Continuing Education Hand Therapy

Music therapy is both an allied health profession and a field of scientific research which studies correlations between the process of clinical therapy and biomusicology, musical acoustics, music theory, psychoacoustics and comparative musicology. It is an interpersonal process in which a trained music therapist uses music and all of its facets—physical, emotional, mental, social, aesthetic, and spiritual—to help clients to improve or maintain their health. Music therapists primarily help clients improve their observable level of functioning and self-reported quality of life in various domains (e.g., cognitive functioning, motor skills, emotional and affective development, behavior and social skills) by using music experiences (e.g., singing, songwriting, listening to and discussing music, moving to music) to achieve measurable treatment goals and objectives. Referrals to music therapy services may be made by a treating physician or an interdisciplinary team consisting of clinicians such as physicians, psychologists, physical therapists, and occupational therapists.

Music therapists are found in nearly every area of the helping professions. Some commonly found practices include developmental work (communication, motor skills, etc.) with individuals with special needs, songwriting and listening in reminiscence/orientation work with the elderly, processing and relaxation work, and rhythmic entrainment for physical rehabilitation in stroke victims.

The Turco-Persian psychologist and music theorist al-Farabi (872–950), known as "Alpharabius" in Europe, dealt with music therapy in his treatise Meanings of the Intellect , where he discussed the therapeutic effects of music on the soul. Robert Burton wrote in the 17th century in his classic work, The Anatomy of Melancholy , that music and dance were critical in treating mental illness, especially melancholia.

It is considered one of the expressive therapies.

Forms

There are a few different philosophies of thought regarding the foundations of Music Therapy. One is based on education and two are based on music therapy itself, both of which will only be briefly covered here. In addition, there are philosophies based on psychology, and one based on neuroscience.

Different approaches from education are Orff-Schulwerk (Orff), Dalcroze Eurhythmics, and Kodaly. The two philosophies that developed directly out of music therapy are Nordoff-Robbins and the Bonny Method of Guided Imagery and Music.

Music therapists work many times with individuals who have behavioral-emotional disorders. To meet the needs of this population, music therapists have taken current psychological theories and used them as a basis for different types of music therapy. Different models include behavioral therapy, cognitive behavioral therapy, and psychodynamic therapy.

The therapy model based on neuroscience is called Neurological Music Therapy (NMT). A definition of NMT is "NMT is based on a neuroscience model of music perception and production, and the influence of music on functional changes in nonmusical brain and behavior functions." In other words, NMT studies how the brain is without music, how the brain is with music, measures the differences, and uses these differences to cause changes in the brain through music that will eventually effect the client non-musically. As internationally known professor and researcher Dr. Thaut said, "The brain that engages in music is changed by engaging in music."

In the United States

Music therapy has existed in its common current form in the United States since around 1944, when the first undergraduate degree program in the world was founded at Michigan State University and the first graduate degree program at the University of Kansas. The American Music Therapy Association (AMTA) was founded in 1998 as a merger between the National Association for Music Therapy (NAMT, founded in 1950) and the American Association for Music Therapy (AAMT, founded in 1971). Numerous other national organizations exist, such as the Institute for Music and Neurologic Function, Nordoff-Robbins Center For Music Therapy and The Bonny Foundation. In the United States, a music therapist is most commonly designated by MT-BC (Music Therapist-Board Certified). A music therapist may use ideas or concepts from different disciplines such as speech/language, physical therapy, medicine, nursing, education, and so forth.

A music therapist may have different credentials or professional licenses and may also have a master's degree in music therapy or in another clinical field (social work, mental health counseling, or the like). New York State requires that people holding the title music therapist be licensed as a creative arts therapist by holding a master's degree or higher in the field. Other masters degree holders may also take a test administered by the state of New York. Some practicing music therapists have held Ph.D.s in non-music-therapy (but related) areas, but more recently Temple University and Lesley University have founded a true music therapy Ph.D. program. A music therapist will typically practice in a manner that incorporates music therapy techniques with broader clinical practices such as assessment, diagnosis, psychotherapy, rehabilitation, and other practices depending on population. Music therapy services rendered within the context of a social service, educational, or health care agency are reimbursable by insurance and sources of funding for individuals with certain needs, under the title of Activity Therapy. Music therapy services have been identified as reimbursable under Medicaid, Medicare, Private insurance plans and other services such as state departments and government programs.

A US music therapist may also hold the designation of CMT, ACMT, or RMT—initials which were previously conferred by the now-defunct AAMT and NAMT. More current music therapists hold the designation, MT-BC, music therapist-board certified, given by the Certification Board of Music Therapists. A degree in music therapy requires proficiency in guitar, piano, voice, music theory, music history, reading music, improvisation, as well as varying levels of skill in assessment, documentation, and other counseling and health care skills depending on the focus of the particular university's program.

To become board-certified in the United States, a music therapist must complete course work at an accredited ATMA program at a college or university, successfully complete a 1040 hour Music Therapy internship, and pass the Certifying Board examination. Board Certified Music Therapists are required to maintain their education through continuing education courses, called Continuing Music Therapy Education courses, or CMTEs. These classes fall under the purview of the Certification Board for Music Therapists to assure quality and applicability. They are offered at the state, regional, and national level.

In the United Kingdom

Live music was used in hospitals after both of the World Wars, as part of the regime for some recovering soldiers. Clinical Music therapy in Britain as it is understood today was pioneered in the 60s and 70s by French cellist Juliette Alvin, whose influence on the current generation of British music therapy lecturers remains strong. Mary Priestley, one of Juliette Alvin's students came to discover/create Analytical Music Therapy. Analytical Music Therapy is a form of Music Therapy which together with the Nordoff-Robbins school of Music Therapy, form the two central forms of Music Therapy used today. Mary Priestley's books: Music Therapy in Action, first published by Constable and company 1975 (ISBN 0 09 459900 9) and Essays on Analytical Music Therapy, Barcelona Publishers ©1994.(ISBN 0-9624080-2-6) Form part of the core course work for students of Analytical Music Therapy all over the world.

The Nordoff-Robbins approach to music therapy developed from the work of Paul Nordoff and Clive Robbins in the 1950/60s. It is grounded in the belief that everyone can respond to music, no matter how ill or disabled. The unique qualities of music as therapy can enhance communication, support change, and enable people to live more resourcefully and creatively. Nordoff-Robbins now run music therapy sessions throughout the UK, US, South Africa, Australia and Germany. Its head quarters are in London where it also provides training and further education programmes, including the only PhD course in music therapy available in the UK. Music therapists, many of whom work with an improvisatory model (see clinical improvisation), are active particularly in the fields of child and adult learning disability, but also in psychiatry and forensic psychiatry, geriatrics, palliative care and other areas.

Practitioners are registered with the Health Professions Council and from 2007 new regisrants must normally hold a masters degree in music therapy. There are masters level programmes in music therapy in Bristol, Cambridge, Cardiff, Edinburgh and London, and there are therapists throughout the United Kingdom. The professional body in the UK is the Association of Professional Music Therapists while the British Society for Music Therapy is a charity providing information about music therapy.

In 2002, the World Congress of Music Therapy was held in Oxford, on the theme of Dialogue and Debate. In November 2006, Dr. Michael J. Crawford and his colleagues again found that music therapy helped the outcomes of Schizophrenic patients. In 2009, he and his team were researching the usefulness of improvisational music in helping patients with agitation and also those with Dementia.

As stroke therapy

Music has

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