Catherine Warner - Böcker

Contemporary Issues in Music Therapy Training introduces approaches, practices and dilemmas in contemporary learning and teaching of music therapy with a focus on experiential learning, reflective practice and inclusion.The book starts by setting out the pedagogical context for music therapy training, weaving together trainers’ views with pedagogical theory and drawing in contemporary themes essential to music therapy education. This context leads to a detailed focus on the experience of music in training, work-based learning and the trainee experience. The final chapters consider the broader developing role of the music therapist beyond the work in the therapy room, presenting individual career case studies. Contemporary issues of pedagogy, diversity and sustainability are also thoroughly explored throughout. Drawing upon the voices of recent graduates, trainers and practice educators, this book is steeped in lived experience and practice.The book will be of interest to current and future trainees, practitioners, placement educators and trainers of music therapy. It will also be relevant to readers across the fields of education, healthcare and social work.

Contemporary Issues in Music Therapy Training introduces approaches, practices and dilemmas in contemporary learning and teaching of music therapy with a focus on experiential learning, reflective practice and inclusion.The book starts by setting out the pedagogical context for music therapy training, weaving together trainers’ views with pedagogical theory and drawing in contemporary themes essential to music therapy education. This context leads to a detailed focus on the experience of music in training, work-based learning and the trainee experience. The final chapters consider the broader developing role of the music therapist beyond the work in the therapy room, presenting individual career case studies. Contemporary issues of pedagogy, diversity and sustainability are also thoroughly explored throughout. Drawing upon the voices of recent graduates, trainers and practice educators, this book is steeped in lived experience and practice.The book will be of interest to current and future trainees, practitioners, placement educators and trainers of music therapy. It will also be relevant to readers across the fields of education, healthcare and social work.

Involving Minimally Speaking Communicators as Collaborators in Group Music Therapy retrospectively explores a doctoral study of participatory action research centred around one year of music therapy with six minimally speaking men living within a residential home. Written in an accessible style with key learnings highlighted throughout, readers will learn about the benefits and challenges of involving minimally speaking communicators in both research and practice. The residents participating in the study had a minimum of 40 years’ experience of long-stay institutional care and were significantly affected by this in terms of their relationships, identity and communication. Chapters explore the progress of the study across 12 months and then dive into the specific experiences of each of the six men, making recommendations for best practice when working within creative therapies with individuals with unusual or limited verbal communication. Readers will engage with critically reflexive action research and practice, supporting agency and engagement for people who may otherwise struggle to communicate. The book concludes with recommendations for practice in both music therapy practice and research and explores resonances for other settings and circumstances. This is an essential read for any music therapy practitioner who wants to improve inclusivity and participant engagement within their practice. It will also be interesting to practitioners of arts and expressive therapy more widely, as well as to health and social care professionals, learning disability nurses, and professionals working on the co-production of action research.

Involving Minimally Speaking Communicators as Collaborators in Group Music Therapy retrospectively explores a doctoral study of participatory action research centred around one year of music therapy with six minimally speaking men living within a residential home. Written in an accessible style with key learnings highlighted throughout, readers will learn about the benefits and challenges of involving minimally speaking communicators in both research and practice. The residents participating in the study had a minimum of 40 years’ experience of long-stay institutional care and were significantly affected by this in terms of their relationships, identity and communication. Chapters explore the progress of the study across 12 months and then dive into the specific experiences of each of the six men, making recommendations for best practice when working within creative therapies with individuals with unusual or limited verbal communication. Readers will engage with critically reflexive action research and practice, supporting agency and engagement for people who may otherwise struggle to communicate. The book concludes with recommendations for practice in both music therapy practice and research and explores resonances for other settings and circumstances. This is an essential read for any music therapy practitioner who wants to improve inclusivity and participant engagement within their practice. It will also be interesting to practitioners of arts and expressive therapy more widely, as well as to health and social care professionals, learning disability nurses, and professionals working on the co-production of action research.