music therapy awareness | Upstate Music Therapy Center LLC

Should I Become a Music Therapist?

by Amy Thomas | Nov 30, 2021

Blog written by Katie Pistilli, MT-BC

Do you love music and want to make a career of it? It might seem like music education or performance degrees are the only majors out there, but that is far from the truth. Thankfully, there is the fulfilling profession of music therapy! Aspiring music therapists, this one is for you.

Music therapy is a profession that traverses medical, education, mental health, and creative fields. You will notice some of the questions below seemingly have nothing to do with music. In time you will learn that they have everything to do with music therapy.

For those of you asking the question should I become a music therapist? We encourage you to ask yourself these questions:

- Do you play an instrument and have the desire to learn more of them?
- Are you drawn to the fields of psychology and neuroscience?
- Do you enjoy reading and appreciate research?
- Are you interested in learning about medical diagnosis, treatments, and procedures?
- Do you enjoy singing with a group of people?
- Do you consider yourself an empathetic person who enjoys helping others?
- Would you consider yourself supportive of the mental health field?
- Do you think music can help people learn or communicate?
- Could you see yourself working with a team of non-musical professionals (teachers, nurses, speech therapists, etc.)?
- Do you enjoy creating your own music, improvising, or songwriting?
- Do you consider music to be healing?

If you answered “yes” to a few of these questions, music therapy might be the profession for you! A music therapist must be a musician among many other things. Your creativity and drive are at the center of the process. If some of the questions felt a little out of reach, don’t worry. The beauty of learning is that it is a process, and you have all the time to cultivate the skills you need to be a successful clinician!

If you are still deciding whether to pursue music therapy, consider reaching out and talking to a practicing therapist. To get you started, we interviewed some of the music therapists on the UMTC team. They were asked the question: “Why did you become a music therapist?” Perhaps you can relate to some of their answers.

Jamie

“When I discovered music therapy as a field, I wanted to combine my love for music with my interest in the medical field and bring the joy of music to those who were going through a hard time.”

Erin

“Music was a huge part of my life in high school, and I have also always loved helping people. When I learned about the field of music therapy my senior year of high school, I realized it was the best of both worlds!”

Rebecca

“In high school, I was deciding between nursing and teaching music. When I heard about music therapy, I knew that it was the perfect marriage of using music to help others.”

Do any of these answers resonate with you? UMTC is grateful to be a part of the Rochester, NY music therapy community and beyond. We are here to answer any questions you have about our profession and educational opportunities in the area.

Stay tuned for a blog we’ll be releasing in the coming weeks called: How Do I Become a Music Therapist?

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Music Therapy for Children with Chronic Pain

by Amy Thomas | Nov 2, 2021

Blog written by Katie Pistilli, MT-BC

Chronic pain impacts an individual’s entire life. Not only are there physical symptoms to cope with, but there is the emotional struggle of accepting that the pain is indefinite. While chronic pain is a tragedy for anyone going through it, children experience a special set of challenges. Kids with pain syndromes might have fewer social opportunities to make friends and develop hobbies, adding another layer of complexity and mental health concerns. Kids cope with the same emotional turmoil as adults, if not more, but have a more difficult time expressing it.

Research shows that it is essential to approach chronic pain in children from multiple angles. Not only should the child work with medical doctors to manage their pain and symptoms, but they should also receive mental health support to ensure depression and anxiety are addressed. There is extensive research on how music therapy can assist children in coping with both the physical and emotional symptoms of chronic pain.

Music Therapy Interventions

Music therapy interventions are activities that are meant to address specific goals in a child. For chronic pain, a music therapy intervention may aim to help them relax and distract their mind from the pain. These activities may also prompt conversations to help children accept their pain and diminish feelings of sadness or anger. No matter what the goal may be, a music therapist will always use evidence-based practice or techniques supported by research in their activities.

Music-Assisted Relaxation

If a therapist uses Music-Assisted Relaxation, they hope to help the child relax their body and calm the sensory system. When a child is constantly in pain, their nervous system is on high-alert. This may contribute to anxiety and greater sensitivity to pain. It is important to help children acquire relaxation-based skills so they can independently learn to relax and diminish some of their pain.

Music-Assisted Relaxation can look like:

Playing live music on guitar or piano and reading a script.
Mindfulness-based scripts are often used. The child may be encouraged to write a script that encompasses what brings them peace, positive memories, or favorite things (smells, foods, places)
The therapist may facilitate breathing exercises to music.

Active Music Engagement

Like music-assisted relaxation, Active Music Engagement is also a great way to separate the child’s focus away from their pain and calm their body. These types of interventions are slightly more active on the child’s part and address the thoughts and feelings that they may be experiencing. The goal with Active Music Engagement is to help the child process through thoughts, experiences, and anxieties about the future.

Here is an example of an Active Music Engagement intervention:

Writing a chant about pain experiences and positive outlook on the future.
Participating in that chant with the therapist.
Play along with instruments such as the drums or a xylophone.

Live Patient-Selected Music

Using Live Patient-Selected Music is one way that therapists will help children sort through complex thoughts and emotions related to chronic pain. By using music that the child chooses, the therapist can get a sense of what they may be feeling but can’t express through words.

Using music of the child’s choice, the therapist may:

Encourage the child to highlight words or lines that stand out to them.
Prompt the child to keep the beat of the song with them using instruments.
Pose questions that facilitate discussion about pain and emotions.

Music therapy interventions address chronic pain symptoms in children from both a physical and mental health lens. The interventions above are proven to help calm the child’s body while also addressing the difficult emotions they experience. Research shows that children with chronic pain benefit from a multi-disciplinary approach to their treatment, and music therapy does just that!

Is there a young person in your life who experiences chronic pain? If you think music therapy may benefit them, please don’t hesitate to reach out! Our team of qualified therapists are ready to help.

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What is That Instrument?

by Amy Thomas | Oct 3, 2021

Blog post written by Katie Pistilli.

When you think of music therapy, what is the first instrument that comes to mind? For most, it is probably the guitar. Versatile, portable, and calming, guitars are a music therapist’s go-to instrument. Some therapists might have access to a piano or large drums. Beyond these basics, music therapists use a variety of instruments you may or may not have heard of. These instruments aren’t only fun and different, but they also aim to achieve a range of therapeutic goals.

Cabasa

Origin: Africa

Also known as: Afuche

This handled instrument is a tactile treat for kids. The metal beads make a “ch-ch” sound when rolled on the players hand. During music therapy, the cabasa is used to help calm a child when they are overwhelmed. Rolling the instrument down arms, legs, or back has a calming effect on children. When the child is ready, they can hold the cabasa and play it themselves on different body parts. For young children working on identifying body parts such as hands, feet, or arm, the cabasa is a perfect instrument.

Clatterpillar

Origin: Japan

Also known as: Kokiriko; Binzasara

The clatterpillar is known for its “clickity-clack” sound. Also known as a kokiriko, the clatterpillar got its name because it resembles a caterpillar crawling along the ground. This instrument is held in two hands and is somewhat challenging to play. Children playing with the clatterpillar are often working on a skill called bilateral coordination, which is the ability to do a different movement with each hand. Use your imagination, does the clatterpillar sound like a train coming down the tracks?

Step Bells

Origin: East Asia

Also known as: Xylophone

Step bells are a staple instrument for every music therapist working with children. This instrument is a variation upon the xylophone and covers an 8-note scale. While holding a mallet and playing the notes, children can be creative with this instrument and pretend they are climbing a mountain, sledding down a hill, or listening to the sounds of water falling. Amidst these creative songs, the step bells encourage children to work on fine motor and spacial skills. Not only do they have to hold a mallet in their hands, but to activate the bells they have to be very precise about where they aim.

Guiro

Origin: Latin America

The guiro is a common instrument heard in Puerto Rican and Cuban music. Held in one hand, the other hand can scrape or tap the guiro to make a variety of rhythms and varied sounds. Because it can be more than one sound (scraping or tapping), the guiro is a great instrument to use when practicing following directions. For example, during one part of a song a child may be prompted to scrape the guiro, while during another tap it. Don’t forget to use your imagination! Some children will say the guiro looks like a space ship or a fish. What do you think?

Kalimba

Origin: Africa; Zimbabwe

Also known as: Mbira; thumb piano

The Kalimba is an incredibly unique instrument with sounds that are especially therapeutic. Held with both hands similar to a smartphone, the player uses their thumbs to pull down on individual keys. The resulting sound is almost magical with notes blending together in lovely, ringing harmony. It can be a motivating instrument for children to play while they work on fine motor skills with their thumbs. Holding it in their hands, the player can also feel a deep vibration from the wood that can add to the relaxing nature of the instrument. Be careful, these soothing sounds may just put you to sleep!

Originating from across the globe, these instruments make a tremendous impact in music therapy. Children are highly motivated by instruments that make unique sounds and look different than what they are used to hearing. Next time you see a music therapist in transit, see if they have any of these instruments in their bag, they just might!

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Developing Emotional Maturity in Children Using Social-Emotional Learning

by Amy Thomas | May 11, 2021

Blog post written by Katie Pistilli

If you’re a parent or professional in the education world, you’ve probably noticed a new buzzword: Social-Emotional Learning. What is Social-Emotional Learning, and what does it have to do with public schools?

Social-Emotional Learning (SEL) was a term coined by an organization called CASEL, The Collaborative for Academic, Social, and Emotional Learning.

According to CASEL, Social-Emotional Learning is “the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.”

SEL guidelines are proven to:

Increase student’s pro-social skills
Cultivate skills needed to maintain positive relationships
Increase academic performance
Decrease anxiety and depression.

The impact of SEL curriculum spans well into a child’s adulthood, with evidence showing that children exposed to SEL are less likely to experience poverty or incarceration.

SEL is based on the acquisition of 5 core competencies: self-awareness, self-management, responsible decision-making, relationship skills, and social awareness.

A social-emotional learning curriculum not only has an impact on individual students, but their community as a whole.

Music Therapy and Social Emotional Learning

In many ways, music therapists have addressed these benchmarks for decades in our schools. We know the innate social-emotional benefits of making music with others, learning an instrument, and interpreting music. Here are a few specific ways that music therapy addresses the 5 core SEL competencies:

1) Self-Awareness

Self-Awareness ranges from identifying emotions to more complex skills such as linking thoughts to feelings. In music therapy these skills can be addressed with:

Putting thoughts and feelings to music while songwriting.
Asking the question: Is this song happy or sad?

2) Self-Management

Self-Management encompasses skills related to managing emotions and coping with stress. In music therapy, we can address these skills with:

Participating in a drum circle, expressing complex emotions while playing and regulating the body with rhythm.
Calming the body by breathing in time, using music to slow heart rate, and using mindfulness-based interventions.

3) Responsible Decision-Making

Responsible Decision-Making involves the ability to think critically of one’s actions and how our behavior impacts those around us. In music therapy this might look like:

Learning how to play instruments and take care of them.
Listening to peers in a group, being respectful and responding with kindness to their ideas.

4) Relationship Skills

Relationship skills involve social behaviors such as developing friendships and communicating with others. Since music is an innately social experience, it is common to address these skills in music therapy.

Learning social songs to help children remember and learn the nuances of social behavior such as having conversations or what to do when someone gives a complement.
Cultivating a hobby or shared interest with a classmate through music.

5) Social Awareness

Social Awareness skills involve understanding the perspectives of others and cultivating empathy. In music therapy this may look like:

Discussing the meaning behind lyrics and considering what an artist was trying to express.
Sharing instruments and taking turns during group music making experiences.

The COVID-19 pandemic taught us that now more than ever it is essential to take social-emotional learning seriously. The children in our community have so much to gain from adults in their lives valuing these skills.

If you think music therapy could be a helpful resource for a child you know to work on Social-Emotional Learning skills, please contact us. We would love to hear from you!

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Decreasing Bedtime & Morning Stress

by Amy Thomas | Apr 27, 2021

Many parents know the challenge of getting their children to wind down and finish necessary tasks before bed each night. They also will attest to the struggle each morning with dressing, eating, gathering the necessary items for the day, and getting out the door on time. Now imagine adding to your morning and nighttime routine a child who does not attune to everyone else’s activities, a child with Autism, Down Syndrome, ADHD, Anxiety Disorders, or Depression. Let’s face it, parents are exhausted by the end of the day and have a list a mile long to start the new one, so one or more children not moving at the pace the parent needs can cause incredible stress for everyone in the house.

What are the options for families? All children, whether they are typically developing or have developmental disabilities and neurodiversity, may struggle with mood regulation, staying on task, time management, working memory, and many other executive functioning deficits that make nighttime and mornings difficult. There are two areas that this blog will focus on in hopes of helping parents who feel like it’s time to throw in the towel. For those who feel that they have tried everything, we want to suggest that you combine these two important elements: the best routine and most supportive genre of music.

As Licensed Creative Art Therapists and Board-Certified Music Therapists, the staff at Upstate Music Therapy Center LLC know the power of predictability. Some of the children we work with in classrooms are greeted with a transition song. It is sung to a comfortable walking pace so that the social greeting and message of needing to move from the class to another environment is managed through the song and rhythmic pulse. Using a technique such as this for certain children can mean the difference between a smooth transition to another space or a complete meltdown. Once in the session the therapist also recognizes that the predictable schedule allows the child to move comfortably and more independently as they learn their role within the routine. This many times includes a visual schedule. Through this process the therapist needs to give fewer prompts and the child’s self-esteem and level of accomplishment improves. How does this information help a parent in their home?

Empowering your children to co-create a routine for their nighttime and morning allows the child to select items for their schedule that they most prefer. Perhaps they would like their favorite stuffed animal to sit and watch as they brush their teeth, they participate in deciding what foods will be available on the quick breakfast food menu options for each day or decide if they will fill their backpack for the next day before dinner or after dinner. Offering choices and providing a visual aide of the routine is helpful. This can include a checklist in a notepad, picture icons for younger children, or a schedule posted on their wall. Having a visual guide to keep your child on task and increase their level of independency is a win for all.

The other important element is using music with your children to support the level of focus, relaxation, or stimulation required for the activity that they need to engage in. Again, involving your child in making the music selections, especially for older children will be very important. However, they may not realize how the music they are listening to impacts them physiologically, behaviorally, or emotionally. A study on how particular genres of music impact a person’s heart rate can shed some light on what styles of music to listen to prior to sleep and when we want them to have an increase in energy to complete tasks.

Does Music Affect a Persons Heart Rate? David Sills, Amber Todd (Emerging Researchers) Dayton Regional STEM School, Dayton, Ohio; Wright State University, Dayton Ohio

In this study they use the following genres classical, 125 bpm; electronic, 119 bpm; jazz, 154 bpm; world, 124 bpm; RnB, 99 Bbpm; rock, 79 bpm and as you can see in Figure 4 classical and electronic music was the two styles that brought down the high school students heart rates reflecting the most relaxed state. Studies have suggested that an ideal resting heart rate is between 60-100 beats per minute and may drop lower than 60 bpm when in deep sleep. It makes sense to use music prior to bedtime that reduces our heart rate in preparation for sleep. You might be surprised to see in Figure 4 that although the rock music had the slowest bpm it produced the highest heart rate.

Dopamine is a neurotransmitter made in the brain. Basically, it acts as a chemical messenger between neurons. Lack of dopamine can make you sleepy, but not sleeping may also lower your dopamine. We also know that levels of dopamine can increase up to 9% higher when listening to music that is enjoyed. It’s involved in reward, motivation, memory, attention and even regulating body movements. When dopamine is released in large amounts, it creates feelings of pleasure and reward, which motivates you to repeat a specific behavior. Allowing your child to select a playlist for their morning routine will increase their dopamine and motivation to complete tasks that are rewarding. What is the reward for getting their morning time or bedtime routine complete without resistance? The music itself may be rewarding enough, however some children do best with a reward system such as stickers on a chart for each morning and nighttime they follow their schedule. At the end of the week, they receive a reward.

Perhaps your child does well with timers. The example below, one for 20-minute nighttime routines is one of the many options available online. Music preferences are important so include your children in making the selections right for them. Enjoy creating routines and finding supportive music to lessen the stress in your home.

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Neurodiversity and Music Therapy

by Amy Thomas | Feb 28, 2021

Have you heard of the word neurodiverse? Judy Singer came up with this term in the late 1990s. Judy is a sociologist who learned, after recognizing her differences from other children her age, that she was on the autism spectrum. Judy never considered herself to be disabled, but different in the way she perceived and navigated the world. Her brain functioned in a way that created tense moments when it came to socializing and navigating school. The lack of understanding by others and her own confusion on how to feel about her brain processing differently than her peers created some challenging times for her over the years.

Once Judy began to embrace that there is diversity in the way that people learn, this allowed her to begin seeing the world in a different way. Disabled turned into diverse, a much more positive and accepting term. Instead of posing the question, “What is wrong with her?” we can now look through the lens of neurodiversity and instead ask, “What is different about her?” With the understanding that all children learn in different ways and that diversity makes each child unique, a path was carved to begin building resilience, self-confidence, and hope for the future.

Individuals who are neurodiverse, as all children and adults, have a range of learning needs. In some cases, these include improving motor and communication skills. As we look at these two areas you will note the natural and obvious aspects of music that pair beautifully for skill development in neurodiverse individuals. Board Certified Music Therapists are trained to complete assessments and create specific plans regardless of the person’s learning style, limits, and abilities. Music Therapists work with individuals of all ages, however, for this blog, we will focus on the learning needs of children.

Children move at a functional pace of about 120 to 135 beats per minute, which is faster than adults. For children who struggle with gross motor movement, the rhythm of a song played using the tempo that most accompanies a natural gait provides wonderful support for working on motor needs. As a child marches, walks, or jumps to a steady beat, their body becomes increasingly organized, allowing them to feel more confident and steadier.

When neurodiverse children find themselves unable to use their right and left hands together to complete a project in class, they become frustrated and many times give up. The music therapist offers the child mallets, rhythm sticks, piano, guitar, and other instruments requiring two-handed motor movement. As they play along to a piece of music, they engage for a sustained amount of time to rehearse the movement. Because their brain recognizes the structure of the song, when it will begin and end, they successfully complete the song, many times without requiring a break. This success can then be carried over into the classroom when participating in a non-music task.

Using language in a functional way to communicate and have engaging interactions with others is vital for human beings. For individuals who are neurodiverse, they might struggle with the ability to have a reciprocal conversation with a classmate or friend using language. Neurological differences present unique challenges, particularly related to communication. A child who has neurological challenges may have a limited understanding of how, when, and why they interact verbally with a peer or teacher. A few areas for consideration are timing, pacing, and processing. Music Therapy creates a setting for individuals with neurodiversity to practice these three areas.

For children experiencing speech and language problems, rhythmic singing can provide pathways to circumvent damaged neural networks. This is possible because music is received by both hemispheres in the brain and can be incorporated into therapy for challenges such as apraxia, aphasia, stuttering, or even getting a nonverbal child to utter their first syllable.

To illustrate, a nonverbal child might try to hum or sing (possibly on “la la”) two notes of the singsong notes of childhood. The therapist will time this intervention to determine a music tempo, which aligns with the rate at which the child can successfully create the vocal sounds. This occurs when the child is in an environment that is safe and stress-free to assure that the vocal sounds will freely flow with less potential for vocal restriction. The goal is to increase the pace, as appropriate, to eventually match a typical rate of speech. Pauses in music are just as powerful as the musical sound itself. It is in the pauses that the neurodiverse child has the opportunity to process what comes next, prepare their mind and mouth to produce the next sound, and wait when necessary for a peer to take their turn to vocalize. This is the beginning of reciprocal communication, a musical conversation. Vocalizing back and forth on melodic notes, learning when to speak and when to wait. The therapist assists the child in progressing to greeting words and responses to those greetings as they are sung back and forth between the children.

We must always remain cognizant that each person is individual, and what works for one may not work for another. This is where a Board-Certified Music Therapist’s training is imperative. Music therapy sessions with clients are always changing according to the child’s need within the session and how they respond to any given technique. A Music Therapist can change the key to the music, the tempo, the style, and the dynamic in a way in which to meet the need and create opportunities for successful participation.

For more information on Music Therapy and the Neurodiverse child please click on CONTACT US and send us a message.

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