So, what do I mean exactly by work/life balance? In an article titled “Work-Life Factors and Job Satisfaction among Music Therapy Educators: A National Survey” in Music Therapy Perspectives 2018 Volume 36, they state, “work-life factors are individual, organizational, and societal factors that influence work-life success and balance. Job characteristics such as wages, hours, and working conditions are considered work-life factors, as are personal characteristics like work ethic or sense of competence.
I don’t know about you, but whenever I think about scope of practice for music therapy I see a fuzzy, gray cloud. This is how my brain pictures the “gray area” and this gaseous proverbial space is scary to me because in some ways it’s always changing, hard to define and not always a clearly marked boundary. I like to operate with clarity and I’m always trying to be mindful about stepping outside of what is appropriate in our field and for my individual practice. So today we’re going to talk through what is clear about music therapy scope of practice as well as how to assess yourself as an individual practitioner to ensure that you’re remaining within your own ethical “cloud” of scope of practice.
I will leave you with a final quote from the authors “it is possible that these young people are more familiar and comfortable with chaos than we are as music therapists. It may then be counter-intuitive to attempt to eliminate chaos so that we can experience ordered, highly structured groups at odds with the environments to which young people return.”
How do you feel when someone gives you free music therapy intervention resources? I always feel excited and happy and inspired! All the big, wonderful feelings. Well that’s exactly what this episode is about. I’m going to be talking through a free intervention targeting Emotional Identification and Expression. I’m giving you the powerpoint visuals and the music and teaching you how it works- all of which has been written and developed by me, Ellisa Morris, MT-BC.
Chronic sleep deprivation (both short sleep and disturbed sleep) is a common factor in 20% of serious car accidents, and in every common cause of death including heart disease, cancer, diabetes, hypertension, alzheimer’s and immune dysfunction. Chronic sleep deprivation increases your risk by up to 45% for these common diseases. It is also a better predictor of developing type 2 diabetes than lack of physical activity. Inadequate sleep impairs brain functioning (memory, attention, decision-making, hand-eye coordination, calculation accuracy, logical reasoning and creativity.
It’s officially May which means we’re counting down until the end of the school year. This is the final leg of the race for teachers and I've seen so many encouragement type posts that start with “to all my teacher friends...”. That got me thinking, school based music therapists need some encouragement too! We’ve compiled a short (but power packed) list of some things to help get you through the final push. You've got this!
GIM is also known as The Bonny Method of Guided Imagery and Music because it was developed by Dr. Helen Bonny. She was a pioneer in the music therapy field and was one of the first people to understand that music has a profound impact on a person’s psyche and went as far as to make it her life’s work to do research on the subject and develop her own method of music therapy.
Today Maggie guides us through a music and imagery experience. This will be followed up next week (May 3rd) with more information about the Guided Imagery and Music method for our learning segment. CAUTION: Please do not listen to this while driving. Enjoy this in the safety of your home and not on the road.
For today let’s go back to the idea of oscillating between connection and autonomy...in the same pattern we need to oscillate between work and rest. We will dig into the research behind rest and the profoundly unfortunate things that happen we we don’t rest in another podcast, but for now….it is important. It is the first thing many of us forget and it is the most important aspect of preventing burnout and living quite honestly a healthy and fullfilling life. Our bodies are meant to rest…..we NEED to rest. If we don’t rest, our bodies will take it….so let’s be kind to ourselves and rest. The recommended amount is estimated 8 hours/day. Some days it might be closer to 7 where others are closer to 9, but an average of 8 hours/day is ideal!
Hello everyone, and welcome back to Music Therapy and Beyond. My name is Maggie and I am so excited for today’s episode. If you have been listening to previous episodes, like “Authenticity in Music pt. 3” and “What Does Wellness Look Like?”, you may have noticed that I came from a different college than Ellisa and Kristin. We have some differences in our theoretical orientations and today I want to dive into why that is. I have done some deep diving and found my course load for each semester during my undergraduate MT program and I have asked Ellisa and Kristin to do the same. I have asked them to join me in this episode as we discover what differences and similarities we have in our undergraduate MT programs and why we developed different theoretical orientations.
In music therapy, we have a physical and auditory medium to promote regulation in the body organically within our practice. If we use Polyvagal theory to help inform our regulation practices in all types of therapy sessions (but especially when working with clients with trauma backgrounds) we can join in this groundbreaking approach to traditional psychotherapy and utilize the fullest potential of our toolset within the body- starting with the brain.
It is becoming increasingly common that music therapists work with clients who are from other countries and cultural backgrounds. Music can play an important role in the culture of every client, so when preparing client-preferred music it’s important to be intentional about honoring different styles, genres, and languages of music that are client preferred in order to connect with your client and be most effective in therapy. This can be daunting at times, since you may not be able to speak the language, you don’t share the same background, or perhaps western instruments are not even capable of producing the same sounds and notes. This is where we have to get creative!
"As music therapists, our bodies are our main tool for work. We depend on our voices, and our hands and often the line is blurred between “used” and “abused” to put it bluntly. It is so important to be mindful of how we may be causing harm to our voices, hands, backs, and every area of our body in the ways that we use them. I’m going to share 5 ways to tend to your body everyday and I strongly urge you to prioritize these wellness practices as an essential part of your music therapy practice. Just as you maintain your instruments, you must maintain yourself."
With all of this being said, I’ve still seen a tremendous amount of growth within most of the individuals that I serve- even through a screen. I do believe that some people respond better to this approach than others, but when it is all that you have, I’ve seen teachers, paraprofessionals, students and even myself, make the most of it!
Let’s review our goals. We’ve addressed goals #1 and 2 to: define attachment and we’ve looked at the historical foundations for the modern attachment theory. Now let’s look at goal #3: Identifying and defining these attachment patterns (other secure and insecure attachment patterns). Let’s first start with Secure Attachment.
I’m going to be going over some very basic and doable techniques for vocals, guitar and piano that will add some character and authenticity to your music performance. I’m no expert by any means……..but I want to give you some ideas from things that I’ve thought about and link you to teaching resources so that you can take your practice to the next level.
Welcome back to the conversation today. We are talking about wellness. I think a good place to start is by sharing our background with wellness. How did it look? Did our families talk about wellness and did we even know what it was or what it meant?
I like sets of 3 so the formula we will use for this second half is 1) Awareness 2) Learning and 3) Intention. The first step in implementing effective trauma-informed care is awareness. This part is what we’ve already addressed. Awareness of the prevalence of trauma and awareness of those three main factors of predictability, connection and learning social and emotional skills. Now comes learning! This is where you look at effective strategies that can help in combating the effects of trauma for your clients, students and children.
