A Systematic Review of Music Therapy Practice and Outcomes with Acute Adult Psychiatric In-Patients

PMCID: PMC3732280This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited

Discourse Analysis

This chapter (a) presents discourse analysis as both epistemology and methodology; (b) suggests a sociolinguistic toolkit that could be used as one type of approach to conducting discourse analysis; (c) reviews and points to literature in music education and music therapy that have used such epistemological and methodological tools; and (d) suggests that, by engaging with discourse analysis, we can begin to ask questions about participants and their interactions within environments where music therapists operate and analyze prevailing discourses within structures and systems of music therapy. [excerpt

Motion as manipulation: Implementation of motion and force analogies by event-file binding and action planning\ud

Tool improvisation analogies are a special case of motion and force analogies that appear to be implemented pre-conceptually, in many species, by event-file binding and action planning. A detailed reconstruction of the analogical reasoning steps involved in Rutherford's and Bohr's development of the first quantized-orbit model of atomic structure is used to show that human motion and force analogies generally can be implemented by the event-file binding and action planning mechanism. Predictions that distinguish this model from competing concept-level models of analogy are discussed, available data pertaining to them are reviewed, and further experimental tests are proposed

Why collaborate in music therapy? Exploring advances in relation to interprofessional publication practices

Background: Based in humanities and influenced by individual research practices, the profession of music therapy has limited evidence of collaboration compared to medical, nursing and allied health fields. Reviewing collaborative practices in other fields provides a rationale for interprofessional collaborative practices in music therapy. Objective: The presentation aims to compare interprofessional collaborative practices across music therapy and allied health fields, leading to guidelines for collaboration in music therapy. Methods: Utilizing key informants from large international research institute, journals representing both European and American publications were selected from medicine, nursing and allied health. Leading music therapy journals from Europe and the America were selected. Journals were investigated for collaborative publications based on selection criteria, with a view toward understanding the impact and nature of the research. Results were compiled and compared. Discussion: Published advances in music therapy have typically occurred within the model of the sole researcher. The field of music therapy needs to urgently address interprofessional collaborative practices to advance in the future. Conclusions: Interprofessional collaborative practice is a priority for advancement of professional music therapy, and guidelines are proposed to support this development

Evidence-based training in professional music therapy: a model for tertiary educators

Background: Across health-care education, practitioners are expected to engage in evidence- based practice. Students are taught to find and use credible evidence. Educators also need to consider evidence about teaching practices and how to best teach music therapy knowledge and skills. Scant evidence exists in this area. Objective: This paper explores evidence-based teaching practices in music therapy training programs to understand existing knowledge in both music therapy and related fields. Methods: A literature review determining existing knowledge, followed by an email survey of international and European music therapy programs provides evidence of existing practices, fostering the development of a proposed model for future development. Discussion: To provide best quality training in the music therapy profession, evidenced based practice needs to be addressed in teaching students to find clinical information, but also by teachers to implement teaching methods and approaches for optimal learning. Educators need to understand levels of evidence related to teaching. A proposed model for future development provides guidelines for teaching practice. Conclusions: Addressing evidence-based teaching practices strengthens the training of professional music therapists