Introduction To Music Therapy (Take Two CDs And Call Me In The Morning©


by Dorita S. Berger


Adjunct Faculty, Kean University, Union, NJ dsberger@mags.net


the Pharaoh by playing harp and singing. We’ve all read about how Congresswoman Gabrielle Gifford’s expressive language was restored through music therapy interven- tion. As a clinical profession with extensive training, clinical work, and pertinent cre- dentials, the formal music therapy profes- sion evolved in the 1940’s, when music was observed to ease PTSD and pain manage- ment for hospitalized war veterans. But the clinical work is not as simple as the above sub-title suggests. It reaches far beyond the iPod! Music-based treatment is becom- ing an inherent part of medicine, sciences, and education, able to treat and often re- lieve symptoms in diagnoses such as Autism Spectrum Disorder, ADHD, Dementias, Post Traumatic Stress Disorders (PTSD), Parkinson’s, and many psychiatric and physiologic diagnoses across the spectrum of human behavior. Because music itself is so much a part


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of daily life, there is little understanding of music’s significance as a clinical, medical treatment, beyond just being recreational and entertaining. Despite its expanding growth among the clinical professions, pub- lic information about what is music therapy remains illusive. What is it? How does it work? What can be learned from music- based treatment about children and adults harboring various diagnoses that impede daily adaptive living? Despite its expand- ing growth among the clinical professions, public information and general knowledge about music therapy remains illusive. Well, if music is so much a part of


human experience, and is so therapeutic when one listens to a favorite tune or sym- phony, then what is music therapy? Unlike just “taking two CDs” for therapeutic in the moment enjoyment, recreation, paci- fication and relaxation, music therapy is a goal-directed continuous application of vari-


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usic has been a factor in healing for millennia, as far back as King David calming


ous music elements (i.e., rhythm, timbre, har- mony…etc) as a treatment to alter, redirect, re-pattern, reorganize physiologic, cognitive and psycho-emotional issues. so that new and more functional behaviors (responses) can become permanent response norms. It is the clinical application of specific music elements that can pace an otherwise chaotic system (such as in ASD or ADHD), that can induce vocalization and language de- velopment or restoration, that can develop cognitive focus and attention, and more, in order to ultimately attain what is referred to as functional adaptation in the long-term. To learn about and to understand what


music-based treatment is, and how it is ap- plied in schools and other settings, could be a very valuable experience especially for music educators. In this age of “inclusion”, the role of music for special needs popula- tions included into typical music classes, often remains unclear and especially con- fusing for the educator. Music educators can adapt some of the clinical approaches in handling special needs students from learning how music-based clinicians handle physiologic, sensory, cognitive and behav- ioral problems. Many ideas and approaches from music therapy have been employed in music education classes. In addition, health-case providers, speech pathologists, occupation therapists, psychologists, social workers and school counselors can benefit from understanding physiologic function of special needs populations, and how the role of music in the treatment of children and adults with cognitive, sensory, language and behavioral deficits can better a situation. .For this reason alone, the music depart- ment of Kean University has instituted a new all-college course, “Introduction To Mu- sic Therapy”, to highlight how music is and can be, applied in educational and clinical settings.


As a profession, complete music thera- py training includes course work in music, psychology, humanities, physiology, educa-


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tion, various methodological surveys, field- work experiences, and an extended intern- ship with populations of a student’s working preference. At the conclusion of music therapy training, a 5-hour examination is taken to attain official credentialing of MT- BC, Board Certified Music Therapist, pro- vided by the Certification Board For Music Therapy, located in the Washington, D.C. area. The American Music Therapy Associa- tion, a membership organization, supports, advises, and supervises university training protocols and holds regional and national conferences yearly, providing continuing education credits in order to maintain the MT-BC credential. In addition to MT-BC, several States in the U.S. have implemented additional credentials. New York State de- veloped the LCAT – Licensed Creative Arts Therapist – under which music therapy is included. This licensure requires a master’s level degree prior to sitting for the state ex- amination. In addition to intensive training, music


therapy treatment and research is now un- dertaken throughout the world, including the US, Eastern and Western Europe, Aus- tralia, South America, Middle and Far East, yielding extensive literature, researched in- formation, and knowledge on the impact of music in medicine, psychology, science, and education. Many secondary schools across the country include music therapy treatment, along with OT, Speech, and PT in the schools. Hospitals and Institutions also include music therapy as additional treatment for patients, especially for pain management, cancer survivors, and persons with neurophysiologic disorders such as Al- zheimer’s, Parkinson’s, strokes, comas, and various childhood diagnoses including Au- tism Spectrum Disorders, Rett’s and Down syndromes, and others. “Introduction To Music Therapy”


(Take Twp CDs And Call Me In The Morning©


) introduces the profession of music therapy to students and professionals JANUARY 2013


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