Introduction to Music Therapy
Monmouth University
Wayne D. McMurray Graduate School of Humanities and Social Sciences
Department of Professional Counseling
PC-598-50 : Introduction to Music Therapy - spring, 2018
Thursdays, 7:15pm-10:05pm
Professor: Jonathan Scheick, MA, MMH, MT-BC, CBIS
Course Description:
This course is intended to introduce students to the principles, practice, and therapeutic potential of music therapy, through analysis of theory and methods, demonstrated through literature, research, case vignettes and in-class experiential work.
We will explore the underlying, inherent connections that human beings have to music, and examine how the purposeful use of music within a therapeutic context can allow clients to achieve physical, psychological, and developmental health & well-being.
Topics will include:
An overview of music therapy - defining the field, therapeutic approaches, clients, settings, instruments; the AMTA & ethical guidelines; HIPPA & confidentiality; treatment assessment, planning & documentation
Origins of music
Musical beings - the human connection to music
Musical styles & idioms: our responsiveness to musical dynamics
Music and the body
Music and the brain - music’s effects on cognition & the sub-specialty of neurologic music therapy (NMT)
Psychology of music & the pillars of music therapy
Theorists influential in the development of music therapy
Counseling methods & techniques in music therapy
Styles of music therapy : complementary and differing approaches - *person-centered therapy
The structure of a music therapy session: how & why we say “hello” and “goodbye”
Case Studies:
In order to best understand the theory & application of clinical techniques in music therapy, this course will explore video excerpts from four music therapy participants. Each case presented will detail various reasons for participation, individual responses to the therapeutic process & purposeful music interventions, as well as dialogue regarding participant progress & outcome.
Case Studies: Four clients (three clinical sessions each)
-Overview of clients’ reasons for therapy
-Understanding the “whole“-istic picture: interpersonal dynamics in the
family, social and educational settings.
-Fostering a therapeutic foundation: trust, empathy, & genuineness
-Communicating without words :understanding and interpreting
non-verbal communication
-The language of music
-Physiological, psychological & emotional development through
music-making
Class Textbook & Reading Assignments:
The topics discussed in this class originate from a primary text, as well as writings from a diverse selection of scholars and sources. Therefore, students will be asked to obtain a copy of the primary text, and will be provided with a supplemental bibliography.
The primary text is:
Davis, W., Gfeller, K., & Thaut, M. (2008). An Introduction to Music Therapy : Theory and Practice (3rd Ed.); American Music Therapy Association, Inc.; Silver Spring, MD.
Class Assignments : Reaction papers
Students are asked to write 4 separate reaction papers (each 3-5 pages in length) that detail clinical observations, insights and reactions to each of the 4 case vignettes reviewed in class:
Each paper is to adhere to APA formatting guidelines ( i.e. 12 point font, double spaced, etc.), making specific reference to material covered in class (i.e. theories, methods, lecture topics, etc.) and integrating a minimum of two outside sources that support your clinical reactions to the cases presented. Students are expected to cite references, using APA guidelines.
Grading:
Grading for this course will be based on the 4 reaction papers, in addition to participation during class lecture/discussion sessions.
Reaction papers will constitute 75% of a student’s grade (18.75% for each of the 4 papers).
In class participation will constitute the remaining 25% of a student’s grade.
Participation in class discussions will be evaluated each class, using a 3 degree scale that considers overall engagement and level of participation.
Grading Scale:
Grades will be assigned based on the following weighted percentages (using the weights detailed above):
Grade Percentage :
A 93.00-100.00 A- 90.00-92.99 B+ 87.00-89.99 B 83.00-86.99 B- 80.00-82.99 C+ 77.00-79.99 C 73.00-76.99 C- 70.00-72.99 D+ 67.00-69.99 D 63.00-66.99 D- 60.00-62.99 F 0.00-59.99
Attendance:
As participation is an integral component of this class, more than 2 unexcused absences can result in a reduction of a student’s grade, specifically effecting a student‘s in class participation grade. If a student experiences unforeseen and unavoidable absences (i.e. personal or family illness), he or she will discuss attendance on an individual basis.
Accommodations:
Students with disabilities who need special accommodations are expected to meet with the appropriate disability service provider on campus as soon as possible, and are expected to inform the instructor of the need for special accommodations upon the start of the course. In order to receive accommodations, the student must be registered with the appropriate disability service provider on campus as set forth in the Student Handbook and must follow Monmouth University procedure self-disclosure, as stated in the University Guide to Services and Accommodations for Students with Disabilities. Students will not be afforded any special accommodations for academic work completed prior to disclosure of the disability. Similarly, students will not be afforded any special accommodations for academic work completed prior to the completion of the documentation process with the appropriate disability service office.
Academic Integrity:
In order to provide a learning process and academic environment that permits you to pursue your educational goals, it is essential for all faculty, students, and staff to maintain academic integrity. You are expected to exhibit academic honesty in this and every class taken at Monmouth University. Academic dishonesty includes cheating, plagiarism, and aiding or abetting others to cheat or plagiarize.
Cheating: includes but is not limited to copying from someone’s test, submitting materials for academic evaluation that has been prepared by another individual or by a commercial agency, willfully damaging the academic work or effort of another student to gain unfair advantage or illegally changing or substituting one grade for another.
Plagiarism: includes but is not limited to submitting written materials without proper acknowledgment of the source, deliberate attribution to or citation of a fictitious source, or submitting data which has been willfully altered or contrived. Copying phrases, sentences, or paragraphs word for word from an original source (including Internet web sites) is plagiarism even if you acknowledge the source. As per APA style, any portion of a paper that was written by someone else must be QUOTED and referenced – otherwise, it is considered plagiarism. For additional information about plagiarism, please feel free to consult the following links:
o http://library.monmouth.edu/tutorials/plagiarism_tutorial.html
o http://library.monmouth.edu/help/subjectguides/plagiarism.pdf
When cheating or plagiarisms are discovered, at the least the student receives a zero on this part of the course with no opportunity to resubmit or retake this portion of the course. Often, this results in an overall failing grade in the course. In addition, the department’s Professional Development Committee and Monmouth University’s committee of faculty, students, and administrators may deal with violators, and may recommend suspension or dismissal from the university.
Confidentiality:
Confidentiality of all discussions and material presented in this class, especially pertaining to clients and case vignettes reviewed, is required and is an essential part of this process (as specified in the Code of Ethics of the American Counseling Association & American Music Therapy Association).
Course Schedule:
Week 1: January 18: An overview of music therapy & clinical practice outlined
(Chapter 1)
Week 2: January 25: Music - a human phenomenon and therapeutic tool (Chapter 3)
Case vignette #1 (J & N)
Week 3: February 1: Music & cognitive rehabilitation - a music-centered approach to brain injury rehabilitation
Case vignette #1 - conclusion
Week 4: February 8: Music therapy with children & adults with intellectual disabling
conditions (Chapter 4); Reaction paper #1 due next week
Week 5: February 15: Music therapy for individuals with Autism and Autism Spectrum
Disorders (Chapter 5) ; Case vignette #2 (G)
Week 6: February 22: Music therapy for children and adults with physical disabilities
(Chapter 6); Case vignette #2 - Conclusion
Week 7: March 1: Music therapy and elderly populations (Chapter 7);
Reaction paper #2 due next week
Week 8: March 8: Music therapy & treatment for behavioral-emotional disorders (Chapter 8); Case vignette #3 (A)
March 15 - spring break (no class)
Week 9: March 22: Neurologic Music Therapy (Chapter 10);
Case vignette #3 - conclusion
Week 10: March 29: Music therapy, medicine, and well-being (Chapter 11);
Reaction paper #3 due next week
Week 11: April 5: Music therapy in hospice and palliative care (Chapter 12);
Case vignette #4 ( C )
Week 12: April 12: Music therapy in the treatment of sensory disorders (Chapter 13);
Case vignette #4 - conclusion
Week 13: April 19: Music therapy in special education (Chapter 14);
Reaction paper # 4 due next week
Week 14: April 26: New horizons in music therapy
Supplemental Bibliography:
Baker, F. & Tamplin, J.(2006).Music Therapy Methods in Neurorehabilitation - A Clinician’s Manual; Jessica Kingsley Publishers; London, UK & Philadelphia, PA.
Bruscia, K.(editor) (2001). Case Studies in Music Therapy; Barcelona Publishers; Gilsum, NH.
Levitin, D. (2006). This Is Your Brain on Music : The Science of a Human Obsession; Plume / Penguin Group Publishing; New York, NY.
Nordoff, P. & Robbins, C. (2007) Creative Music Therapy: A Guide to Fostering Clinical Musicianship - Second Edition; Barcelona Publishers; Gilsum, NH.
Wooten, V. (2006) The Music Lesson - A Spiritual Search for Growth Through Music; Berkley Books, New York.