Are you interested in using the power of music to support comfort or healing?

Whether you’re looking for college-level training, want to incorporate music into your work, or wish to find a way to use your musical skills to enhance the quality of life for people experiencing health crises or other life challenges, you’ll want to know about these options.

by Barbra Weidlein

1. Bedside Harp
Bedside Harp’s mission is “to promote the therapeutic use of the harp in healthcare and wellness settings.” The Certified Harp Therapist (CHT) and Certified Master of Harp Therapy (CHMT) programs are “mindfulness-based programs designed to train adult harpists (those who play pedal harp) and harpers (those who pay folk or lever harp) to work as healthcare professionals in medical and wellness settings.” 

Most of the training is available online except for one module (“Working with the Depressed, the Seriously Ill and the Dying”) that must be taken live. For those who want to learn to play the harp, instructional harp programs are also offered.

2. Bread & Roses Presents

Bread & Roses, founded by singer/songwriter Joan Baez’s late sister, musician Mimi Farina, presents free live-performance shows at facilities throughout the San Francisco Bay Area. Professional and semi-professional musicians as well as dancers, clowns and magicians volunteer their time and talents “to people who are disadvantaged, marginalized, or otherwise isolated in diverse institutional settings in the San Francisco Bay Area.”  Volunteers with limited or no musical training can also volunteer to host shows.

3. MUSACOR (Musicians as a Community Resource)

MUSACOR provides information and training to musical groups that want to enrich the quality of life in their communities through music. The MUSACOR website offers ideas, resources and even scripts to assist musicians in their efforts. 

Penny Brill, a violist with the Pittsburgh Symphony Orchestra, created MUSACOR as well as the PSO’s Music and Wellness Program. 

4. Music Care Training

Music Care Training is one of several programs offered through the Room 217 Foundation to “change the culture of care” through music. Music Care Training is designed for healthcare professionals (RNs, recreation therapists, social workers, chaplains, etc.) who want to incorporate music in their work. Musicians as well as family and volunteer care providers can also participate. 

Strategies for using music as well as music skills strengthening are provided in 2-day courses. A longer program for learning to advocate for music in a caregiving setting is also available. Certification or other credentials are not offered for any of these programs. While headquartered in Canada, Music Care Training facilitators will travel to other workplaces to provide the training.

5. Music for Healing & Transition Program (MHTP)

Musicians take this five-level therapeutic music program in order to learn how to bring emotional, spiritual, mental and physiological comfort to patients through live acoustic music played at the patient’s bedside. The only goal is to provide a healing environment.

The training consists of live, experiential classes (some of which are offered via videoconference) plus a required 45-hour clinical practicum. Graduates receive the title of Certified Music Practitioner (CMP).  

6. Music Therapy

Music therapists have a bachelor’s degree or higher in music therapy from a school accredited by the American Music Therapy Association (AMTA). In addition to coursework in music, psychology, behavioral and social sciences, voice, guitar and keyboards, undergraduate requirements include 1200 hours of clinical training with a supervised internship. Certification exams are required at the end of training to gain the credentials necessary to practice as music therapists.  

According to the AMTA, “Highly trained and nationally certified music therapists build on inherent qualities of music, using music and music activities in a focused and concentrated manner for healing and change, influencing physical, emotional, cognitive, and social responses.” Music therapists may use live or recorded music in conjunction with a specific plan for each session.

For musicians who majored in an area of music other than music therapy, a music therapy equivalency program can be undertaken in approximately two years to provide the necessary training. 

Music therapy has been shown to be effective to support babies in neonatal intensive care as well as people with Alzheimer’s disease, depression, substance abuse, pain, autism spectrum concerns, dementia, and PTSD. The benefits of music therapy used with a broad range of people experiencing life challenges and trauma are described in these articles on MajoringInMusic.com. Several schools offering music therapy programs are listed and linked in each article.

7. Musicians On Call

Musicians On Call sends volunteers to perform at the bedsides of patients in healthcare facilities in major cities across the U.S. including Atlanta, Boston, Chicago, Dallas, Denver, Las Vegas, New Orleans, Memphis, Miami, Philadelphia Phoenix, San Francisco, San Jose, and Washington D.C/Baltimore area. The Virtual Bedside Performance Program broadcasts performances to homebound patients and those who cannot be at a live performance. 

Volunteers with limited or no musical training can also participate as “guides” who escort the musicians from room to room. 

8. Threshold Choir

Threshold Choirs are located all over the U.S. and beyond. Members are volunteers who bring ease and comfort by singing softly at the bedsides of people who are in a health crisis or who are actively dying. 

Some singers are professional musicians, but this is not required. Members must carry a tune, hold their own part while others sing in harmony, and blend their voices with the other singers. They rehearse together a repertoire of appropriate songs and then sing these upon request to those in need. 

Music therapy is an effective intervention for working with traumatized children and adults. It helps reduce anxiety, offers emotional relief, and facilitates life-affirming social interactions, to name just a few of its benefits. The purpose of this article is to shed light on how music therapy addresses trauma for anyone interested in a music career that truly changes lives.

by Barbra Weidlein

Trauma settings

Music therapists have been called upon to support the recovery of individuals and communities following horrific events as well as natural disasters. Settings have included New York City metropolitan area after the 9/11 terrorist attacks; New Orleans after Hurricane Katrina; Umpqua Community College after a mass shooting on campus; various war- and post-war zones; and other disaster recovery situations.

According to the American Music Therapy Association, music therapy addresses trauma by providing:

• Non-verbal outlets for emotions associated with traumatic experiences

• Anxiety and stress reduction

• Positive changes in mood and emotional states

• Active and positive participant involvement in treatment

• Enhanced feelings of control, confidence, and empowerment

• Positive physiological changes, such as lower blood pressure, reduced heart rate, and relaxed muscle tension

“With individuals who have experienced trauma,” says Jim Borling, director of Radford University’s Music Therapy program, “music becomes an outlet for expressing emotion. Music therapy has a way of letting people know that it is ok to feel what you are feeling. It is ok to acknowledge what has happened.”

Borling brought his skills as a music therapist to Newtown, Connecticut where a 2012 shooting at Sandy Hook Elementary School took the lives of 20 children and six staff members, and to Virginia Tech (Virginia Polytechnic Institute and State University) after a campus shooting in 2007 killed 32 and injured many others.

Other uses of music therapy

Music therapy also serves those who’ve experienced trauma as a result of chronic pain, chemical addiction, child abuse, asylum-seeking, domestic violence, incarceration, and other sources of emotional distress.

• Janice Lindstrom, a visiting lecturer in Music Therapy at SMU Meadows School of the Arts, has utilized music therapy with abused children and with patients at Veterans Administration hospitals. She has also applied music therapy to her work with the International Rescue Committee (IRC) to support individuals around the world who are affected by war and natural disasters.

• Kimberly Sena Moore, clinical training director of Music Therapy at the Frost School of Music at University of Miami, is researching the impact of music therapy on the emotional self-regulation of children with a history of trauma. Emotional regulation refers to the ability to effectively manage and respond to emotional experiences.

• Ron Borczon, director of Music Therapy at California State University, Northridge, worked with the therapists of family members and survivors of the 1995 Oklahoma City bombing as well as with school-age children who experienced the 1994 earthquake in Northridge, California. He also helped in planning music therapy interventions after shootings at Columbine High School in Littleton, Colorado and Santee High School near San Diego, California.

• Yasmine Iliya, adjunct faculty at Saint Mary-of-the-Woods College, New York University and Molloy College, is working on a pilot program using music therapy with Syrian refugee children in Jordan.

• Maggie Connors, a music therapist in private practice in Vermont, has worked with children and adolescents with a history of domestic violence in the home and/or sexual abuse. She’s also worked at a children’s hospital, where she relates that “trauma was more often related to medical procedures or events that precipitated hospitalization.”

• Jessica Cole-Robinette uses music therapy with patients at Akron Children’s Hospital’s Palliative Care Program. She has also used music therapy with victims rescued from human trafficking; homeless veterans; and those dealing with medical trauma within the family.

Music therapy in the NICU

Joanne Loewy, director of New York City’s Mount Sinai Beth Israel’s Louis Armstrong Center for Music & Medicine, has found music therapy to be a vital intervention for premature infants in neonatal intensive care units (NICU).

She says that music therapy for premature infants “addresses the trauma of missing out on the ‘warmth and soundscape’ of the womb environment. Preemies are deprived of the ‘whoosh’ and warmth of the womb. Studies show this affects the development of premature newborns especially in the areas of sleep, feeding behavior, weight gain, and because of the trauma from any procedures they have to undergo.”

Loewy’s research shows that singing to infants in the NICU increases their alertness. She developed a rhythm technique in conjunction with the Remo drum company, using a small two-toned wooden “gato” box to mimic the heartbeat of the infants’ mothers.

She also worked with Remo to develop the Lullaby Ocean Disc to imitate the missing whooshing sounds of the womb. The Disc has been shown to slow and regulate the breathing of premature infants whose lungs are not yet fully developed. It has also been effective at reducing stress and facilitating sleep. Parents are taught how to use these techniques in order to feel more engaged with their premature infants and to be able to continue working with these interventions when their babies are ready to go home.

Loewy has also shown that music therapy is an effective intervention with children suffering from a number of problems including cancer, diabetes, asthma, eating disorders, suicidal tendencies, and emotional distress.

Techniques used

Songwriting and improvisation are two of the most common ways music therapy addresses trauma.

• Alejandra Ferrer, coordinator of Music Therapy at Belmont University School of Music, has worked in mental health facilities with victims of trauma and abuse. She says, “Music therapists who work with these populations may implement techniques such as songwriting and lyric analysis, music-based relaxation activities, and combined music and art interventions.”

•  Andrew Knight, assistant professor of Music Therapy at Colorado State University, says that music therapists incorporate “song lyrics, musical elements, and metaphors/analogies” that can help clients gain new insights to help them move through difficult problems. “Composition includes songwriting as a way to express oneself in a musical medium,” he says.

• Jim Borling finds that “Music therapy serves to help people connect with each other and experience support…When working with groups, sometimes large groups, music (often times drumming) provides a safe space for people to come together and be in close proximity with each other, but not need to verbally discuss or process traumatic events or experiences. Music, and rhythm in particular, can communicate safety, connectedness, community, and support all at the same time.”

• Cathy H. McKinney, coordinator of Music Therapy at the Hayes School of Music at Appalachian State University utilizes the Bonny Method of Guided Imagery and Music (see sidebar) to help clients recover from trauma. Through the Bonny Method, images are brought to mind to assist clients in working through trauma and related unresolved issues.

Training

Undergraduate music therapy programs do not focus on working with traumatized populations. Those drawn to this area of concentration gain some of the necessary training through their required supervised internship. Many enter graduate programs in music therapy for additional clinical skills and further training. Others seek a degree in a relevant area of counseling.

Jessica Cole-Robinette sees trauma as a fairly universal phenomenon. As a result, she says, “All music therapists working with any population need trauma-informed education, whether it be at the undergraduate level or for continuing education.”

Continuing education is an important part of the professional life of a music therapist. Training and support are available through workshops, seminars, and publications offered by the American Music Therapy Association. The World Federation of Music Therapy is another resource for continuing education.

Most music therapists who have worked in the area of trauma agree that training beyond the entry level is essential. According to Kimberly Senna More, “A professional board-certified music therapist with a bachelor’s degree should provide supportive, activity-oriented music therapy services, whereas a professional board-certified music therapist with a master’s degree has the advanced training to provide more insight-oriented music therapy services.”

She adds, “Trauma-informed training does not look like a one-time continuing education course. It should be integrated into every course in some way. It’s becoming more and more apparent as to how early trauma with or without attachment wounds impacts the psychological well-being of the populations that we serve. This ranges from geriatric to pediatric, from physical rehabilitation to hospice.”

Alejandra Ferrer at Belmont stresses the importance of gaining “significant clinical knowledge about the population itself. This will help in guiding the therapist as to what goals, techniques, and interventions may be most important/effective/beneficial. It is important to have a high level of sensitivity towards (traumatized) populations.”

By the same token, Maggie Connors reminds, “Your job is to support and guide clients or patients through their journey…Some music therapy settings focus on crisis stabilization where you may only see a person once or twice and other settings (may better) allow for long-term processing and learning.”

Beyond skills

Katurah Christenbury teaches at Appalachian State University and works as a music therapist at the school’s Institute for Health and Human Services. She asserts that those who want to work as music therapists to address traumatized populations need to “have a strong sense of self, and the ability to be able to empathize with another.”

Christenbury adds, “We must learn more about the cultures of our clients to better understand, serve, and sympathize/empathize with them before pursuing our own therapeutic agendas.” Music therapists need to be aware that trauma manifests for different people in different ways, she says, including anger, withdrawal, sexual acting out, and addictive behaviors. “Being open and accepting of each person’s journey, religious beliefs, views of humanity –– especially if they are different from one’s own” is essential. “Being patient; trusting the process of healing; and going at the client’s pace” – these are all important when working with traumatized clients.

Maggie Connors describes “compassion fatigue” as a legitimate concern for music therapists who work with people who have experienced trauma. “The idea that you can’t take care of someone unless you take care of yourself first is true,” she says. “Selflessness and empathy are characteristics that probably have contributed to your wanting to be a music therapist. It is not selfish to take a moment for yourself. It is not insensitive to not being thinking about your clients at every moment. Acknowledging when you need a break or need to talk with a co-worker or supervisor will make you a stronger and more effective music therapist.”

Music Therapy in the NICU:  The Columbian, Ariane Kunz

Check out the
Music Therapy Programs
at these Sponsoring Schools on MajoringInMusic.com

• Arizona State University School of Music
• Berklee College of Music
• Colorado State University
  Department of Music, Theatre and Dance
• East Carolina University School of Music
• Florida State University College of Music
• Mary Pappert School of Music, Duquesne University
• SMU Meadows School of the Arts
• Temple University Boyer College of Music & Dance
• West Chester University Wells School of Music

by Karen D. Goodman

Are you wondering how to choose a music therapy program? Here are several suggestions:

Read, Read, Read

The website of the American Music Therapy Association (AMTA) is a great place to start. Then you can move on to numerous books and articles concerning music therapy. Reading will continue to inform you, through case example and theoretical explanation, what the work is really all about. Reading also forms a basis for intelligent questions when you meet with faculty interviewing you for their programs.

Observe Music Therapy

Contact AMTA for regional information where you can find music therapists to observe. Seeing is believing, and you may even want to volunteer with a music therapist for a period of time to decide if this is truly the profession for you. That was what I did many years ago.

Consider These Criteria:

• Location
Proximity to clinical facilities is particularly important during training in a music therapy program. You do not want to be in the middle of nowhere no matter how beautiful it is.

• Strength of music school
Your admission through a music audition and your training as a musician are integral to your role as a music therapist. The strength of the music school in terms of faculty, students, ensemble offerings, and curriculum is key, no pun intended.

• Strength of academic offerings
Music therapy is truly an interdisciplinary art and science. You want to be at a school with competitive academic entry criteria, a strong general education component, opportunities for developing your writing ability, and connections with a strong psychology department.

• Accreditation
Accredited academic music therapy programs are indicated on the AMTA website. Programs are offered at the undergraduate and graduate levels. Don’t let a school advise you that you can become a music major and a psychology minor and go on to practice music therapy! Music therapy has been a specific academic field and training program since 1950.

• Faculty and leadership
Look for a music therapy program where there is diversity of faculty: at least two full-time faculty who can present varied theoretical approaches and a minimum of five years of full-time clinical experience, preferably supplemented with adjunct faculty with definitive areas of expertise and clinical experience. Many training programs thrive on rotation of leadership positions in order to provide fresh perspectives.

• Clinical training opportunity
Ask specific questions about how much clinical training opportunity each program provides and if you will receive both on-site and faculty supervision with experienced clinicians. Ideally you will have clinical opportunity for six successive semesters with different ages and challenges; the supporting practicum classes should be taught by faculty with a minimum of five years of clinical experience in those areas.

• Class size
Music therapy is an intensive and demanding curriculum that requires a smaller class size, ideally no larger than 20.

• Class format
Although the COVID-19 epidemic necessitated online learning, has the program adapted to offering safe face-to-face instruction? If not, what would the pros and cons of online or hybrid learning be?

• Research opportunities
What kind of research is being done in the music therapy programs you’re looking at? In 2019, the National Institutes of Health (NIH) awarded $20 million over a five-year period in order to move music therapy and neuroscience initiatives forward. This research builds on the Sound Health Initiative, an NIH-Kennedy Center partnership in association with the National Endowment for the Arts. Approved grants in music therapy initiatives are quantitatively based, where the collection and analysis of data are numerically based.

• Ranking
There is no legitimate ranking of music therapy programs on the internet. It is up to you to investigate the possibilities!

• Preparation for CBMT exam
Upon graduation from an accredited music therapy program, you are eligible to sit for the Board-Certification exam, overseen by the Certification Board for Music Therapy. The successful passing of this exam grants you board certification, MT-BC, which is supplemented with continuing education. Many employers require this credential for hire. The current pass rate is 65% (2021). Does the program provide any guidance or support for this?

• Alumni successes
Does the program keep a database of graduates and their success in finding jobs?

Karen D. Goodman, Professor Emerita, Music Therapy, Montclair State University, Montclair, New Jersey, is a seasoned educator, clinician, supervisor, administrator and author. Publications include Music Therapy Groupwork with Special Needs Children (2007), Music Therapy Education and Training (2011), and International Perspectives in Music Therapy Education and Training (2015).

For More about a Career
in Music Therapy

• Is Music Therapy Your Calling?
• Becoming a Music Therapist
• How to Choose a Music Therapy Program
• Music Therapy: Making a Difference One Note at a Time
• Music Therapy for Children with Autism: A Rewarding Career Path
• Music Therapy Addresses Trauma – Careers That Change Lives
• Music for Comfort or Healing
• Music Therapy Practitioners and Educators Reimagine Their Profession
• American Music Therapy Association
• World Federation of Music Therapy

According to the American Music Therapy Association (AMTA), if you have a bachelor’s degree in music but not in music therapy, you can apply for a 60-credit, 3-year  combined equivalency/master’s degree program. For a complete list of music therapy degree programs, visit AMTA’s website.

If you didn’t major in music therapy as an undergrad, the music therapy equivalency program offered at many of the schools providing music therapy training allows you to gain the competencies necessary for becoming a certified music therapist. Since music therapy is often a profession that isn’t discovered until students are partway through college –– or even long afterwards — the equivalency program is designed to remedy the gap in training.

If you have a bachelor’s degree in music

According to the American Music Therapy Association, students complete “only the required coursework necessary to satisfy professional competencies in music therapy without necessarily earning a second baccalaureate degree. The equivalency program consists of all core music therapy courses at the undergraduate level, all clinical training requirements including the internship, plus any related coursework in science and psychology (i.e. anatomy, abnormal psychology, and other related courses).”

Note that students or graduates who received a BA instead of a BM in music may need to spend additional time taking music credits they’re missing.

If you do NOT have a bachelor’s degree in music

Many music therapy schools require an undergraduate degree in music to qualify for the music therapy equivalency program. There are some that will accept students with a degree in education or psychology plus a minor in music or a strong background in music. Since every school implements its music therapy program differently, make no assumptions. Check the AMTA website to see which schools will allow you to apply with your background.

Additional considerations

• Some schools offer the equivalency program as a certification-only option, which means students won’t qualify for school-based financial aid.
• The music therapy equivalency program is implemented in conjunction with a master’s-level music therapy degree program at a number of schools (“combined equivalency master’s”).
• To get an idea of how your background compares to that of someone with a bachelor’s degree in music therapy, look at your transcript in comparison to the AMTA Professional Competencies.
• After reading the websites of schools you’re interested in, if you are unsure about how to proceed, contact the program director of those schools. If those schools are on MajoringInMusic.com (see sidebar on this article), you can use the forms on their pages to ask your questions.
• At the present time, only one school, Saint Mary-of-the-Woods College, offers a distance music therapy equivalency program; see more information in sidebar.
• Most music therapy programs require an audition to qualify for the equivalency program.

These participating schools on MajoringInMusic.com offer music therapy programs:

Arizona State University School of Music

Berklee College of Music

Colorado State University
School of Music, Theatre & Dance

East Carolina University School of Music

Florida State University College of Music

Mary Pappert School of Music, Duquesne University

Southern Methodist University Meadows School of the Arts

Temple University
Boyer College of Music & Dance

West Chester University Wells School of Music

Link Here for More Information
about Music Therapy

Becoming a music therapist is not as simple as majoring in music and minoring in psychology or vice-versa. Some professionals say a minor in psychology can be beneficial for entering the field. However, a student with a major in psychology and minor in music is not eligible to sit for the certification exam.

by Caitlin Peterkin

“A bachelor’s degree in psychology or music that is not music therapy or that is offered by a school not accredited in music therapy does not prepare a student for the professional practice of music therapy,” says Dr. Cathy McKinney, Music Therapy Program Director at Appalachian State University’s Hayes School of Music.

According to the American Music Therapy Association (AMTA), curriculum for a music therapy degree includes coursework in music therapy, psychology, music, biological, social and behavioral sciences, disabling conditions, and general studies. Piano, guitar, and vocal proficiency are expected and are the most frequently used in therapy.

Students in a music therapy program also receive clinical experience outside of the classroom, typically partnering with on-campus clinics or facilities serving individuals with special needs in the community.

So do I need a master’s degree?

Most experts say that currently, a master’s degree in music therapy is not necessary if you earned your bachelor’s in music therapy.

Lalene Kay, director of the Cleveland Music Therapy Consortium (consisting of Baldwin Wallace Conservatory, The College of Wooster, and Cleveland State University), says there are some hospitals and facilities that prefer master’s-level training for supervisory and manager-level positions. “Some music therapists will consider graduate work and explore a master’s in music therapy,” she adds, “or look to other areas to strengthen their skills, knowledge and abilities in a population-specific focus such as Master’s in Social Work, Communication Disorders, Child Life, Gerontology, Neuroscience, Psychology, Counseling, Early Childhood Education, to name a few.”

Others believe advance training in music therapy is now more important than ever, particularly to become more competitive in the market. “The American Music Therapy Association is in the process of determining whether or not to require a minimum of a master’s degree,” says Dr. William Davis, director of the undergraduate program in music therapy at Colorado State University and chair and director of graduate studies in music for the department. “This is likely to happen within the next 10 years or so.”

Dr. Darlene Brooks, director of music therapy at Temple University’s Boyer College of Music and Dance, believes students should consider a master’s degree shortly after their internship. “The bachelor’s degree serves as an excellent foundation for the young music therapist to work with clients in a general way,” she says. “The needs of clients extend beyond what the bachelor’s music therapist can provide, and the master’s degree is needed in order to understand the depth and breadth of practice.”

What if I already got my degree in another area of music or a different field altogether but I want to enter music therapy?

The AMTA says that students who have earned a degree in a non-music therapy field may complete the degree equivalency program in music therapy offered by most accredited universities. Brian Wilson, director of the music therapy program at Western Michigan University’s School of Music, says that most schools’ equivalency programs take about two years, and many also offer a music therapy equivalency plus master’s program, which can typically take three years.

Dr. Feilin Hsiao, associate professor of music therapy at the University of the Pacific Conservatory of Music, encourages students who have earned a non-music degree to complete music prerequisite courses first. These include music theory, music history, conducting, and piano, guitar, and vocal proficiency.

At Colorado State University, Davis says it is common to enter a graduate-equivalency program in music therapy with another degree in music. He estimates 90% of the graduate students who enter CSU’s program have a degree in music other than music therapy.

What employment opportunities are available for music therapists?

Students who earn a degree from an accredited music therapy program have numerous opportunities to practice. Program directors say their graduates have accepted jobs in a variety of settings, including:

• hospitals
• schools
• mental health facilities
• assisted living facilities

Because of most programs’ internship and clinical requirements, students are able to obtain employment before or soon after earning their degree.

According to Wilson, Western Michigan University has had an almost 100% placement rate within three months of graduation for the past several years, and other schools seem to be reporting similar findings.

Baldwin Wallace has seen its graduates find employment at many major cities around the country. “We have recent alums working with community programs which service adults with developmental disabilities, autism and severe/profound physical and neurological disorders in Indianapolis and Pittsburgh, as well as hospice programs in Maryland and Cleveland,” says Kay. “Most recently, an employed alum was hired by the agency in San Diego where she completed her six-month internship. She now heads a new program she helped pilot during her internship.”

What are some challenges music therapists face?

Many professionals acknowledge that a general lack of awareness and understanding of the field is the biggest challenge. This can lead to new graduates struggling to find jobs, particularly in parts of the country where music therapy is less well-known. “The larger metropolitan areas are where the majority of the full-time jobs are,” says Davis. “Those in areas outside of cities sometimes have to create their own positions or set up a private practice.”

Another challenge, according to Brooks, is the number of clients music therapists are expected to see in a given day. “Once facilities recognize the value of music therapy, they want all of their clients to have the service,” she says. “Balancing that request with good treatment is a challenge.”

The field is also ever-changing and rapidly developing because of new uses of music, the emergence of new populations in need, and more specific applications of music therapy interventions. McKinney says that music therapy for premature infants in neonatal intensive care is a good example of how the field has evolved.

“As recently as 15 years ago, there was very little literature in this area and few music therapists in NICUs,” she says. “Now there are at least three books on the subject, a growing research base that has shown the cost-effectiveness as well as precautions and contraindications, and an increasing number of NICUs seeking to hire music therapists who have expertise in this area.”

Caitlin Peterkin is a writer/editor and arts enthusiast who has worked as program manager for Earshot Jazz (Seattle) and has written for BestNewBands.com, The Chronicle of Higher Education, and Paste Magazine. She graduated from Indiana University Bloomington with a B.A. in Journalism and a minor in Music.

Providing music therapy for children with autism can be a rewarding career. “What is exciting is that music is often ‘the thing’ that reaches a child with autism, and connects him or her to others,” states Dr. Tracy Richardson. “It is not just a way to shape or control ‘behaviors’ but it is a way to reach in to the essence of that child and say ‘Here I am! Let’s be together in the music!'”

According to Richardson, professor and director of Music Therapy at Saint Mary-of-the-Woods College, “Children with autism often have an affinity for music. A child might have a song that he sings to calm himself or perhaps he has a type of music (such as Disney songs) that he is drawn to. Because of this, music therapists have a natural and often non-threatening avenue for communication with that child. A child may sing words that she will not speak, which then is the start of communication between the child and music therapist. If I sing ‘Old MacDonald had a farm….E I E I…’ the child may respond with ‘O’ (if this is a song she is familiar with). It takes little effort for her to respond, and the structure of the music makes it easy to do so.”

Dr. Blythe LaGasse has worked with children on the autism spectrum (ASD) for many years and also coordinates the Music Therapy program at Colorado State University. “Many persons on the autism spectrum show increased interest in musical stimuli, making music therapy an excellent tool to facilitate achieving their cognitive, social, communication, or motor goals,” she says.

Benefits of Music Therapy for Children with ASD

Music therapy is useful for:

• facilitating relationships, learning, self-expression, and communication.
• improving attention span, including gaining and maintaining attention.
• helping children learn to follow directions.
• helping children learn to express feelings appropriately, including instances where verbal language isn’t used.
• facilitating social skills including sharing, interacting appropriately with other children, taking turns, and responding in an acceptable manner.
• encouraging motivation.
• improving verbal skills including rate, volume, and pacing of speech.
• facilitating limit-setting.
• helping individuals process sensory information.
• building frustration tolerance including the ability to adjust to changes in routine.
• developing and improving gross motor skills such as directionality, balance, coordination, and walking.
• developing and improving fine motor skills including grasping, use of the wrist and fingers, and facial movements such as winking.

How long does it take to observe change? According to Brittany Neuser, a music therapist who graduated from Western Michigan University, “In some cases, benefits are immediately evident and in others, observable benefits may not emerge until after more long-term exposure to music therapy treatment.”

Assessment and Techniques

“Each child is assessed carefully by the music therapist before and during the sessions,” says Tracy Richardson. “The assessment will help determine if this is an appropriate therapy for the particular child. Some children with a severe sensitivity to sound may not benefit from music therapy. However, even if a child cries or seems to be upset in the presence of music, it does not necessarily mean that music therapy is contraindicated. The music therapist can determine this through ongoing assessment. Sometimes a child’s cries can be echoed melodically in the music, and may make her feel ‘heard.’ She may start responding differently because of this.”

Rhythmic elements help organize the sensory system and are commonly used with children on the autism spectrum. “For example,” says Brittany Neuser, “some individuals with autism may experience difficulty initiating, sustaining, or stopping movement (walking is a common example). In these cases, a steady rhythmic pulse provided by something as simple as patting your hand on your leg, often helps to activate sensorimotor pathways and facilitate movement. This technique requires no special equipment or materials and can easily be used across many different environments.” Other techniques, according to Neuser, include “songs or rhythmic chants that help to teach or cue specific behaviors or skills. These songs may help people with autism learn to sequence and complete activities of daily living such as brushing teeth and identifying emotional or physical states. They may also help to teach academic or social skills.”

Working with Parents and Family Members

Music therapists communicate with parents and other significant support people about the work they’re doing with children. “There may be techniques which can be replicated at home and school to give the child consistency in feedback and expectations,” says Dr. Lalene Kay, director of the Cleveland Music Therapy Consortium (consisting of Baldwin Wallace Conservatory, The College of Wooster, and Cleveland State University). “At other times, it is just a matter of these professionals and the family sharing observations to confirm acquisition and generalization of certain behaviors and knowledge through demonstration in a variety of settings (home, school, church, other therapies, etc.).”

Linda Sanders, co-director of Creative Therapies Enterprises and adjunct professor of Music Therapy at Duquesne University’s Mary Pappert School of Music, offers additional ideas for working with parents of children on the autism spectrum. “I have worked with parents to assist them in using their singing voice to label objects or actions, give directions, and give information such as scheduling, as in ‘We’re going to go to the grocery store this morning.’ I’ve also helped parents learn songs that apply to daily living and self-help skills, as well as to improvise songs on the spot. I’ve recommended recorded music for various uses, and encouraged parents to share with their child the music that they enjoy.”

Training

“Each college student studying music therapy has points along their education journey where they evaluate and reevaluate their interests, talents, strengths and challenges in terms of specific areas of practice,” says Lalene Kay. “As students have opportunities to experience working with different populations, they are able to make more realistic decisions regarding populations and their own inclinations and talents for working with specific age groups, diagnoses, and with specific models and approaches.

“Even if one is exclusively interested in working with children living with autism,” Kay continues, “the incoming college music therapy major needs to be aware that colleges and universities offering MT degrees are obliged to require students to complete clinical hours with 3 – 5 different populations. Specialization would be pursued on a Masters level or at least in a Post-Bac certificate.”

Blythe LaGasse adds, “One of the best ways to gain skills is to collaborate. I would suggest that persons interested in working in this area gain experience with other music therapists or professionals who work with individuals with ASD.” Brittany Neuser concurs. She encourages students to “actively pursue interaction with people from other disciplines (including speech, occupational, physical, recreational, and art therapy) and to learn about autism from all therapeutic perspectives, as most music therapists working with people with ASD function as part of an interdisciplinary team.”

Employment Opportunities

Settings where music therapists work with children include:

• Schools
• Pediatric hospitals
• Outpatient mental and behavioral health clinics
• Private practices specializing in work with ASD
• Local autism resource centers

Jennifer Gravish, a music therapist who trained at Temple University Boyer College of Music and Dance, adds that music therapy can also take place in the homes of families with children on the autism spectrum and in after school programs. According to Tracy Richardson, another employment option is through Medicaid waiver provider companies. “Companies that serve families with a child on the waiver may offer music therapy as a service that is then paid for by Medicaid,” she says. “However, not every state includes music therapy on its list of waiver services.”

Sometimes a child’s cries can be echoed melodically in the music, and may make her feel ‘heard.’ She may start responding differently because of this.”

– Dr. Tracy Richardson

The field of music therapy has been growing significantly as a result of its positive impact on babies in neonatal intensive care as well as people with Alzheimer’s disease, PTSD, depression, substance abuse, pain, autism spectrum disorders, dementia, and other life challenges.

Universities began establishing academic programs in music therapy (MT) in the 1940s, the first national association formed in 1950, and certification in MT began in 1983. As of 2011, there were 72 colleges and universities accredited by the American Music Therapy Association, offering a music therapy degree on the undergraduate and/or graduate level.

How can you tell if music therapy is a good fit?

In our recent article, Becoming a Music Therapist, Dr. William Davis, director of the undergraduate program in music therapy at Colorado State University, states “A prospective music therapy major must be an excellent musician and willing to learn a variety of instruments such as guitar, piano, autoharp, hand percussion as well as be comfortable with singing.” Also required is a level of comfort in interacting with people with disabilities, chronic pain, and/or debilitating mental health problems. Dr. Cathy McKinney, Music Therapy Program Director at Appalachian State University’s Hayes School of Music adds that music therapists must commit to lifelong professional development since the profession is continuing to grow and evolve.

To get a hands-on sense of whether a music therapy degree is your calling, the American Music Therapy Association suggests contacting them (301.589.3300) and asking for a list of music therapists in your area who would be open to job shadowing. Brian Wilson, director of music therapy at Western Michigan University, also suggests volunteering with Special Olympics, hospitals or nursing homes, where you can gain experience working with the populations likely to benefit from music therapy.

Music Therapy Programs

Sponsoring Schools on MajoringInMusic.com

• Arizona State University School of Music
• Berklee College of Music
• Colorado State University Department of Music, Theatre and Dance
• East Carolina University School of Music
• Florida State University College of Music
• Mary Pappert School of Music, Duquesne University
• SMU Meadows School of the Arts
• Temple University Boyer College of Music & Dance
• West Chester University Wells School of Music

Music therapy is the use of music by a trained and qualified music therapist to achieve non-music goals. It is a recognized health profession in which music is used to address physical, emotional, cognitive, and social needs of clients as assessed by a degreed- and board-certified professional. Activities may include creating, listening, analyzing, moving, singing, and/or playing. Treatment may be provided in a group or individual setting for specified amounts of time and frequencies.

Music therapy is used with babies, children, adolescents, adults, and geriatric clients in a variety of settings, including (but not limited to) nursing homes, hospitals, schools, early intervention centers, hospice programs, rehabilitation facilities, and day clinics. Music therapists may be employed full- or part-time by a specific company or organization, or be self- employed and serve on a contractual basis.

What Music Therapists Do

Music therapy is a highly-structured form of therapy that utilizes music specifically selected for each client and setting. It differs from music education in that music education focuses on teaching a specific music skill (such as singing on pitch or playing in rhythm), whereas music therapy emphasizes skills that can be transferred to other areas of the individual’s life (such as learning to cope with stressful situations).

Music therapy also differs from other forms of therapy in that it is non-invasive. Although it may not cure, it can provide unique outcomes that may otherwise be difficult to achieve. Music therapists often work in conjunction with other professionals (speech/language pathologists, occupational and physical therapists, medical specialists, psychologists, and other creative arts therapists) as part of an interdisciplinary team. They may help to coordinate programming or offer suggestions, materials, or recommendations on how to motivate the client or continue the music experience after the therapy session has ended. Music therapists also work with families, providing important insights into loved ones’ needs and capabilities.

Effectiveness of Music Therapy

Music has been found to be effective in reducing pain sensations and anxiety, lowering blood pressure, alleviating fatigue, and enhancing literacy skills. It is useful for improving goal achievement, social skills, communication and on-task behaviors. It has also been shown to help organize information and physical movements, and transform aggression and hostility into creative self-expression. Music may be used to develop leisure skills, improve self- and other-awareness, decrease impulsivity, provide opportunities for memory recall and emotional intimacy, and serve as a stimulant or relaxation tool. It is processed in both hemispheres of the brain and involves all of the senses, thereby engaging participants at many levels and in a non-threatening manner. Music therapy is designed to be enjoyable and success-oriented, creating a safe environment where clients may experience the joy of music and be motivated to try new opportunities.

More Music Therapy Articles:

• Music Majors: How to Choose a Music Therapy Program
• Becoming a Music Therapist
• How to Know if Music Therapy is Your Calling
• Music Therapy for Children with Autism:  A Rewarding Career Path
• Music Therapy Addresses Trauma – Careers That Change Lives
• Link Here for More Information about Music Therapy

BIO
Mary Claire Holliday is a board-certified music therapist. She served as chair of the Workforce Development and Retention Committee for American Music Therapy Association (AMTA) for several years.  She received a BM in music therapy and music education from Nazareth College and an MS in music education from Saint Rose College.