Today was the home opener for the St. Louis Cardinals (my home team). And when I think about baseball, I think about music therapy. Yes, I do! How can you attend a baseball game and not consider the power of music?
For example, before each game the song "Meet Me in St. Louis" is played by organist Ernie Hays with the lyrics on the large screen with the entire group of fans singing and swaying along. When the Anheuser Busch Clydesdales proudly prance around the stadium on opening day with the beer wagon in tow, the "Budweiser Clydesdale Jingle (Here Comes the King)" is played on the organ to cheering fans humming and singing along, tapping their knees and clapping in perfect rhythm. Would you ever think that more than 40,000 people, unrelated, not knowing each other, would be able to synchronize so easily?
Let's think about cheering on your favorite team. How do you root for the Cardinals in a group? The most effective is to join in a rhythmic melodic repetitive phrase. I'm sure you can remember how you would cheer "Let's Go Cardinals." Usually followed with a rhythmic clapping pattern -- ta ta ti-ti ta. It's amazing how a large group of people can instinctively match this minor 3rd interval and rhythm in the cheer.
And what about the famous "Charge" cheer? In the clip below, see how a simple music cue gets the crowd to cheer. Also, the music helps to cue clapping and cheering.
That's not all. If you are, indeed, a Cardinals fan, you will remember songs such as "The Heat Is On" as the 1980s rally song, and "Start Me Up" for when a new pitcher was warming up. What about individual players? Mark McGwire's song that was played when he came up to bat was "Welcome to the Jungle." I know I always think of these certain musical associations when I hear these songs.
So, next time you are at a baseball game, take a moment to admire the greatness of cooperation in the midst of the music and sing along.
Tuesday, April 1, 2008
Tuesday, March 11, 2008
Visual Media
Sometimes, simply listening to a song isn't enought to make an emotional impression. But what if the official music video of a song doesn't have a positive message? What if the visual doesn't correlate with the lyrics? Make your own. With the invention of YouTube, stock photos on the internet, and easy video editing software, it is not difficult to make your own music slide show. My current favorite song, seen below, is much more powerful with the visual. You can search YouTube for this song and there are several different versions. Why not make your own music video or musical slide show? Video/film is art, too, ya know...
Saturday, February 23, 2008
Sunday, February 10, 2008
Healing Kirkwood
As you may know, I live about 15 minutes from Kirkwood, Missouri, where the city hall shooting took place last week. I felt something should be posted for those who wish to help those affected by this situation. Below you will find information taken directly from a website cited at the end of the article. Blessings, Mary.
A National Tragedy: Helping Children Cope
Tips for Parents and Teachers
Whenever a national tragedy occurs, such as terrorist attacks or natural disasters, children, like many people, may be confused or frightened. Most likely they will look to adults for information and guidance on how to react. Parents and school personnel can help children cope first and foremost by establishing a sense of safety and security. As more information becomes available, adults can continue to help children work through their emotions and perhaps even use the process as a learning experience.
All Adults Should:
1. Model calm and control. Children take their emotional cues from the significant adults in their lives. Avoid appearing anxious or frightened.
2. Reassure children that they are safe and (if true) so are the other important adults in their lives. Depending on the situation, point out factors that help insure their immediate safety and that of their community.
3. Remind them that trustworthy people are in charge. Explain that the government emergency workers, police, firefighters, doctors, and the military are helping people who are hurt and are working to ensure that no further tragedies occur.
4. Let children know that it is okay to feel upset. Explain that all feelings are okay when a tragedy like this occurs. Let children talk about their feelings and help put them into perspective. Even anger is okay, but children may need help and patience from adults to assist them in expressing these feelings appropriately.
5. Observe children’s emotional state. Depending on their age, children may not express their concerns verbally. Changes in behavior, appetite, and sleep patterns can also indicate a child’s level of grief, anxiety or discomfort. Children will express their emotions differently. There is no right or wrong way to feel or express grief.
6. Look for children at greater risk. Children who have had a past traumatic experience or personal loss, suffer from depression or other mental illness, or with special needs may be at greater risk for severe reactions than others. Be particularly observant for those who may be at risk of suicide. Seek the help of mental health professional if you are at all concerned.
7. Tell children the truth. Don’t try to pretend the event has not occurred or that it is not serious. Children are smart. They will be more worried if they think you are too afraid to tell them what is happening.
8. Stick to the facts. Don’t embellish or speculate about what has happened and what might happen. Don’t dwell on the scale or scope of the tragedy, particularly with young children.
9. Keep your explanations developmentally appropriate. Early elementary school children need brief, simple information that should be balanced with reassurances that the daily structures of their lives will not change. Upper elementary and early middle school children will be more vocal in asking questions about whether they truly are safe and what is being done at their school. They may need assistance separating reality from fantasy. Upper middle school and high school students will have strong and varying opinions about the causes of violence and threats to safety in schools and society. They will share concrete suggestions about how to make school safer and how to prevent tragedies in society. They will be more committed to doing something to help the victims and affected community. For all children, encourage them to verbalize their thoughts and feelings. Be a good listener!
10. Monitor your own stress level. Don’t ignore your own feelings of anxiety, grief, and anger. Talking to friends, family members, religious leaders, and mental health counselors can help. It is okay to let your children know that you are sad, but that you believe things will get better. You will be better able to support your children if you can express your own emotions in a productive manner. Get appropriate sleep, nutrition, and exercise.
What Parents Can Do
1. Focus on your children over the week following the tragedy. Tell them you love them and everything will be okay. Try to help them understand what has happened, keeping in mind their developmental level.
2. Make time to talk with your children. Remember if you do not talk to your children about this incident someone else will. Take some time and determine what you wish to say.
3. Stay close to your children. Your physical presence will reassure them and give you the opportunity to monitor their reaction. Many children will want actual physical contact. Give plenty of hugs. Let them sit close to you, and make sure to take extra time at bedtime to cuddle and to reassure them that they are loved and safe.
4. Limit your child’s television viewing of these events. If they must watch, watch with them for a brief time; then turn the set off. Don’t sit mesmerized re-watching the same events over and over again.
5. Maintain a “normal” routine. To the extent possible stick to your family’s normal routine for dinner, homework, chores, bedtime, etc., but don’t be inflexible. Children may have a hard time concentrating on schoolwork or falling asleep at night.
6. Spend extra time reading or playing quiet games with your children before bed. These activities are calming, foster a sense of closeness and security, and reinforce a sense of normalcy. Spend more time tucking them in. Let them sleep with a light on if they ask for it.
7. Safeguard your children’s physical health. Stress can take a physical toll on children as well as adults. Make sure your children get appropriate sleep, exercise, and nutrition.
8. Consider praying or thinking hopeful thoughts for the victims and their families. It may be a good time to take your children to your place of worship, write a poem, or draw a picture to help your child express their feelings and feel that they are somehow supporting the victims and their families.
9. Find out what resources your school has in place to help children cope. Most schools are likely to be open and often are a good place for children to regain a sense of normalcy. Being with their friends and teachers can help. Schools should also have a plan for making counseling available to children and adults who need it.
What Schools Can Do
1. Assure children that they are safe and that schools are well prepared to take care of all children at all times.
2. Maintain structure and stability within the schools. It would be best, however, not to have tests or major projects within the next few days.
3. Have a plan for the first few days back at school. Include school psychologists, counselors, and crisis team members in planning the school’s response.
4. Provide teachers and parents with information about what to say and do for children in school and at home.
5. Have teachers provide information directly to their students, not during the public address announcements.
6. Have school psychologists and counselors available to talk to students and staff who may need or want extra support.
7. Be aware of students who may have recently experienced a personal tragedy or a have personal connection to victims or their families. Even a child who has merely visited the affected area or community may have a strong reaction. Provide these students extra support and leniency if necessary.
8. Know what community resources are available for children who may need extra counseling. School psychologists can be very helpful in directing families to the right community resources.
9. Allow time for age appropriate classroom discussion and activities. Do not expect teachers to provide all of the answers. They should ask questions and guide the discussion, but not dominate it. Other activities can include art and writing projects, play acting, and physical games.
10. Be careful not to stereotype people or countries that might be associated with the tragedy. Children can easily generalize negative statements and develop prejudice. Talk about tolerance and justice versus vengeance. Stop any bullying or teasing of students immediately.
11. Refer children who exhibit extreme anxiety, fear or anger to mental health counselors in the school. Inform their parents.
12. Provide an outlet for students’ desire to help. Consider making get well cards or sending letters to the families and survivors of the tragedy, or writing thank you letters to doctors, nurses, and other health care professionals as well as emergency rescue workers, firefighters and police.
13. Monitor or restrict viewing scenes of the event as well as the aftermath.
For information on helping children and youth with this crisis, contact NASP at (301) 657-0270 or visit NASP’s website at www.nasponline.org.
NASP represents 22,000 school psychologists and related
professionals throughout the United States and abroad. NASP's mission is to
promote educationally and psychologically healthy environments for all children
and youth by implementing research-based, effective programs that prevent problems,
enhance independence and promote optimal learning. This is accomplished through
state-of-the-art research and training, advocacy, ongoing program evaluation,
and caring professional service.
Modified from material posted on the NASP website in September 2001.
© 2002, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, (301) 657-0270, Fax (301) 657-0275; www.nasponline.org
A National Tragedy: Helping Children Cope
Tips for Parents and Teachers
Whenever a national tragedy occurs, such as terrorist attacks or natural disasters, children, like many people, may be confused or frightened. Most likely they will look to adults for information and guidance on how to react. Parents and school personnel can help children cope first and foremost by establishing a sense of safety and security. As more information becomes available, adults can continue to help children work through their emotions and perhaps even use the process as a learning experience.
All Adults Should:
1. Model calm and control. Children take their emotional cues from the significant adults in their lives. Avoid appearing anxious or frightened.
2. Reassure children that they are safe and (if true) so are the other important adults in their lives. Depending on the situation, point out factors that help insure their immediate safety and that of their community.
3. Remind them that trustworthy people are in charge. Explain that the government emergency workers, police, firefighters, doctors, and the military are helping people who are hurt and are working to ensure that no further tragedies occur.
4. Let children know that it is okay to feel upset. Explain that all feelings are okay when a tragedy like this occurs. Let children talk about their feelings and help put them into perspective. Even anger is okay, but children may need help and patience from adults to assist them in expressing these feelings appropriately.
5. Observe children’s emotional state. Depending on their age, children may not express their concerns verbally. Changes in behavior, appetite, and sleep patterns can also indicate a child’s level of grief, anxiety or discomfort. Children will express their emotions differently. There is no right or wrong way to feel or express grief.
6. Look for children at greater risk. Children who have had a past traumatic experience or personal loss, suffer from depression or other mental illness, or with special needs may be at greater risk for severe reactions than others. Be particularly observant for those who may be at risk of suicide. Seek the help of mental health professional if you are at all concerned.
7. Tell children the truth. Don’t try to pretend the event has not occurred or that it is not serious. Children are smart. They will be more worried if they think you are too afraid to tell them what is happening.
8. Stick to the facts. Don’t embellish or speculate about what has happened and what might happen. Don’t dwell on the scale or scope of the tragedy, particularly with young children.
9. Keep your explanations developmentally appropriate. Early elementary school children need brief, simple information that should be balanced with reassurances that the daily structures of their lives will not change. Upper elementary and early middle school children will be more vocal in asking questions about whether they truly are safe and what is being done at their school. They may need assistance separating reality from fantasy. Upper middle school and high school students will have strong and varying opinions about the causes of violence and threats to safety in schools and society. They will share concrete suggestions about how to make school safer and how to prevent tragedies in society. They will be more committed to doing something to help the victims and affected community. For all children, encourage them to verbalize their thoughts and feelings. Be a good listener!
10. Monitor your own stress level. Don’t ignore your own feelings of anxiety, grief, and anger. Talking to friends, family members, religious leaders, and mental health counselors can help. It is okay to let your children know that you are sad, but that you believe things will get better. You will be better able to support your children if you can express your own emotions in a productive manner. Get appropriate sleep, nutrition, and exercise.
What Parents Can Do
1. Focus on your children over the week following the tragedy. Tell them you love them and everything will be okay. Try to help them understand what has happened, keeping in mind their developmental level.
2. Make time to talk with your children. Remember if you do not talk to your children about this incident someone else will. Take some time and determine what you wish to say.
3. Stay close to your children. Your physical presence will reassure them and give you the opportunity to monitor their reaction. Many children will want actual physical contact. Give plenty of hugs. Let them sit close to you, and make sure to take extra time at bedtime to cuddle and to reassure them that they are loved and safe.
4. Limit your child’s television viewing of these events. If they must watch, watch with them for a brief time; then turn the set off. Don’t sit mesmerized re-watching the same events over and over again.
5. Maintain a “normal” routine. To the extent possible stick to your family’s normal routine for dinner, homework, chores, bedtime, etc., but don’t be inflexible. Children may have a hard time concentrating on schoolwork or falling asleep at night.
6. Spend extra time reading or playing quiet games with your children before bed. These activities are calming, foster a sense of closeness and security, and reinforce a sense of normalcy. Spend more time tucking them in. Let them sleep with a light on if they ask for it.
7. Safeguard your children’s physical health. Stress can take a physical toll on children as well as adults. Make sure your children get appropriate sleep, exercise, and nutrition.
8. Consider praying or thinking hopeful thoughts for the victims and their families. It may be a good time to take your children to your place of worship, write a poem, or draw a picture to help your child express their feelings and feel that they are somehow supporting the victims and their families.
9. Find out what resources your school has in place to help children cope. Most schools are likely to be open and often are a good place for children to regain a sense of normalcy. Being with their friends and teachers can help. Schools should also have a plan for making counseling available to children and adults who need it.
What Schools Can Do
1. Assure children that they are safe and that schools are well prepared to take care of all children at all times.
2. Maintain structure and stability within the schools. It would be best, however, not to have tests or major projects within the next few days.
3. Have a plan for the first few days back at school. Include school psychologists, counselors, and crisis team members in planning the school’s response.
4. Provide teachers and parents with information about what to say and do for children in school and at home.
5. Have teachers provide information directly to their students, not during the public address announcements.
6. Have school psychologists and counselors available to talk to students and staff who may need or want extra support.
7. Be aware of students who may have recently experienced a personal tragedy or a have personal connection to victims or their families. Even a child who has merely visited the affected area or community may have a strong reaction. Provide these students extra support and leniency if necessary.
8. Know what community resources are available for children who may need extra counseling. School psychologists can be very helpful in directing families to the right community resources.
9. Allow time for age appropriate classroom discussion and activities. Do not expect teachers to provide all of the answers. They should ask questions and guide the discussion, but not dominate it. Other activities can include art and writing projects, play acting, and physical games.
10. Be careful not to stereotype people or countries that might be associated with the tragedy. Children can easily generalize negative statements and develop prejudice. Talk about tolerance and justice versus vengeance. Stop any bullying or teasing of students immediately.
11. Refer children who exhibit extreme anxiety, fear or anger to mental health counselors in the school. Inform their parents.
12. Provide an outlet for students’ desire to help. Consider making get well cards or sending letters to the families and survivors of the tragedy, or writing thank you letters to doctors, nurses, and other health care professionals as well as emergency rescue workers, firefighters and police.
13. Monitor or restrict viewing scenes of the event as well as the aftermath.
For information on helping children and youth with this crisis, contact NASP at (301) 657-0270 or visit NASP’s website at www.nasponline.org.
NASP represents 22,000 school psychologists and related
professionals throughout the United States and abroad. NASP's mission is to
promote educationally and psychologically healthy environments for all children
and youth by implementing research-based, effective programs that prevent problems,
enhance independence and promote optimal learning. This is accomplished through
state-of-the-art research and training, advocacy, ongoing program evaluation,
and caring professional service.
Modified from material posted on the NASP website in September 2001.
© 2002, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, (301) 657-0270, Fax (301) 657-0275; www.nasponline.org
Monday, January 28, 2008
Trading Spaces vs. Family Counseling
Perhaps I am just more sensitive to these situations because of my work in a family counseling agency and taking a family therapy and systems class this semester, but the premier of the new season of the TLC show Trading Spaces really bothered me this past Saturday evening.
The new season of Trading Spacing is advertising not just neighbors revamping a room in each others' home, but "emotional makeovers." The show this past Saturday was with a divorced couple where the ex-husband is living alone and the ex-wife is remarried. The ex-partners also have a young son that now (I think) has shared custody between his parents. Into this relationship springs the host, 2 designers, and two carpenters followed by a large camera crew and an even larger TV viewing audience. They swap bedrooms for 48 hours for a marvelous makeover.
I think the show is really pushing the boundaries. Similar to my disgust with Dr. Phil, Trading Spaces seems to highlight the negative aspects of the relationship. It appeared, at least to me, that in the beginning of the show it was demonstrated how there was some possible pathology involved in this blended family including mistrust, hostility, and hurt. By the end of the show, the perception was that by changing the rooms, doing a "therapeutic" art project, and having a room reveal that things were all for the better.
Don't get me wrong, I believe that an experience like that can be cathartic and helpful. And at the same time, I didn't appreciate how the home makeover experience is portrayed as a great replacement for therapy, as if when the cameras leave and the paint dries, everything will be perfect.
The other main issue is the fact that people problems and pain is valuable "entertainment." I find it difficult to see people watch shows with people being injured physically or emotionally and finding humor and enterainment in that situation.
What do you think of the "new" Trading Spaces format?
The new season of Trading Spacing is advertising not just neighbors revamping a room in each others' home, but "emotional makeovers." The show this past Saturday was with a divorced couple where the ex-husband is living alone and the ex-wife is remarried. The ex-partners also have a young son that now (I think) has shared custody between his parents. Into this relationship springs the host, 2 designers, and two carpenters followed by a large camera crew and an even larger TV viewing audience. They swap bedrooms for 48 hours for a marvelous makeover.
I think the show is really pushing the boundaries. Similar to my disgust with Dr. Phil, Trading Spaces seems to highlight the negative aspects of the relationship. It appeared, at least to me, that in the beginning of the show it was demonstrated how there was some possible pathology involved in this blended family including mistrust, hostility, and hurt. By the end of the show, the perception was that by changing the rooms, doing a "therapeutic" art project, and having a room reveal that things were all for the better.
Don't get me wrong, I believe that an experience like that can be cathartic and helpful. And at the same time, I didn't appreciate how the home makeover experience is portrayed as a great replacement for therapy, as if when the cameras leave and the paint dries, everything will be perfect.
The other main issue is the fact that people problems and pain is valuable "entertainment." I find it difficult to see people watch shows with people being injured physically or emotionally and finding humor and enterainment in that situation.
What do you think of the "new" Trading Spaces format?
Tuesday, January 8, 2008
Social Skills: Drum Conversation
An easy way to engage someone who requires practice of the elements of conversation is a drum conversation. This can be done in many ways (and with different instruments), but this is my favorite way to implement.
1. Choose an appropriate drum size. The drum should be able to be played independently without each person having to move or hold it. I like a free standing tubano or floor drum.
2. Place the drum between the two people conversing (or in the middle of a circle for a group intervention).
3. Use only one mallet.
4. The person who has the mallet is the one speaking. This individual can tap the rhythm of their speech pattern or simply play the macrobeat on the instrument. They can address a certain person by name and ask a question.
5. When they are done speaking/playing, the mallet is passed to the conversational recipient. This cues waiting, eye contact, body position, etc.
6. The person with the mallet answers the question posed previously, then can continue with their own question.
This can be fun! It is great with a group to work on listening skills; you have to listen for your name to be called, etc. What about your family doing this to ask about what happened at school/work instead of normal dinner table conversation? What would your children think about that?
Try it out. :)
~Blessings! Mary
1. Choose an appropriate drum size. The drum should be able to be played independently without each person having to move or hold it. I like a free standing tubano or floor drum.
2. Place the drum between the two people conversing (or in the middle of a circle for a group intervention).
3. Use only one mallet.
4. The person who has the mallet is the one speaking. This individual can tap the rhythm of their speech pattern or simply play the macrobeat on the instrument. They can address a certain person by name and ask a question.
5. When they are done speaking/playing, the mallet is passed to the conversational recipient. This cues waiting, eye contact, body position, etc.
6. The person with the mallet answers the question posed previously, then can continue with their own question.
This can be fun! It is great with a group to work on listening skills; you have to listen for your name to be called, etc. What about your family doing this to ask about what happened at school/work instead of normal dinner table conversation? What would your children think about that?
Try it out. :)
~Blessings! Mary
Thursday, January 3, 2008
Book Review: "Acting Your Inner Music" by Joseph J. Moreno
After years of sitting on my music therapy bookshelf, I was recently motivated to read the book "Acting Your Inner Music: Music Therapy and Psychodrama" by Joseph J. Moreno. I must be candid up front that Joe Moreno was the director of the music therapy program at Maryville University Saint Louis when I was an undergraduate student. Therefore, the information in this text was a thorough review of information I learned directly from Joe in core curriculum music therapy courses.
The book provides a well-balanced overview of music therapy, healing, creative arts therapy, and psychodrama. The author is the nephew of Jacob L. Moreno, who originated the concept of healing psychodrama. The author describes his creation of an integrative form of therapy combining psychodrama and music therapy: musical psychodrama. Moreno defines musical psychodrama as "the integration of music improvisation, imagery, and other music therapy techniques with traditional actional psychodrama in order to realize an expanded approach that transcends the possibilities of either method used separately."
Creative arts therapies (music, art, drama, psychodrama, poetry, etc.) can elicit responses that verbal therapy techniques cannot. The nonverbal communication that improvisational music therapy can facilitate naturally leads the the enactment of psychodrama. Moreno describes in the book about techniques specific to psychodrama and music therapy, respectively, and then explains how the two can be linked together. He describes specific techniques that can be used in the music therapy setting including, musical role reversal, musical dialogue, musical closure, music and the divided self, musical modeling, and musical doubling. Moreno discussed how music can assist individuals in expressing their emotions more readily and with less inhibition than using words and language.
For me, this book was easy to follow and to understand both psychodrama, music therapy and their integration into musical psychodrama. However, I would advise that if there is no prior knowledge of either psychodrama or music therapy, the reader should gain a general knowledge of both before delving into this advanced text.
The book provides a well-balanced overview of music therapy, healing, creative arts therapy, and psychodrama. The author is the nephew of Jacob L. Moreno, who originated the concept of healing psychodrama. The author describes his creation of an integrative form of therapy combining psychodrama and music therapy: musical psychodrama. Moreno defines musical psychodrama as "the integration of music improvisation, imagery, and other music therapy techniques with traditional actional psychodrama in order to realize an expanded approach that transcends the possibilities of either method used separately."
Creative arts therapies (music, art, drama, psychodrama, poetry, etc.) can elicit responses that verbal therapy techniques cannot. The nonverbal communication that improvisational music therapy can facilitate naturally leads the the enactment of psychodrama. Moreno describes in the book about techniques specific to psychodrama and music therapy, respectively, and then explains how the two can be linked together. He describes specific techniques that can be used in the music therapy setting including, musical role reversal, musical dialogue, musical closure, music and the divided self, musical modeling, and musical doubling. Moreno discussed how music can assist individuals in expressing their emotions more readily and with less inhibition than using words and language.
For me, this book was easy to follow and to understand both psychodrama, music therapy and their integration into musical psychodrama. However, I would advise that if there is no prior knowledge of either psychodrama or music therapy, the reader should gain a general knowledge of both before delving into this advanced text.
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