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What does it mean to be a certified music therapist MT-BC ?

1. Earning an undergraduate or graduate degree with a major in music therapy. This means successfully completing coursework in music and psychology as well as specific clinical skills. Degree requirements include several semesters of practical experience, observing and assisting certified music therapists working in a number of different settings with a range of types of clients.
2. Completing a six month full time internship (1040 hours) under professional supervision, meeting very specific standards for areas of performance and procedures for evaluation.
3. Passing an exam administered by an independent testing organization, the Certifying Board for Music Therapy (CBMT).
4. Recertification every five years, either by taking a recertification exam or by accumulating a specified number of credits from continuing professional education courses.

 

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What are sessions like?

Each child is assessed individually and sessions are designed to address his or her particular needs.
A session might include any or all of the following:

• Adapted lessons on piano or other instruments (guitar, percussion, etc.)
• Structured activities to support acquisition and development of language skills
• Structured activities to support other academic, physical, social or emotional goals
• Singing and chanting, playing, clapping and moving to music
• Free, exploratory musical instrument playing

 

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Where and when are sessions given?

Music therapy sessions are given in my central Berkeley studio. The studio is located in a residential area, off Sacramento St., with street parking available.

Sessions are offered after school, Monday thru Friday.

Sessions are one-on-one with the child; a parent or other caregiver is generally in attendance to observe.

 

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What is music therapy?

Music therapy is the use of music, in a client-therapist interaction, to work toward specific cognitive, physical, social, communicative and emotional goals.

The music is generally played live and chosen according to the preference of the client and the specific objectives of the intervention.

Sessions are designed and adapted so as to support, encourage and engage each client in making and responding to music in a way that is appropriate for his or her needs and abilities.

 

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Why is music so effective?

Music provides a structure; it organizes our actions and thoughts.

Music provides sensory stimulation; it is highly motivating and optimizes our attention.

Music is pleasurable: it provides a sense of success and enhances mood.

Music is processed in both hemispheres of the brain; it stimulates cognitive functioning and facilitates the development of language skills.

Music is easily adaptable to individual differences in preference and ability.

Musical competence can be intact even when other competences are lost or poorly developed.

Music connects us to our inner strengths and the world around us.

It enables us to connect with parts of ourselves we might not often access and to connect with other people without using language.

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How can music therapy benefit young children?

Cognitive/academic Facilitates repetition and reinforcement for developing language skills Provides mnemonic device for rote learning Increases awareness of surroundings Develops attending skills Provides multi-sensory stimulation Exercises auditory discrimination Social/Communication Encourages language use Provides non-verbal means for communication Facilitates social interaction Creates a sense of connection and belonging

Behavioral Engages child in focused activity Reduces agitation and aggression   Physical/Motor Expands range of motion Increases motor and eye-hand coordination Improves circulation and strength Enhances oral motor facility   Emotional Validates personal identity through self-expression Boosts self-esteem through successful experience Inspires and uplifts

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Additional references about music therapy and young children

1. Music therapy and the brain

• Research briefs on the relationship between music and intelligence, learning and the brain, from the American Music Conference. http://www.amc-music.org/research_briefs.htm
• Educational Cyberplayground, music and brain connections, intelligence, music therapy and neurological disorders. http://www.edu-cyberpg.com/Music/Music_and_Brain_Information.html

2. Music therapy for young children generally

• Music therapy for healthy children and families, by Jamie Blumenthal, MA, MT-BC. http://www.healthychild.com/music-therapy.htm
• Music Therapy and Young Children from the Australian Music Therapy Association, Inc.http://www.austmta.org.au/Downloadabledocs/YoungChildrenBrochure.pdf
• Music Therapy and Young Children by the American Music Therapy Association, Inc.
  http://www.musictherapy.org/factsheets/MT%20Young%20Children%202006.pdf

3. Music therapy and special needs children

• Music therapy – a therapeutic intervention for children with disabilities, from Family Fun Activities. http://family-friendly-fun.com/therapy/music.htm
• Music therapy for the child with special needs, from Special Child. http://www.specialchild.com/archives/ia-005.html
  

4. Music therapy and autism

• Music therapy, from the National Autism Association.http://www.nationalautismassociation.org/musictherapy.php
• Complementary approaches, from the Autism Society of America. http://www.autism-society.org/site/PageServer?pagename=about_treatment_learning#complementary
• Music therapy and language for the autistic child, by Myra J. Staum, Ph.D., RMT-BC, from the Autism Research Institute.http://www.autism.com/families/therapy/music.htm
• Music therapy and autism in the special education setting, from Wings Learning Center and Prelude Music Therapy (includes extensive bibliography). http://wingslearningcenter.org/resources_4/music431.html
• Music therapy and autism, reprinted with permission from CAMT Wilfrid Laurier University, from the Music Therapy Association of British Columbia. http://www.mtabc.com/examples/autism.htm