Chapter

Extending group music therapy to families in schools: A reflection on practical and professional aspects

Alison Ledger

in Music Therapy and Parent–Infant Bonding

Published in print July 2011 | ISBN: 9780199580514
Published online September 2011 | e-ISBN: 9780191728730 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780199580514.003.0010
Extending group music therapy to families in schools: A reflection on practical and professional aspects

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As the leader of a group music therapy programme for families in Irish schools, the author of this chapter has watched children and their parents enjoying and sharing in music making together. It is rewarding to see parents becoming more involved with their children as sessions progress, the chapter states, but at the same time, the work is challenging. Flexibility is needed in order to fit in with long-established school routines and timetables. This chapter explains some of the considerations involved in working within this school-based programme including professional challenges and a range of service delivery issues. The work described here took place in 2007 when the author was employed on an hourly sessional basis for two days per week by a charity organization that provides creative arts therapy services to schools in areas referred to as ‘disadvantaged’. The mission of this organization is to make emotional supports available to young people in need. By offering creative therapies early in life, the organization's intention is to help young people to realize their full potential.

Keywords: group music therapy; Irish schools; music therapists; music making; parents; children; school-based programmes

Chapter.  6096 words. 

Subjects: Music Theory and Analysis

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