| Edition |
Third edition. |
| Description |
xii, 256 pages |
| Bibliography |
Includes bibliographical references (pages 255-256). |
| Contents |
Part I. About this manual : Origin of data ; Evolution of the model ; Description of the model ; Most frequent modalities in psychiatric music therapy -- Tutorial guide: Use of this manual : Initial assessment ; Program planning ; Case example: adults : Case of D ; BASIC I.D. ; Multimodal music therapy profile ; Music therapy intervention plan ; Implementation strategy ; Music therapy progress report chart -- Case examples: adolescence : Case of M ; BASIC I.D. ; Multimodal music therapy profile ; Music therapy intervention plan ; Implementation strategy ; Music therapy progress report chart ; Case of B ; BASIC I.D. ; Multimodal music therapy profile -- Case example: children : Case of J ; BASIC I.D. ; Multimodal music therapy profile ; Music therapy intervention plan ; Implementation strategy ; Music therapy progress report chart -- Alternate strategies for documenting intervention and progress : Individualized intervention plan ; Session progress note -- Reliability and validity of the psychiatric music therapy questionnaire (PMTQ). |
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Part II. Adults: Codes -- Behavior : Lack of assertiveness ; Lack of attention span ; Lack of awareness of personal space/boundaries ; Poor eye contact ; Demanding and intrusive (overly assertive) ; Passive dependent or passive aggressive communication ; Lacks self-control; loses temper ; Exhibits assaultive behavior ; Inappropriate channeling of creativity ; Rocks while seated ; Excessive complaining ; Exhibits general perseverative behaviors ; Restlessness; akathisia ; Intolerance of younger age groups of patients -- Affect : Inability to verbally or nonverbally express or identify feelings or emotions in self or others; flat or inappropriate affect ; Exhibits emotional detachment regarding life situations ; Becomes angry when coping with frustration ; Depressive; decreased energy; pessimistic about future ; Severe depression; suicidal ideation ; Anxiety ; Impulsive emotional outbursts; lacks impulse control ; Panic attacks ; Angry, emotional outbursts; intermittent explosive disorder ; Feels out of control when listening to certain songs ; Difficulty identifying perceived unacceptable or suppressed feelings ; Experience anger when atention is given to other patients ; Expersses affect inappropriate to a particular emotion ; Intellectualizes feelings ; Inability or unwillingness to empthize with others ; Alternates between manic and depressive episodes; bipolar ; Difficulty relating to staff that is the same sex as the abuser ; Feelings of rage and resentment toward mother -- Sensory : Preoccupation with internal thoughs; allucinations ; Difficulty coping with stress and tension -- Imagery : Difficulty envisioning a pleasant place during relaxation ; Difficulty focusing on pleasant place for 10 to 15 minutes ; Distorted body image (associated with eating disorder) -- Cognitive : Low self-esteem; low opinion of self; negative self-statements ; Delusional; paranoid ideation; does not trust peers ; Lacks problem-solving skills ; Disoriented; lacks reality orientation; loose associations ; Poor short/long term memory skills ; Poor decision-making skills ; Denies having problems ; Has difficulty accepting responsibility for change ; Gives up easily when solving problems ; Difficulty following directions ; Unaware of the purpose or need for hospitalization ; Difficulty coping with the reality of hospitalization ; Denies others have similar problems ; Has difficulties in verbal psychotherapy ; Delusions of grandeur ; Poor judgment; difficulty assessing social situations ; Lack of self-awareness ; Difficulty setting goals ; Misinterprets messages/communications ; Feelings of helplessness ; Inability to structure time ; Inability to relate to metaphor ; Lacks concept of a healthy heterosexual relationship -- Interpersonal-Socialization (includes leisure skills) : Reclusive; withdrawn; isolative behavior ; Does not appropriately utilize leisure time (unhealthy coping skills) ; Uncooperative behavior with others ; Lack of interest and motivation to use leisure time ; Experiences difficulty bonding with others ; Experiences difficulty with the sharing of personal data ; Difficulty involving self in community groups ; Does not sit with group ; Inappropriate relationships with opposite sex ; Self-centeredness ; Undesirable statements about others; loner ; Wears clothing inappropriate for the occasion ; Egocentric, childish behavior ; Inappropriate verbalization in social setting ; Attention seeking ; Poor group leadership and organizational skills ; Frequents barrooms during leisure time ; Demonstrates lack of awareness of others ; Difficulty learning names of long term relationships ; Difficulty tolerating small groups ; Inappropriate relationships with the opposite sex ; Aggressive and manipulative ; Lacks knowledge of how to have nondestructive fun ; Exhibits inappropriate behavior at community events ; Argues frequently with authority figures ; Interacts with staff but not with peers ; Impatience and intolerance with peers ; Excessive working; lack of leisure ; Excessive stress associated with leisure activity ; Withdrawn and passive during one-to-one sessions ; Stays in bed all day; avoids socialization ; Will not attend group -- Drugs (includes substance use or abuse and medications; Physical well being; Physical communication problems) : Abuses substances during leisure time ; Denies having a substance abuse problem ; Attributes substance abuse to life stress ; Lacks awareness of the progression of substance abuse ; Reluctant to discuss substance abuse and treatment issues ; Manipulates environment to get my own way ; Inability to identify coping mechanisms ; Mourns loss of drug habit ; Absence of daily exercise routine; poor muscle tone ; Poor personal hygiene ; Insomnia ; Lack of neuromuscular endurance in upper extremities ; Poor gross and fine motor coordination ; Sensory integrative functioning ; Sensorimotor functioning ; Lack of diaphragmatic control ; Does not communicate clearly; poor articulation ; Poor nonverbal communication ; Uses one-word sentences ; Exhibits pressured speech ; Makes irrelevant comments about topic of group discussion ; Poor breath support ; Speaks too softly to be heard -- Adolescents: Codes : Behavior : Lack of assertiveness ; Attention deficit disorder ; Withdraws from social situations ; Hyperactive; unable to focus ; Inability to follow directions -- Affect : Inability to identify/express feelings; inappropriate expression of feelings ; Exhibits anger or rage ; Experiences stress reactions ; Experiences excessive anxiety ; Lacks self-control; poor impulse control ; Difficulty sharing feelings ; Depressed ; Suicidal ; Difficulty expressing positive feelings ; Socially unacceptable expression of emotions -- Sensory -- Imagery: Distorted body image (associated with eating disorder) -- Cognitive : Low self-esteem; negative self-statements ; Lacks problem-solving skills ; Gives up easily when solving problems; low frustration tolerance ; Exhibits paranoid behavior ; Does not respond well to constructive criticism ; Lacks awareness of personal problems ; Poor organizational skills ; Poor conflict identification and resolution skills ; Inability to cope with family conflicts ; Lacks insight into family interactions ; Unaware of relationship to peer group ; Does not trust therapist ; Inability to make decisions -- Interpersonal-socialization (includes leisure skills) : Uncooperative behavior; does not follow directions ; Lacks awareness of self or others; detached ; Withdrawn; isolates self ; Inappropriate use of leisure time ; Lacks motivation to engage in leisure activities ; Lack of interest in others ; Excessive fear of rejection ; Uses inappropriate behavior to gain attention ; Does not share or take turns ; Poor leadership skills -- Drugs (includes substance use or abuse) : Unaware of or denies substance abuse ; Uses substances regularly ; Uses substances to numb affect ; Mourns loss of the substance ; Links own identity to substance ; Lack of diaphragmatic control (from eating disorder) -- Children: Codes : Behavior : Unassertive; does not express own needs ; Attention deficit; lacks attention span ; Does not take turns ; Hits peers ; Poor eye contact -- Affect : Impaired ability to identify/express feelings; inappropriate affect; poor vocabulary of feeling words -- Sensory : Lacks auditory sequential memory ; Lacks auditory discrimination skills -- Imagery : Inability to experience thoughts when attempting to relax ; Inability to use imagination to develop stories -- Cognitive : Difficulty following directions ; Lacks directionality and spatial concepts ; Low self-esteem; negative self-statements ; Inappropriate approach to tasks ; Manipulates using intimidation ; Lacks temporal or time concepts ; Lacks money concepts ; Difficulty recalling letters of the alphabet ; Poor counting skills ; Poor reading and writing skills -- Interpersonal-socialization : Exhibits disruptive or socially inappropriate behavior ; Withdrawn ; Uncooperative with adults and peers ; Does not share ; Interrupts ; Inaudible speaking voice ; Lacks leadership skills ; Does not respond to greetings or closings -- Drugs (includes physical well being and physical communication problems : Impaired gross motor coordination ; Lacks finger dexterity ; Impaired grasp function ; Lacks eye-hand motor coordination ; Excessive dropping of objects (poor grasp maintenance) ; Impaired ability to describe objects, feelings or situations ; Difficulty imitating speech or nonspeech sounds ; Explosive speech ; Poor speech articulation ; Impaired receptive language ability; poor comprehension. |
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Adults-music behavior : Listening to music : Demonstrates musical perferenes ; Demonstrates familiarity with a variety of styles of music ; Shares personal knowledge or recollections of music ; Chooses music to promote own relaxation ; Selects preferred music that expresses feelings ; Demonstrates musical awareness ; Associates affect with corresponding music ; Recognizes titles of songs when they are played ; Chooses a song for group listening ; Distinguishes characteristics of music ; Leistens to music but does not identify musical preferences ; Chooses music that describes self ; Identifies names of muical instruments used in a recording ; Demonstrates the ability to perceie music ; Sleeps when listening to music ; Patient listens to one recording to exclusion of other recordings ; Demonstrates the ability to locate sound sources ; Chooses music that describes a peer ; Prefers specific elements of music ; Expresses likes as well as dislikes regarding muisc ; Chooses appropriate background music -- Singing : Participates in group sing-a-long ; Performs a vocal solo before the group ; Sings and follows a choral part ; Participates in a choir ; Completes music questionnaire ; Exhibits superior vocal skill ; Sings only one style of music ; Demonstrates vocal range ; Sings at least two lines of a song from memory ; Sings with correct pitch and rhythm ; Matches pitch ; Sings with appropriate dynamics ; Requests voice lessons ; Uses voice expressively ; Stays on task during singing activities ; Sings with breath control and appropriate intensity ; Participates in toning exercises ; Sings both a cappella and with accompaniment ; Deomstrates physiological aspects of vocalization ; Sings lyrics to an entire song ; Sings lyrics to only phrases of songs ; Sings song lyrics in sequence ; Exhibits performance anxiety ; Expresses likes and dislikes about a song -- Playing instruments : Demonstrates interest in playing music instrument ; Demonstrates instrumental ability ; Exhibits performance anxiety ; Performs in a group ensemble for peers ; Assessment of past instrumental performance ; Imitates or repeats rhythmic or melodic phrase ; Accompanies own singing ; Plays tone bells ; Participates in informal jam session ; Performs a variety of musical styles -- Improvising music : Plays orff and rhythm instruments ; Expresses feelings and expressiveness ; Maintains ostinato pattern ; Improvises a rhythm or melody over an ostinato pattern ; Feels musically inferior ; Demonstrates preference for improvisational instruments ; Demonstrates the ability to imitate, alternate, and initiate ; Expresses a desire to improvise at the piano ; Expresses creativity during group improvisation ; Feels at ease when improvising ; Leads or conducts group improvisation sessions ; Hears chord changes ; Interacts with other group members while improvising ; Improvises movements to music -- Locomotor movement to music : Dances to music ; Participates in structured creative movement to music ; Participates in unstructured creative movement to music ; Moves in rhythm to music ; Participates in aerobics ; Maintains the tempo of the music given directed movement ; Integrates and performs structured rhythm patterns to music ; Participates in creative dance and body language ; Awareness of personal space or body limits ; Leads group in movement ; Feels comfortable with structured movement activity -- Composing music : Participates in lyric writing ; Composes, sings, and plays own compositions ; Learns newly composed song by rote -- Nonlocomotor movement to music : Imitates movements to music ; Changes movement in response to movement ; Taps fingers, toes, or claps to music ; Follows and maintains pulse -- Adolescents-music behavior : Listening to music : Demonstrates awareness of a variety of styles of music ; Demonstrates musical preferences ; Uses music for relaxation ; Associates affect with music ; Interested in new types of music ; Chooses music that expresses own views ; Identifies musical characteristics ; Has confidence in own musical interpretations ; Listens to the lyrics of music ; Attends to music -- Playing instruments : Desires to play and instrument ; Plays instrument for others ; Participates in group ensemble ; Critiques musical performance ; Demonstrates rhythmic ability ; Respects various musical styles -- Improvising music : Varies improvisation ; Improvises within rhythmic structure ; Demonstrates awareness of other ensemble members ; Demonstrates interest in playing music instruments ; Improvises on the pentatonic scale ; Improvises on the blues scale ; Creates improvisations representative of moods ; Improvises with one other person ; Improvises musically -- Singing : Demonstrates the ability to match pitch and follow rhythms ; Sings solo in front of group ; Blends with group ; Sings with adequate loudness ; Sings with a vocal tone that is not too breathy ; Sings in tune with a pleasing timbre ; Sings with proper diction ; Demonstrates expanded vocal range ; Sings with a choir -- Composing music : Demonstrates the ability to write lyrics and melody ; Uses lyric writing as a means of self-expressions ; Participates in writing song parodies ; Bases music composition on pictures, themes, or symbols ; Experiences rhythmic difficulties when composing ; Composes a variety of styles of music ; Has trouble rhyming or thinking of lyrics ; Uses imagination to create music productions ; Organizes sounds into music -- Locomotor movement to music : Participates in unstructured creative movement to music ; Dances to music ; Unable to respond to cues when dancing -- Children-music behavior : Listening to music : Identifies characteristics of music ; States musical preferences ; Reads lyrics to songs ; Identifies popular songs ; Demonstrates audience behavior -- Singing : Sings on pitch ; Sings melodic phrases ; Sings with music therapist from song book ; Sings entire length of song ; Sings loudly enough to be heard ; Chooses songs about own family from song books ; Sings a song from memory -- Playing instruments : Responds rhythmically to music ; Plays a variety of instruments ; Plays instrument on cue ; Plays autoharp ; Plays choir chimes ; Plays guitar ; Uses rhythm or lumi sticks correctly ; Listens to tape recording of own performance ; Plays music instrument for peer or staff -- Locomotor movement to music : Creates movement to music ; Participates in choreography ; Imitates or mirrors musical movement ; Moves in rhythm to music ; Moves freely and spontaneously without rigidity ; Follows sequence of movement activity ; Walks to the beat of music -- Composing music : Composes new lyrics to songs ; Composes a greeting song -- Improvising music : Creates song through improvisation ; Directs an improvisation -- Nonlocomotor movement to music: Claps rhythms. |
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Part III. Practice exercises : General standards ; Instructions for psychiatric music therapy questionnaire (PMTQ) analysis ; PMTQ analysis: adults : Bob ; James -- PMTQ analysis: adolescents : Kathy -- PMTQ analysis: children : Allen -- Group therapy : Group therapy ; Procedure ; Formulating a group BASIC I.D. : Writing an individual multimodal treatment plan ; Patients with diversified problems ; Other group music therapy situations -- Brief therapy: short-term music therapy : Short-term music therapy ; Therapeutic factors promoting change in short-term settings ; Therapeutic techniques for short-term settings ; Music therapy in short-term settings ; Multimodal music therapy profile: Ron ; References for brief therapy and short-term psychotherapy -- Appendix I : Psychiatric music therapy questionnaire: adults ; Optional answer sheet -- Appendix II : Psychiatric music therapy questionnaire: adolescents ; Optional answer sheet -- Appendix III: Psychiatric music therapy questionnaire: children ; Optional answer sheet -- Appendix IV : Clinical forms : Basic I.D. ; Multimodal music therapy profile (adults) ; Multimodal music therapy profile (adolescents) ; Multimodal music therapy profile (children) ; Music therapy intervention plan ; Implementation strategy ; Music therapy progress report chart -- Alternate forms : Individualized intervention plan ; Session progress note. |
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Interpersonal-Socialization -- Drugs; -- Impaired gross motor coordination ; Lacks finger dexterity ; Impaired grasp function ; Lacks eye-hand motor coordination ; Excessive dropping of objects (poor grasp maintenance) ; Impaired ability to describe objects, feelings or situations ; Difficulty imitating speech or nonspeech sounds ; Explosive speech ; Poor speech articulation ; Impaired receptive language ability; poor comprehension 5. Children -- Behavior -- Affect -- Sensory -- Imagery -- Cognitive -- Interpersonal-Socialization -- Drugs; 6. Adults -- Music Behavior -- Listening to Music -- Singing -- Playing Instruments -- Improvising Music -- Locomotor Movement to Music -- Composing Music -- Nonlocomotor Movement to Music; 7. Adolescents -- Music Behavior -- Listening to Music -- Playing Instruments -- Improvising Music -- Singing -- Composing Music -- Locomotor Movement to Music; 8. Children -- Music Behavior -- Listening to Music -- Singing -- Playing Instruments -- Locomotor Movement to Music -- Composing Music -- Improvising Music -- Short-Term Music Therapy; Appendix 1; Appendix 2; Appendix / Nonlocomotor Movement to Music; Part III; 9. Practice Exercises; 10. Group Therapy; 11. Brief Therapy. |
| Summary |
From carrying out an initial patient assessment, through designing an appropriate treatment plan, to implementing and evaluating treatment, this manual is a guide to practical psychiatric music therapy. It is a useful learning resource for music therapy students and interns, and for practitioners. |
| Language |
English text. |
| Subject |
Music therapy -- Handbooks, manuals, etc.
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Music therapy. |
| Genre/Form |
Handbooks and manuals.
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Handbooks and manuals.
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| Added Author |
Cassity, Michael, author.
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Cassity, Julia E., author.
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| ISBN |
9781843108313 |
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1843108313 |
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