In advanced stages of dementia, the person experiences increasing difficulties in understanding and in being understood, and it becomes increasingly difficult to communicate and to engage socially. This may further lead to symptoms of agitation. In Alzheimer’s disease (AD), memory for music can be preserved and therefore music therapy can be beneficial. This chapter provides insights into how individual music-therapy sessions take place with people with AD, and emphasizes the importance of interdisciplinary collaboration and skill sharing. A psychosocial approach to music therapy is described and illustrated through a case example, demonstrating how music may facilitate safety, spontaneous play, improvisation and mutual interaction. The case contributes to the understanding of how person-attuned use of musical interactions are implemented and can be transferred from individual music therapy to daily care. The importance of knowledge creation and skill sharing between professionals is highlighted.
Background General mental health and interpersonal skills of families are crucial to children's development and future. Research suggests a link between participation in music activities and individuals' own sense of mental health, as well as an effect in objective measures of health such as quality of life, social skills, and rehabilitation of various kinds. However, in Denmark there are not many services for families with school-aged children (7–12 years) that focus on prevention and strengthening family interaction hereby minimising the risk of children not thriving and developing optimally in terms of social and emotional skills and competences. The purpose of this study is to investigate the effect of shared music activities on family interaction, parental stress, and child well-being. Methods The study is a controlled effect study where 40 family dyads from Aalborg and Aarhus are randomized into 4 different groups including music therapy activities, community music, family concerts and a control group. Measurements of family interaction (Assessment of Parent Child Interaction, APCI) and mental health (Parental Stress Scale, PSS, and the Strengths and Difficulties Questionnaire, SDQ) will be made at baseline/pre intervention, at post intervention and a follow-up measurement 12 month after baseline (month 1, 3 and 12) 3 times in total. Furthermore, data about the family dyad’s regular participation in music events as part of every-day life at the same measure points (month 1, 3 and 12). Since this is a planned prospective study, results are not yet available, but clinical experience from a feasibility study in 2021 were promising and expected challenges and changes are discussed in the article. Discussion Findings of this study will be relevant for all fields where music is applied for families, such as education, mental health, social work and for basic research on the study of music and interaction. Music used as a resource for families is crucial in understanding how different modalities can influence the family interaction including emotional communication and attachment. Trial registration: ISRCTN, ISRCTN17290015, Registered 03 March 2022, https://www.isrctn.com/ISRCTN17290015 Date and protocol version July 2022, version 1. Protocol is planned to be updated after finalized recruitment during second data collection point and again after the third and last data collection point (see Additional file 1: SPIRIT Checklist).
Across music disciplines, authenticity has been referred to in various ways. Within music therapy and music teaching, only sparsely has it been discussed focusing on the intrapersonal aspects of authenticity. This study seeks to explore and understand authenticity as experienced and expressed by three music professionals practicing within the areas of music therapy, music teaching, and music performance, the goal being primarily to deepen, enrich, and understand the authenticity experience to possibly benefit professionals and their clients, students, and audiences. Three music professionals holding various professional backgrounds were selected based on their assumed ability to reflect on this rather philosophical topic. Preparatory materials were sent out to participants prior to conducting two semi-structured interviews – 1 solo interview and 1 group interview. The interviews were transcribed and analyzed through a thematic coding analysis revealing four meta themes: 1) paradoxes in language and action, 2) imbalance and inauthenticity, 3) roles, relationships, masks, and 4) the field of authenticity. Findings were discussed with chosen theory synthesizing the experience of authenticity as being associated with several interconnected elements: relationship (with self and others), role (self-chosen and assigned), context (role fits the context), professionalism (having skills needed, letting go of control), and personality (transparent persona).
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