Understanding the present, re-visioning the future: An initial mapping of music therapists in the United Kingdom

Carr, Catherine; Tsiris, Giorgos; Reigersberg, Muriel Swijghuisen

doi:10.1177/1359457517728379

Cited by 9 publications

(11 citation statements)

References 28 publications

(30 reference statements)

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“…Catherine Carr’s review of practice in the United Kingdom found despite UK trainings having a shared focus on improvisational music therapy, the training programmes vary in their theories and approaches. ‘This plurality, which is equally reflected in practitioners’ diverse identities and ways of practicing, is further enhanced by other emerging trainings’ (Carr et al, 2017: 69).…”

Section: Definingmentioning

confidence: 99%

Considering the ways music therapists are working in 2018 and beyond

Wilson

2018

British Journal of Music Therapy

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Section: Definingmentioning

confidence: 99%

Considering the ways music therapists are working in 2018 and beyond

Wilson

2018

British Journal of Music Therapy

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“…It is estimated that more than half of all registered arts therapists in the United Kingdom are working with children and young people (Karkou, 2010), which may vary for the different types of arts therapies. In music therapy, the latest workforce survey (Carr et al, 2017) showed that schools were the most commonly reported setting, while working with children and adolescents was the most commonly reported post (78% of all posts). In art therapy, a current workforce survey (British Association of Art Therapists (BAAT), 2018) showed that 68% of all art therapies were working with children and young people, while 35% of them were based in school-based settings.…”

Section: Introductionmentioning

confidence: 99%

An Investigation of the Effectiveness of Arts Therapies Interventions on Measures of Quality of Life and Wellbeing: A Pilot Randomized Controlled Study in Primary Schools

2020

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BackgroundOver the last decades there has been a change in the way schooling is perceived recognizing that children’s learning is closely linked to children’s health. Children spend most of their time at school, which is often the place where problems are identified and interventions are offered, not only for treatment but also prevention. Embedding arts therapies into the educational system may help address children’s emerging needs and have a positive impact on their wellbeing.MethodsA pilot cross-over randomized controlled design was employed to investigate the effectiveness of an arts therapies intervention on a series of child- and teacher-reported outcome measures, specifically, health related quality of life (assessed using a HRQOL scale; EQ-5D-Y), wellbeing and life functioning (assessed using the child outcome rating scale; CORS), emotional and behavioral difficulties (assessed using the strengths and difficulties questionnaire; SDQ), as well as duration of sleep (assessed using Fitbits). Sample size calculations for future large-scale studies were also performed, and the sustained impact of the intervention was evaluated at 3, 6, and 12 months follow-up. The pluralistic theoretical and therapeutic framework of this intervention was informed by a systematic review on school-based arts therapies interventions and is presented in detail in the study protocol. Participants were 62 children with mild emotional and behavioral difficulties.ResultsImprovements in HRQOL and CORS were greater in those engaged in the arts therapies intervention than the control groups and were maintained at the follow-up stages. Significant improvements were only found for duration of sleep (P = 0.002) and SDQ (P = 0.008). Minimal clinically important differences (MCIDs) as defined in the published protocol were found for CORS, SDQ and duration of sleep, but not HRQOL.DiscussionFindings indicate that the arts therapies interventions were having a clinically significant effect on life functioning, duration of sleep, emotional and behavioral difficulties. Findings also indicate a small effect size for health related quality of life, suggesting the intervention was having a small positive effect on this outcome measure. The study indicates that all outcome measures assessed here would be suitable for inclusion in a larger randomized controlled study utilizing these arts therapies interventions, and that a sample size of 225 participants would be required if these outcome measures were used.

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“…There are many possible theoretical lenses that could be used to interpret and understand the HCPC (2013) SoPs. With the prevalence of music therapy practice undertaken with individuals who experience disablement in the United Kingdom (Carr et al, 2017), critical disability studies is proposed as a valid perspective to consider in this article.…”

Section: Introductionmentioning

confidence: 99%

“…The professional regulation of the discipline of music therapy in 1997 by the then Council for Professions Supplementary to Medicine (CPSM) and subsequently the HCPC in 2012 are recognised by many as important milestones in the evolution of the profession (Barrington, 2005(Barrington, , 2008(Barrington, , 2015Bunt and Hoskyns, 2002;Carr et al, 2017;Karkou et al, 2017;Odell-Miller, 2016). With this professionalisation comes a range of criteria, considerations and context aligned with the regulatory body and allied professions.…”

Section: Introductionmentioning

confidence: 99%

A critical reflection on the Health and Care Professions Council Standards of Proficiency for music therapists: A critical disability studies perspective

Pickard

2020

British Journal of Music Therapy

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This article takes the theoretical and philosophical lens of critical disability studies to critically reflect on the Health and Care Professions Council Standards of Proficiency for Arts Therapists. The discipline of critical disability studies, evolving from disability studies and the disability rights movement, is initially defined before multiple paradigms of disability are introduced as central tenets of these disciplines. The relationship between critical disability studies and music therapy is explored, with reference to seminal publications and the perceptions of music therapy within them. The Health and Care Professions Council Standards of Proficiency are then taken as a source of reflection to attempt to understand the perpetuation of medicalised perspectives in the profession and the potential friction between critical disability studies and music therapy. A selection of the Standards of Proficiency are analysed according to distinct paradigms of disability. Questions are posed to interrogate and contextualise the standards in relation to critical disability studies philosophy. From this critical reflection, a discussion emerges which reflects on the reach of these professional standards and how they might contribute to a continuing, outdated expert-model of music therapy in the United Kingdom. The article concludes by drawing these threads together in a series of recommendations to educators, practitioners and the wider profession.

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Understanding the present, re-visioning the future: An initial mapping of music therapists in the United Kingdom

Cited by 9 publications

References 28 publications

Considering the ways music therapists are working in 2018 and beyond

Considering the ways music therapists are working in 2018 and beyond

An Investigation of the Effectiveness of Arts Therapies Interventions on Measures of Quality of Life and Wellbeing: A Pilot Randomized Controlled Study in Primary Schools

A critical reflection on the Health and Care Professions Council Standards of Proficiency for music therapists: A critical disability studies perspective

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