokontrole, bolji kontakt očima, poboljšani odnos s drugima i okolinom, te duže zadržavanje pažnje. Dobiveni su sljedeći rezultati: bolji kontakt očima 30,77 %, veća razina samokontrole 23,09 %, dok su jednaki rezultati – u vrijednosti od 15,38 % – dobiveni za područje poboljšanje osjećaja svjesnosti o sebi, poboljšani odnos s drugima i okolinom, te duže zadržavanje pažnje. Na osnovi rezultata, može se zaključiti da su svi roditelji uočili promjenu. Dobivanje kvalitativnih podataka o dobrobiti programa, kao i roditeljsko vrednovanje ishoda intervencije, vrlo je važno za planiranje muzikoterapijskih tretmana i načina njihovog provođenja.
Music therapy as a profession is becoming more and more important, making the role of music therapists in the interdisciplinary team of experts more significant. In music therapy treatment, the elements of music are used to achieve non-musical goals, so the parental assessment about the changes that occur after music therapy sessions are of great importance. The aim of this study was to investigate to what extent and in which areas parents notice the effect of music therapy on child’s behavior in daily activities. The study involved 13 male children from the ages of 2 years 2 months to 4 years 9 months. The music therapy program was based on the Orff music therapy model. The Scale for Assessment of the Effect of the Music Therapy Program was compiled and it contained numbers from 1 to 5. The parental assessment is expressed in percentages: 30.77% obtained grades 3 and 4, 23.08% grade 5 and 15.38% grade 2. Average value, M = 3.62. The Questionnaire for parents was also compiled to investigate in which of the five areas – improved self-awareness, higher level of self-control, better eye contact, improved relationship with others and the environment and longer retention of attention – the music therapy program had the greatest impact. The following results were obtained: better eye contact 30.77%, higher level of self-control 23.09% while equal results of 15.38% were obtained in the area of improved self-awareness, improved relationship with others and the environment and longer retention of attention. According to the obtained results, it can be concluded that all parents noticed a change. Obtaining qualitative data on the benefit of the program as well as evaluating the outcome of the intervention by parents is of great importance for further planning of music therapy programs and the manner of their implementation.
Various groups of people around the world benefit from music therapy treatments, and the area of communication difficulties is no exception. ...the purpose of this single case study was to examine ...the effects of music therapy as an early intervention based on structured and/or improvisational music therapy intervention with a threeyear-old nonverbal child. In early intervention, brain plasticity refers to the brain's ability to adapt and reorganise very easily (Flohr & Hodges, 2006). ...children under the age of six benefit from early intervention at this stage and have a better chance of reaching their potential. ...the use of musical elements could be of great importance in communicating with nonverbal children who, without the obvious communication tools that most of us use, need to learn other methods to express themselves. Because delayed speech development is an important indicator of potential later problems in the cognitive and social-emotional domains, and thus of learning disabilities (Gross et ah, 2010), it is necessary to begin intervention as early as possible. Based on the information gathered by the parents and therapist during the intake process, it was determined that the domains of receptive communication/auditory processing, expressive communication, and musicality should be assessed. ...the purpose of this study was to measure the child's level of functioning in the assessed targeted skill sets and to observe the trend of the results in order to check the effectiveness of music therapy strategies.
Muzikoterapija djeluje kao zasebna disciplina u interdisiciplinarnom području
znanosti i umjetnosti. Za razliku od glazbenoga obrazovanja, muzikoterapija je
usmjerena prema razvoju i jačanju ...neglazbenih vještina koristeći glazbu kao simbol
emocionalnoga i osobnoga rasta. Svrha je ovoga rada prikazati pregled teorijskih
osnova muzikoterapije na području humanističke psihologije i glazbene pedagogije,
kao i razvoj modela muzikoterapije koji su proizašli iz navedenih teorijskih
pravaca. Modeli muzikoterapije koji se najčešće koriste u procesu obrazovanja djece
s teškoćama u razvoju zasnivaju se na improvizacijskim tehnikama muzikoterapije,
a obuhvaćaju: terapiju slobodnom improvizacijom, kreativnu muzikoterapiju
poznata kao Nordoff-Robbins model i Orff muzikoterapiju. Improvizacija u ovim
modelima ima ključnu ulogu tijekom usvajanja i poticanja vještina. Korištenje
zvukova, sviranje instrumenata, stvaranje glazbe ovdje i sada, omogućava
izražavanje i istraživanje, a djeci pruža mogućnost samoostvarenja na različitim
razvojnim područjima. Naposljetku u radu se nudi prikaz primjene muzikoterapije
u obrazovanju djece s teškoćama u razvoju, njegove jedinstvenosti te poveznice
u odnosu na pristup obrazovanja kroz glazbu sukladno postavljenim ciljevima
Individualnog edukacijskog plana.
For children whose development is accompanied with difficulties in social communication, involvement in music making can be a safe way to socialize. It is extremely important to ensure early ...diagnosis and intervention for children with communication difficulties. Early intervention is based on the recognition that early years contain a unique opportunity to influence the child's development with long-term effects. During music therapy child creates music and can explore and express her/his feelings, resolve difficulties, develop musical and nonmusical skills, and find a way to relate and communicate to others. This study followed the changes that have occurred with thirteen children during music therapy treatment and after the break of 10 weeks without music therapy treatment in four study domains on the IMTAP scale: emotional, social skills, expressive communication and musicality. We were interested in effects that music therapy treatment can have on the measurements on Communicative Development Inventories and CSBS-DP scale, and whether parents will noticed certain changes in their child's behavior features after the treatment. To obtain the results in this study, descriptive statistics, testing for significant differences between means by t-test and the calculation of correlation coefficients (Pearson and Spearman correlation coefficient) were used. The results show a statistically significant change in the emotional domain (p=.001), social skills (p=.001) and expressive communication domain (p=.000) during music therapy treatment. The differences in all domains between the end of treatment and the end of the entire research program are big and statistically significant: social skills (p=. 000), expressive communication skills (p=. 000), emotion (p=. 001) musicality (p=.003). Although not registered as significant change the whole music therapy treatment supported the development of language, communication and symbolic abilities. During the entire research program in all the studied domain increasing correlation between the results on the Communicative Development Inventories and CSBS-DP scale with the results on the scale IMTAP emerge. According to the results obtained by parental estimate it is noticeable that a significant change is noticed and it is confirmed that musical improvisation skills during music therapy treatment assist child and can be applied in her/his daily activities. Musical improvisations have emerged as the method that contributes to the inner connection of developmental domains with children with difficulties in social communication and can help harmonious functioning. Key words: children with difficulties in social communication, music therapy, early intervention, improvisation Za djecu ciji je razvoj popracen teskocama socijalne komunikacije, ukljucenost u muziciranje moze biti siguran put u socijalizaciju. Izuzetno je vazno osigurati ranu dijagnozu i intervenciju u djece s poremecajima u komuniciranju i ophodenju. Rana intervencija pociva na spoznaji da rane godine sadrze jedinstvenu mogucnost za utjecaj na djetetov razvoj s dugorocnim ucincima. Tijekom muzikoterapije dijete stvara muziku kojom istrazuje i izrice svoje osjecaje, rjesava svoje teskoce, razvija muzicke i nemuzicke vjestine, ipronalazi nacin stvaranja odnosa s drugima. U ovom istrazivanju pratile su se promjene koje su se dogadale kod trinaestero ispitanika tijekom muzikoterapijskog tretmana (koji se provodio jedan puta tjedno tijekom 10 tjedana) i nakon stanke od 10 tjedana bez muzikoterapijskog tretmana (kada je provedena jos jedna seansa) na cetiri ispitivane domene na IMTAP ljestvici: emocionalnost, socijalne vjestine, ekspresivna komunikativnost i muzikalnost. Zanimalo nas je i kakve ce ucinke imati muzikoterapijski tretman na mjerenja na ljestvici KORALJE i ljestvici CSBS-DP te hoce li roditelji uociti stanovitepromjene kod djece nakonprovedenog tretmana. Za dobivanje rezultata u ovom istrazivanju koristene su deskriptivna statistika, testiranje znacajnosti razlika izmedu aritmetickih sredina t-testom te izracun koeficijenata korelacije (Pearsonov i Spearmanov koeficijent korelacije). Rezultati pokazuju da postoji statisticki znacajna promjena na domenama emocionalnost (p=.001), socijalne vjestine (p=.001), ekspresivna komunikativnost (p=.000) tijekom muzikoterapijskog tretmana. Razlike na svim domenama izmedu kraja muzikoterapijskog tretmana i kraja cjelokupnog istrazivackog programa velike su i statisticki znacajne: socijalne vjestine (p=.000), ekspresivna komunikativnost (p=.000), emocionalnost (p=.001) muzikalnost (p=.003). Iako nije registrirana statisticki znacajna promjena muzikoterapijski tretman djelovao je na razvoj jezicnih, komunikacijskih i simbolickih sposobnosti ispitanika. Tijekom cjelokupnog istrazivackog programa na svim istrazivanim domenama nastajala je sve veca povezanost rezultata na ljestvici KORALJE i ljestvici CSBS-DP s rezultatima na ljestvici IMTAP. Prema rezultatima dobivenim roditeljskom procjenom vidljiva je znacajna promjena koju su roditelji primijetili i potvrdili da vjestine potpomognute muzickim improvizacijama i stecene tijekom muzikoterapijskog tretmana dijete moze primjenjivati u svakodnevnim aktivnostima. Muzicke improvizacije su se pokazale kao metoda koja pridonosi unutarnjem povezivanju razvojnih domena kod djece s teskocama socijalne komunikacije i njihovom sve skladnijemfunkcioniranju. Kljucne rijeci: djeca s teskocama socijalne komunikacije, muzikoterapija, rana intervencija, improvizacija
PDF
