Accent on Music Therapy

When the Music Therapist Needs the Music Therapy

2011-12-19T10:56:00.000-06:00

Today I sit at home on a personal day, feeling guilty that I am missing work. But, as a person in the helping profession, I have learned when I hit my own emotional threshold I need to take a moment to slow and and take care of myself. If I cannot have the time to take care of myself, I will not be able to take care of my clients.

So, what does the music therapist do when she is in need of music therapy herself?

Pay attention. I have unique insight into my own triggers, and I should pay attention to them. For me, that is increased sleeping and lack of energy. I typically do not smile or laugh as much as I typically do (which is alot!).

Be Proactive. Do things that I know will raise my endorphin levels and help my body cope with sadness or grief. I exercise, take my vitamins, and make sure I have a friend checking in on me.

Faith. Spend ample time praying and listening.

Therapy. Listen to my own music choices. Play and sing music that speaks to me in this moment. Write lyrics if it feels natural.

For me, I've been listening to "If I Die Young" by the Band Perry on repeat for weeks. I took the time to memorize the lyrics, learn it on guitar, and I play it every chance I get. It makes me feel better.

Caretakers need to take care of themselves, just as we take care with those we serve.

Bag of Tricks Friday!

2011-06-10T04:00:00.001-05:00

Happy Friday! Do you know what that means? That's right, kids! It's bag of tricks Friday! Here's the background info...

When I was an undergraduate music therapy student at Maryville University, on of my beloved professors, Rosalie Duvall, told us that when we became professional music therapists to always have a strategy in our "bag of tricks." I didn't really know what she meant until I was in my internship and my first session did not go as I planned. At ALL!

So, let's share a new strategy or something that we keep in our "bag of tricks!"

1. Scroll down to the "comments" section of this post.

2. Type your strategy in the comment box and post.

3. Don't forget to be mindful of confidentiality!

4. Read and comment on other people's strategy posts.

5. Beg, borrow and steal strategies! Teachers are the best thieves known to man!

Thank you in advance for sharing! I hope you add something to your "Bag of Tricks!"

What's Going Well? Wednesday

2011-06-08T00:38:00.000-05:00

It's Wednesday again! That means it's that time of the week to talk about the positives that are happening in regard to our practice, music therapy, education, family, wellness, personal goals...whatever! Even if it is a small success, share it with the Accent on Music Therapy community!

Here's how it works:

1. Think about your successes in the past week - big or baby steps.

2. Scroll down to the comments section.

3. Type a comment with your story. Don't forget to be mindful of confidentiality!

4. Submit your comment.

5. Read comments from others and respond to their successes!

I'm very excited to support one another in the great work that is going on in Saint Louis and beyond!

Non-Violent Crisis Prevention

2011-06-06T21:24:00.004-05:00

I adore my caseload for work. I get to work in many schools with awesome kids, families, and colleagues. However, I drive through many high crime neighborhoods to get there. When I really think about it, I take many precautions when driving, parking, walking to a school building, and when I'm inside certain buildings. I've seen out of control fights between students. I've had student be aggressive toward me. And, I've been concerned for my safety in my work areas.

That's why this story caught my attention today.

First of all, the teacher was cleared of all charges. And, I'm basing my information on her Today Show interview and the video in the linked article. I think she could have avoided hitting the student.

My employer provides yearly training in Non-Violent Crisis Prevention. The school district I work for has a "hands off" policy for adults touching students unless the student is a danger to themselves or others, and then there is an approved restraint hold permitted, as a last resort. Have I restrained a student before? Yes. Have I been injured by a student before? Yes, if you consider a bite, scratch, kick, pinch, etc. as an injury. Oh, and I've been clocked in the head with a mini-cabasa. That one hurt for a while!

From the limited information I have from the situation with the linked story, I think there are a number of things the teacher could have done. Of course, I don't know her school policy or anything else. But, here's my opinion from the information in the video.

1. Her vocal tone did not appear to be assisting with deescalating the student. She appeared to be yelling back at the student. It's okay to be firm, but if you are escalating along with the student, the result will not be awesome.

2. She backed herself into a corner. If a student is charging you, get away! I've had to do that before. I was embarrassed that I couldn't control my student in our small office during therapy. But, when she followed my into the hallways, another staff member saw there was a problem and helped intervene. Another staff person could have even just called administration or the SRO. Plus, you have to consider the safety of other students.

3. She hit back. I have not hit a student. EVER. But, I have blocked attempts at aggression. Block and move away.

4. She didn't call for assistance. Was there a call button in the room to the office? Could she have sent a student next door to another classroom for assistance? If I would have seen a student escalating, I would have asked for help immediately, especially if I felt extremely threatened.

Hindsight is wonderful. I'm grateful I get this specialized crisis prevention training every year, but I wish general education staff would be trained as well. I think it could help a lot to deescalate situations that could become something serious.

Teachers don't have an easy job, but that doesn't give us the right to "defend ourselves" when there are strategies and procedures in place to protect the student and staff alike.

Transitions

2011-05-15T21:19:00.003-05:00

I mentioned on Twitter that I use adapted lyrics for transitions for my students. A few awesome music therapists on Twitter wanted to see the lyrics. Here we go!

It's often easy to develop transition songs for young students, especially those in early childhood settings. How many times have we all piggybacked lyrics to "Skip to my Lou" or "Twinkle Little Star." It becomes more challenging when students become older and still require songs to address basic skills. These creative challenges can either energize a school-based music therapist or create frustration. Personally, I typically thrive on this sort of creative challenge.

I wrote these parody lyrics for a 4th grade student diagnosed with Autism. These lyrics are to the song "Blister in the Sun" by The Violent Femmes. I must give Kelli Ballard, St. Louis music therapist, credit for planting this idea in my head. I love former interns who share ideas!

When I'm A-Walkin'

Verse:

When I'm a-walkin' I might have to go to OT

Or I might walk down the hall to have fun in PE

Chorus:

When I'm in the hall

I keep my hands to myself

My voice is quiet

I keep walking where I need to go

Go ahead, get out your guitar and sing the chorus. It's super addicting! I keep adding verses for different places the student may need to go. When using this in live presentation, I use adapted RAS (Rhythmic Auditory Stimulation) while snapping to help with walking pace, and I improvise verses using lyrics about where the student is going real time. Enjoy!

Somewhere Over the Rainbow...

2011-04-24T22:47:00.001-05:00

On Good Friday evening, a tornado ripped through the Saint Louis, Missouri, metropolitan area.

The tornado touched down about 5 miles east of my home in St. Charles City, Missouri.

The worst damage near the St. Louis Lambert Airport, Bridgeton, and Maryland Heights are in the Pattonville School District - one of the districts I serve as a music therapist. There was also extensive damage in the Ritenour School District by the Airport - also a district I serve.

This E-F 4 tornado (when it was the strongest) moved straight through north St. Louis County.

After I knew I was safe (I freaked out a little during the storm, hiding in my laundry room - and for a good reason!), I was extremely concerned for the families I serve. There was a moment when I considered the fact that I may be pushing the therapeutic/educational/professional boundaries with the families I serve if I checked on them. However, that moment was short lived. This was a serious disaster, and I quickly emailed all my families in the PSD. I was truly concerned, and I was ready to help these families if needed. Luckily, everyone stated they were okay.

What do you think? Where do you draw the line with professional boundaries in the school setting? I feel like this was an extreme situation...

My immediate family in St. Louis had extended family call from as far away as Florida and California to check on us after seeing the national new coverage on the storm. The pictures on the news are one thing, but I drove by the airport today and some of the most damaged areas...there are no words. It is horrific.

To support those effected by this severe weather event, please donate to:

St. Louis Red Cross
PattCare Storm Relief Fund (Pattonville School District Charitable Organization)

Please pray for everyone in the St. Louis Area, and never ignore a tornado warning.

I took this video today (Easter Sunday). I started taping on my iPhone3 when I got on I-70 at my exit right by my home. This demonstrates how close I was to the tornado. I start in St. Charles City. I cross the Blanchette Bridge over the Missouri River into St. Louis County. At that point, I am in Maryland Heights, MO. You can begin to see damage at about 4:30 in the video. On the right hand side of the highway, there is the Bridgeton, MO damage. On the left side of the highway, there is the airport. The video isn't so great because it was cloudy and I was going 60 mph, but it gives you some idea.

Supportive Sundays

2011-04-24T00:01:00.000-05:00

Welcome back to Supportive Sundays! This post is for you to voice problems, concerns, and difficult situations for others to help you with in this online community. Do you have a difficult assessment case? Out of ideas for a challenging client? Pulling your hair out over something with your own child or family member? Do you have writer's block and absolutely cannot crank out song lyrics about buttoning a shirt? Need some info on the music from the 1930's? You can share your story here, and the community can brainstorm possible solutions.

How to participate:

1. Scroll down to the bottom of this post.

2. Type your story, problem, or brainstorming solution in the comment box.

3. Remember to be mindful of confidentiality!

4. Post your comment.

5. Read the comments of others and respond.

Let's support each other in the great work we do every day, even if it's challenging at times!

*This information is not a substitute for professional advice or consultation. The information in the comments section is opinion based, and requires your own research on the topic and the application of common sense.*

Bag of Tricks Friday!

2011-04-22T00:01:00.001-05:00

Happy Friday! Do you know what that means? That's right, kids! It's bag of tricks Friday! Here's the background info...

So, let's share a new strategy or something that we keep in our "bag of tricks!"

1. Scroll down to the "comments" section of this post.

2. Type your strategy in the comment box and post.

3. Don't forget to be mindful of confidentiality!

4. Read and comment on other people's strategy posts.

5. Beg, borrow and steal strategies! Teachers are the best thieves known to man!

Thank you in advance for sharing! I hope you add something to your "Bag of Tricks!"

What's Going Well? Wednesday

2011-04-20T00:01:00.001-05:00

Here's how it works:

1. Think about your successes in the past week - big or baby steps.

2. Scroll down to the comments section.

3. Type a comment with your story. Don't forget to be mindful of confidentiality!

4. Submit your comment.

5. Read comments from others and respond to their successes!

I'm very excited to support one another in the great work that is going on in Saint Louis and beyond!

Disability and Assumptions

2011-04-19T00:01:00.001-05:00

Tonight, one of my former music therapists in training posted this video on my facebook page:

She seemed very surprised by the miraculousness of this video.

I was not surprised.

Does that shock you? Watch the video. Go ahead, I'll wait ...

It depicts the story of a young woman diagnosed with Autism who is non-verbal, yet can type and communicate via a laptop like most tween/teen girls. Did you know that many individuals with Autism have normal intelligence? Did you know that Autism is not an intellectual disability?

Do you know what shocks me? I'm appalled at the number of times I witness people talking about people with disabilities. While they are standing right there. Within listening distance. Individuals diagnosed with a disability can hear you (or lip read). And, even if they are diagnosed with Autism, it doesn't mean they can't understand you, have their feelings hurt, or have their relationship with you broken by the way you talk about them. They are not invisible.

I try to not make assumptions about my clientele. Everyone (including myself) has strengths, weaknesses, likes, dislikes... That's how I look at my clients. A great person with strengths, weaknesses, likes, dislikes...just like me. And, just like me, some people have bad days! I cannot imagine how I would react if I couldn't communicate my wants, needs, or deepest desires.

How would you feel, react, behave if...

You could not say "I love you" to your family and friends.
You could not indicate that you absolutely loathe the ugly sweater your Mom insists you wear every day.
You could not raise your hand in class to get a bathroom pass.
Your classmates and peers were scared of you because you scream in class.
What if...

Please take time this week to reflect on your own assumptions about others. How is affecting your relationships? Rapport? Professional judgement? Please be brave and stand up for individuals with disabilities. Ask that professional conversations be done in a confidential setting. If talking about a client's deficits to another, either include the client or move to a confidential location. Stand up. Be brave. Shine.

Supportive Sundays

2011-04-17T08:00:00.000-05:00

Supportive Sundays is a new series that I'm starting in order to voice problems, concerns, and difficult situations for others to help you with in this online community. Do you have a difficult assessment case? Out of ideas for a challenging client? Pulling your hair out over something with your own child or family member? Do you have writer's block and absolutely cannot crank out song lyrics about buttoning a shirt? You can share your story here, and maybe the community can brainstorm possible solutions.

How to participate:

1. Scroll down to the bottom of this post.

2. Type your story, problem, or brainstorming solution in the comment box.

3. Remember to be mindful of confidentiality!

4. Post your comment.

5. Read the comments of others and respond.

Let's support each other in the great work we do every day, even if it's challenging at times!

Bag of Tricks Friday!

2011-04-15T00:01:00.000-05:00

So, let's share a new strategy or something that we keep in our "bag of tricks!"

1. Scroll down to the "comments" section of this post.

2. Type your strategy in the comment box and post.

3. Don't forget to be mindful of confidentiality!

4. Read and comment on other people's strategy posts.

5. Beg, borrow and steal strategies! Teachers are the best thieves known to man!

Thank you in advance for sharing! I hope you add something to your "Bag of Tricks!"

Storytelling

2011-04-14T00:01:00.001-05:00

As musicians, music therapists, and educators, do we realize the amount of storytelling that happens in our classrooms and therapy sessions every day?

Literacy, history, journaling, song lyrics, songwriting...these are all forms of storytelling. Wikipedia defines storytelling as "the conveying of events in words, images, and sounds, often by improvisation or embellishment." The definition of storytelling *screams* music therapy and education to me!

Do you have a friend or colleague that can always gain your rapt attention by the way they tell a story? What makes it so grand? What keeps your attention? Really think about it...you should embody those characteristics in order to engage your audience. Maybe they include the following elements:

Make eye contact
Use natural, comfortable gestures and body movements/posture
The story has a beginning, middle, and end
The storyteller projects their voice and has an appropriate, pleasing tone
The storyteller is sincere
Tells at an appropriate pace
Enthusiastic

Did you know that St. Louis has the largest storytelling festival in the world? That's right, St. Louis, the WORLD! The St. Louis Storytelling Festival is in May, and I encourage you to hear some stories if you have never been before. Now, I've been several times to this local festival, as my former art teacher (from Kindergarten!!) is a storyteller with this association. :)

Next time you are singing a song, writing a song, or relaying information to a student, remember to put on your storytelling hat! Make each moment worthwhile and engaging!

How do you use storytelling in your therapy sessions or classroom?

What's Going Well? Wednesday

2011-04-13T06:00:00.000-05:00

I'm starting this new series to talk about the positives that are happening in regard to our practice, music therapy, education, wellness, personal goals...whatever! Even if it is a small success, share it with our Accent on Music Therapy community!

Here's how it works:

1. Think about your successes in the past week - big or baby steps.

2. Scroll down to the comments section.

3. Type a comment with your story. Don't forget to be mindful of confidentiality!

4. Submit your comment.

5. Read comments from others and respond to their successes!

I'm very excited to support one another in the great work that is going on in Saint Louis and beyond!

30 Minutes of Sanity

2011-04-04T20:00:00.000-05:00

Sometimes thirty minutes can make the biggest difference. If you could just take 30 minutes a day to relax, heal, enjoy the quiet, and take some time to focus on yourself, what would that include? Here are some suggestions that work well for me:

--Hot bath
--TV on DVD that I have seen too many times (I have the dialogue memorized)
--Inspirational Reading
--Paint my toenails
--Listen to calming, inspirational music
--Take a leisurely walk
--Visit a park
--Write poetry
--Sit by a river or creek, listening to the water
--Swing on a swingset
--Visit the Art Museum
--People Watch
--Take a scenic drive
--Draw or paint
--Paper craft
--Improvise on the piano (play only the black keys, and it will always sound good)
--Pray
--Be still and listen

What will you do today for your 30 minutes of Sanity?

Music Therapy Tech[nology]-ies

2009-04-14T00:54:00.000-05:00

This year, my employer provided all the music therapists with new technology to be used during therapy. We received a mac laptop with recording software: garageband, sound studio, and band in a box. We also received a midi usb keyboard, usb portable microphone, 120 gb ipod, external hard drive, and a class to teach us how to use all our new presents.

I like having better equipment to do multi-track recordings for consult materials, but I'm not completely sold on using more technology during my therapy sessions.

I'm using the recording software to take data/language samples during sessions, and students utilize behavioral incentive charts to earn "recording studio time" where they can make their own CD (while working on IEP related goals), and I'm using the ipod for recorded music, but when is too much recorded music and techno-spiffiness "too much?" And where do you draw the line between recording artist and music therapist?

I'm extremely picky when it comes to using recorded music in my sessions. If I'm using a recording on the ipod to teach a skill, I'm usually pausing the ipod and waiting for a client response, just like I would with my voice and/or guitar during a live music presentation. But I'm curious to know if my colleagues do the same thing...? I remember reading all the music therapy research journal articles about live versus recorded music presentation and how live music is usually the better choice. So, how do we, when presented with such wonderful technology, justify using it over live presentation?

Besides using the recording equipment for reinforcement and data collection, the only big change for me is how I do my consultative materials to colleagues. I'm recording more often. My recordings are of higher quality and I'm also doing enhanced podcasting for skills. Many of my teachers are making a "music therapy" center during their center time in the classroom and having students listen/watch podcasts created by me. But is that still the same as a live presentation or a teacher singing and waiting for a response? I don't think so.

Bottom line. If you want a student to be "exposed" to a topic, learn something by rote memory, or practice a social skill situation, then I think recorded music and podcasting can be effective. If you want to do direct learning with a student with decreasing response time or your hierarchy of prompting, then lay off the techie-geek stuff and do the more flexible, live presentation.

Take Me Out to the Ballgame...

2008-04-01T00:09:00.000-05:00

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.

Visual Media

2008-03-11T02:06:00.000-05:00

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...

Walk For Autism - St. Louis

2008-02-23T09:43:00.000-06:00

Healing Kirkwood

2008-02-10T22:55:00.000-06:00

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

Trading Spaces vs. Family Counseling

2008-01-28T01:52:00.000-06:00

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?

Social Skills: Drum Conversation

2008-01-08T02:17:00.000-06:00

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

Book Review: "Acting Your Inner Music" by Joseph J. Moreno

2008-01-03T00:59:00.000-06:00

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.

A Change Would Do You Good.

2007-12-31T21:45:00.000-06:00

In light of the new year approaching, many of us are contemplating our New Year's Resolutions. This blogpost title, "a change would do you good" is from the song "A Change" by Sheryl Crow. The song speaks to how a "change" can be a positive thing and to be real with yourself and others.

I challenge you (and myself) to take some quiet, reflective time in the dawn of the new year to think about what you could change in your life. No one is perfect. Who wants perfection, anyway? But what about easier, more respectful, more balanced? Even if there is not a large, sweeping change that needs to happen in your life, perhaps even small thoughts, deeds, or words in what you do (or fail to do) can use a little tweaking. Just think about what little things you could do to be healthier, wiser, less stressed, improve relationships, make a small sacrifice for the betterment of another (or even a stranger), or get your taxes done early (ugh!). What is one aspect of your life, that if changed, would make the biggest difference for you and/or your loved ones?

What is the key to achieving these illusive things, these goals? We must find a solution that is exactly what we described: achievable.

Even if there is a large pressing issue, (like we all hear this time of year - losing weight), if you break it down into steps that are small enough to demonstrate progress to yourself or others, there is a better chance of success. Even something as small as thinking one positive thought about yourself and each member of your family each day (and maybe journaling about it) is something to cross off a checklist of larger objective areas. Make a plan, break it down, and reward yourself when you hit a (small) milestone. Additionally, isn't it more motivating if you can see progress? If a visual representation of your progress will motivate you, make a graph or a list you can dramatically scratch off the achieved items. If you achieve a small step, celebrate it! It makes a difference to acknowledge the positive (...or..."ac-cen-tu-ate the positive...").

A change would do you good. Why are you waiting?

Blessings for 2008. ~Mary

Lyric Analysis: "Beauty from Pain 1.1" by Superchic[k]

2007-12-30T02:41:00.000-06:00

I would like to begin the post out on a positive note. With the specialization of music psychotherapy, the technique of lyric analysis is used quite frequently. Lyric analysis is just that: looking at the lyrics of a particular song, analyzing or studying the lyrics, and discussing and applying their relation to one's life. Most of us do this independently, without the guidance of a music therapist. Do you hear a song on the radio that you feel was written just for you, at that moment in your life? If so, you have identified with those lyrics and applied them to your life in some small way. Seems simple enough, right? Well, the music and lyrics can have an influential impact on someone in a counseling session. The emotion of the music may make a new connection and insight into themselves. The choice of music can be the catalyst for a critical moment of catharsis.

With that in mind, I would like to share one of my favorite albums, "Beauty from Pain 1.1" by Superchic[k]. This album is amazing (my opinion, of course!). It is evident that the songwriters have "done their own work" in terms of counseling and tackle important issues in each song. Most songs deal with issues of pain or what I would call "girl power" or the empowerment of women.

Song by song:

Anthem: This song is a sort of "ode" to girls who don't give up, a rally song for all the women who have been told "you can't." The lyrics speak to girls in traditionally male roles (girls with bruises and scars, lipstick and cleats). It has a driving rock / punk sound.
Beauty from Pain: A beautiful ballad with a haunting piano line discusses deep, penetrating pain, the glimmer of hope, and the questioning of "why." This is one of the few songs I have heard that truly conveys emotional pain and the struggle of day-to-day. It is real, heart-wrenching, and thought provoking.
Bowling Ball: "You need that boy like a bowling ball dropped on your head; and that means not at all." These lyrics from the chorus pretty much sum up the theme of the song: drop that no-good guy! This song makes me laugh, and well, sigh at the same time about how sometimes a girl needs to hear that she's wasting her time with a guy! It has an upbeat punk feel - very fun.
Courage: A song about body image, eating disorders, a secret life, and asking for help. A moving depiction of a soliloquy of a young girl in pain dealing with these issues. A message of hope. Listen to it here.
It's On: Another upbeat song about action, change, doing something positive. "no matter how you feel, it's what you do that matters it's your moment to be strong."
One Girl Revolution: A cross between punk, dance and metal with a great message about confidence. Chorus includes: "I'll be everything that I want to be I am confidence in insecurity I am a voice yet waiting to be heard." Great and fun.
Pure: With more of a pop feel, "Pure" can be interpreted with a Christian message (Superchic[k] used to be considered an exclusively Christian band, ya know). However, it can also be understood as overcoming stressors and anxieties of any kind in ones life "The rocks of life won't pull me down." Very positive. A great transition to relaxation strategies.
Stand in the Rain: One of the great new songs on this album, it speaks to the moments when everything seems to go wrong at the same moment, when all the bad things catch up with you at the same time. CHORUS: "So stand in the rain; Stand your ground; Stand up when it’s all crashing down; You stand through the pain; You won’t drown; And one day what’s lost can be found; You stand in the rain." A strong song musically to support the lyrics and message.
Suddenly: After all the singing of pain and hardship, this song discusses when things just click and "Suddenly" you are where you are supposed to be. I great reminder of when things "just work out they way they are supposed to" and to be patient.
We Live: You may have heard this song, I believe it is the theme music to "Brothers and Sisters" on ABC. The lyrics discuss that even in the midst of tragedy, we must live, love, forgive and never give up because each day is a gift. Beautiful theme song for life.
Wishes: Again, back to the punk feel, this last song talks about romantic relationships that didn't work out, broken dreams, growing up, and saying goodbye.

I encourage you to check out this CD if anything "spoke" to you in these songs. Go forth, listen, validate your feelings, and gain some insight!
~Blessings! Mary

That's What It's All About...

2007-12-30T01:06:00.000-06:00

Welcome! I am very excited about the re-launch of my beloved blogsite!

This new format will allow for insights, reviews, and information sharing about music therapy, creative arts therapy, and related topics. I welcome other therapists or artists who wish to share information as a fellow blogger on this site. Please email me if you are interested.

I am hoping to provide information on the newest research, publications, music releases, and information that would be most helpful to you (even if that includes the best route to avoid the new i-64 highway shutdown happening in a mere 4 days!). Please email me with what you need to know.

Otherwise, blessings to you all, ENJOY!
~Mary