Clinical Training Guide for the Student Music Therapist by Barbara L. Wheeler, Carol L. Shultis, Donna W. Polen

By Barbara L. Wheeler, Carol L. Shultis, Donna W. Polen

Ebook by means of Wheeler, Barbara L., Shultis, Carol L., Polen, Donna W.

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Interactional Ultimately, music making in therapy is a shared experience, even if it is just one therapist and one client making music together. The interactional domain is primarily concerned with the following four interactional dimensions (Bruscia, 2003): (a) communicativeness-the extent to which the client communicates with others; (b) the client-therapist relationship; (c) peer relationships and group skills in music therapy; and (d) family relationships. Interactional assessments have been approached in a variety of ways (Goodman, 1989; Hough, 1982; Pavlicevic & Trevarthen, 1989).

28-29). This assessment is divided into nine major areas: history of present illness, behavioral observations, motor skills, communication skills, cognitive skills, auditory perceptual skills, social skills, specific musical behaviors, and summary and recommendations. Within each of these assessment areas the client is described according to the level of skill exhibited. For example, when discussing the client's communication skills (in the subcategory of receptive language), the authors describe the client as demonstrating "the ability to follow one step commands, presented verbally, such as pick up the maraca, put the drum stick down, clap your hands to the music.

Cherry Hill, NJ: Jeffrey Books. , & Merle-Fishman, C. (1998). ). Gilsum, NH: Barcelona Publishers. Wheeler, B. L. (2002). Experiences and concerns of students during music therapy practica. Journal ofMusic Therapy, 39, 274-304. Assignments-The Process of Planning for Music Therapy Level I-Observing, Participating, and Assisting 1. " Think of a person in the session in which you are involved and reflect on these questions and issues in relation to this person. As stated in the chapter, as you answer each question, ask yourself to think about the following-what do you see, hear, observe, sense, or understand that leads you to these answers?

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