Music Therapy for children promotes social interaction, emotional expression and it gives the person the opportunity to communicate in a way that is meaningful to them.
Music therapy provides a creative and friendly environment where the child can feel free in the music
Music Therapy for Children is a child Therapy that works for children and teenagers who have:
Autism, Down Sydrome, Rett Syndrome, Tourette Syndrome, Physical disabilities, Developmental delay, Cancer, Attention Deficit/Hyperactivity Disorder (ADHD), Social/Emotional problems, etc.
Children with special needs have the great need to communicate with their environment, they have a high level of understanding and can sustain learning, thus, music can become the language by which they interact and communicate in a safe, creative space.
Children with ASD often demonstrate a need for structure, which music contains in many forms, including melody, harmony, rhythm, phrasing and dynamics.
The person may have a strong desire to communicate but are unable due to a lack of expressive language, this is where music can be a powerful tool of expression.
Non-verbal children make sounds in order to communicate with others, although most of the time they make no sense to the others.
The music therapist’s role is to help the children address their needs and provide a non threatening and non judgemental environment for them to freely express themselves and release their emotions; also, to promote their communication and social skills, as well as help the work of the teachers in the learning process. As some children/teenagers demonstrate needs for structure and systematic approaches, the music therapist can provide a very structured session plan, and use repetition or recognisable musical frameworks to help the child adjust.
Music improvisation, where the person plays a musical instrument, is often central for emotional expression and communication with this client base. It is used as a ‘…non-verbal and pre-verbal language which enables verbal people to access pre-verbal experiences, enables non-verbal people to interact communicatively without words, and enables all to engage on a more emotional, relationship-oriented level than may be accessible through verbal language’ (Alvin 1991, as cited in Gold et al., 2006).
A multi-sensory experience (auditory, visual, tactile, kinesthetic/vibroacoustic)
A very enjoyable, motivating stimulus
A creative way to achieve therapeutic outcomes
Pre-composed Music
Improvised music (on percussion and tuned instruments)
Music listening
Singing
Composing
Lyric analysis
Music relaxation
Movement to music
Developing emotional expression
Improving social/interpersonal skills
Developing fine & gross motor skills through the use of appropriate instruments
Enhancing learning, memory and emotional response through imitation and the repetitive structure of familiar songs
Enhancing speech through vocalisations, the use of images, picture simbols or words, songs with repetitive elements
Reducing aggressive behaviour
Improving family interactions and support
Improving verbal/non-verbal communication skills
Enhancing the child’s self esteem through the development of his/her creativity (creative song writing, improvisation and intentional choice making)
Improving functional skills (e.g. hand usage, eye contact, cause and effect relation)
Establishing contact and communication through mirroring and immitation
Elimanating aggressive behaviour
To sustain/develop attention
To contribute to the rehabilitation and the general well-being of the child
To provide sensory stimulation
To develop new skills
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