This thesis focuses on two specific clinical areas: music therapy with pre-school children with autistic spectrum disorder and their parents, and music therapy diagnostic assessments with children between the ages of four and twelve who are suspected of being on the autistic spectrum. Firstly, the literature was examined and the clinical work was described in detail. This process made it possible to determine what characterises the author’s particular approach, and to find out how it may be different to other music therapists’ work. A 45 minute video which illustrates the approach with pre-school children with autism and their parents accompanies this thesis. Two outcome research investigations were carried out. The first involved studying ten pre-school children with autistic spectrum disorder and their parents who received weekly, individual music therapy sessions over a period of 18 to 26 weeks each. The sessions were video-taped and the videos analysed in detail. The parents were interviewed and asked to fill in questionnaires both pre- and post-treatment. Nine out of the ten dyads achieved some or all of the individual aims set out before treatment began. The parents all felt that music therapy had been effective. The author also looked at how she spent her time in music therapy sessions across the ten children and found that she was generally very active and spent a high proportion of her time vocalising. The second investigation compared Music Therapy Diagnostic Assessments (MTDA) with Autistic Diagnostic Observation Schedules (ADOS) carried out on 30 children suspected of being on the autistic spectrum. A scoring system similar to that used for the ADOS was devised for the MTDA especially for this research investigation. In addition, the children were interviewed after both the MTDA and the ADOS and the people carrying out the tests filled in a questionnaire about their perceptions of the assessment tool after every test. The two assessments showed 72 % of agreement between diagnostic categories, indicating that the MTDA was providing similar information as a recognised and established diagnostic tool. However, the two assessments also showed significant differences in scores of individual questions, indicating that the MTDA could serve a useful and distinct purpose in helping the psychiatric team to diagnose children with autism. The children generally enjoyed the assessments and the music therapist felt that the test was easy to carry out and score, indicating that the MTDA was ‘user-friendly’. Throughout this thesis the author has adopted a personal style particularly when describing her own clinical work and when examining the literature. Although the two outcome investigations rigorously examined numerical data, the author also described her own impressions as the research investigation progressed.

This study will attempt to evaluate the use of music in changing behavior patterns. The objective of the study is to show, through research and the use of actual case studies, that music can be used as the key to satisfy certain critical needs--whether orthopedic, medical, or psychiatric.

UNIVERZITA KARLOVA V PRAZE PEDAGOGICKÁ FAKULTA Katedra psychologie DIPLOMOVÁ PRÁCE Saturace potřeb seniorů prostřednictvím muzikoterapie Praha 2013 Vedoucí práce: Autor: PhDr. Jana Procházková Bc. Anna Orcígrová Abstract The aim of the diploma thesis "Satisfying the needs of seniors provided by music therapy" is to show some of the possibilities in the field of music therapy with the elderly. The text consists of two main parts. The first part presents the concept of the needs by presenting some of the theories of human motivation. After defining the human aging process and the developmental stage of the old age an after brief introduction of music therapy it focuses on the needs of the elderly, first in general, then with a view to the needs of elderly individuals living in long-term care facilities and the needs of elderly individuals in dementia care. The last chapter of the first part deals with the possibilities of satisfying the needs of seniors by means of music therapy, first in general, then in context of working with the elderly living in long-term facilities and in context of dementia care. The second part contains a case study which presents the author's music therapy activity with a group of seniors in a nursing home. The final discussion confronts the information included in the first and the...

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

In the ESL classroom, there are often cultural differences between learners and teachers. Sometimes these differences can lead to misunderstandings or even conflict. One area where differences between cultures can be seen is language learning strategies and styles. This study explores the possibility that awareness of differences, explicit teaching, and negotiation may help to resolve differences. This study looks at differences between Russian-speaking adult ESL learners and American ESL teachers, with respect to strategy use and preferences. Three aspects are investigated. The first is to see whether there are statistically significant differences ~tween these groups of learners and teachers. The second is to try to form a loose profile of the learners as a cultural group. The third is to see whether or not there is evidence to suggest the validity of explicit teaching of strategies in the ESL classroom. The Strategy Inventory for Language Learners (SIIL), developed by Rebecca Oxford, is one way to assess differences ~tween learners and teachers. A survey including the SIIL and a questionnaire was given to ninety-four subjects. Forty-seven are Russian-speaking adult ESL learners and forty-seven are American-English-speaking ESL teachers or potential ESL teachers taken from a TESOL program. The results of the survey show that, in this case, there are statistically significant differences in preferences for and use of several sets of strategies. A preliminary cultural profile is derived from the SILL results and from anecdotal evidence gathered from the questionnaire. There is some evidence that the explicit teaching of language learning strategies and their use may help resolve some of the classroom conflicts between the two groups studied.

The management of acute psychosis is a constant challenge to the health care system, with only a limited amount of research providing data for allied health care practitioners. Despite anecdotal data indicating that music therapy may be an effective intervention, there have been few studies to date which provide any rigorous empirical evidence. This project aimed to test several hypotheses. The study has shown that music therapy is a valuable therapeutic adjunct to standard ward programs for the management of an acute psychotic episode resulting in shorter hospital stays, considerable cost savings and significant improvement in symptomatology as judged by the standardized measures employed. In addition, EFG testing while listening to self-chosen music demonstrated a reduction in dysfunctional brain wave activity. This project has highlighted the importance of music therapy in allied mental health care and opens up the need for further research into the management of such a large disease burden in Australia. / Doctor of Philosophy (PhD)

THESIS (D.N.P. (Doctor of Nursing Practice))--School of Nursing, University of San Francisco, 2009. / Title from p. 42 ("Informed consent" page). Bibliography: leaves 30-36.

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xx, 299 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Margartio Mazo, School of Music. Includes bibliographical references (p. 276-298).

In Hong Kong, there has about 70% patients who attend Accident and Emergency Department (AED) is categorized as semi- or non-urgent cases. The medical conditions with the relative longer waiting time provoke the anxiety level. Furthermore the anxiety is worsen by the noisy waiting environment. These phenomena not only affect the psychological but also the physiological changes of patients. Therefore, there is a need to develop an evidence-based intervention that can effectively reduce the anxiety level during the waiting time. The music intervention is proposed to be implemented to reduce the anxiety in the AED setting as this intervention has been proven with a significant anxiolytic effect in variety of healthcare setting. This dissertation is a translational research that aims to identify the advantages or music intervention, develop an evidence-based practice (EBP) guideline for health care providers, and design an evaluation plan for evaluating the protocol effectiveness. The transferability and feasibility of the literature were high. The target setting is one of the AEDs in Hong Kong and the music intervention can be given in cubicle or waiting room by using Mp3 or speakers respectively. The music album is preferably chosen by patients and the intervention last for about 30-60 minutes. An implementation plan for pilot testing was developed to trying out the guideline and to reduce the potential problems during implementation. Comprehensive evaluation plans on stakeholders were developed. This dissertation contributes to develop an evidence-based protocol for healthcare-providers to follow and demonstrate in real situation. / published_or_final_version / Nursing Studies / Master / Master of Nursing

The purpose of this study was to contribute an experiential understanding of everyday "music listening experiences through a text that also conveyed a pathic way of knowing. I studied the phenomenon of music listening in the particular context of women living with chronic illness (i.e., a physical condition that is managed rather than cured), and in keeping with van Manen's (1990, 2000) applied hermeneutic-phenomenological approach. Van Manen's approach to phenomenological inquiry emphasizes implementation of the reductio (the reduction), attention to the vocatio (the vocative dimension), and the use of empirical and reflective methods to generate and analyze data. The question that guided this study was: What is the lived experience and lived meaning of music listening for women living with chronic illness? Six women were interviewed in multiple conversations about their music listening experiences. All lived with chronic illness, and identified music listening as important in their lives. Following an initial analysis based on multiple readings from holistic, selective, and detailed perspectives, I used a guided existential reflection based on lived body, lived time, lived space, and lived relation to further understand, organize, and reveal the many ways in which the women listened to music. Writing and rewriting in a reflective and dialogical manner were grounding elements of analysis. Findings contribute in several ways. Most broadly, the final text was constructed to communicate an understanding that is embodied and discursive (i.e., knowledge as participation), and that leads to personal formative knowledge (i.e., knowledge as being). As a phenomenology of music listening, results suggested that to listen to music is to be in the company of music; that is, to be with a longtime companion who ultimately aids in accommodating the unanticipated arrival of chronic illness. Implications include future research to further investigate the complex, relational dynamics associated with music listening experiences, as well as the possibility of the body as a source of knowledge (i.e., mind-body), acting as a musical compass in music listening experiences. Implications for counselling practice are also described.