Colonialism And Music Therapy

The Handbook of Music Therapy takes the reader on a journey through the historical and contemporary landscape of the field of music therapy, updated with the latest practical, sociocultural and theoretical perspectives and developments in music therapy. The second edition is divided into four parts: foundation and context; music therapy practice; learning and teaching; and professional life. This includes the trajectory of music therapy as a health, social and community-based discipline in the 21st century with an evolving evidence base that also acknowledges the growing edges in the field, such as perspectives around equity, inclusion and diversity. The editors have included practice-based chapters including contributions from music therapy specialists in the fields of autism, adult learning disability, forensic psychiatry, neurology, immigration and dementia. The second edition is thoroughly updated to showcase a series of new interviews with Elders in the music therapy field, a thoroughly revised first section of the book with new materials on values and principles, updated chapters on music therapy practice, online and print resources supporting music therapy practice including musical illustrations with new and revised examples, and an extensively revised final section with new chapters on professional life and research. Illustrated with rich case studies and practical examples throughout, The Handbook of Music Therapy covers a variety of different theoretical and philosophical perspectives. It will be invaluable to music therapists (novices, students, professionals), other arts therapists and practitioners such as speech and language therapists, psychotherapists, teachers, community musicians, psychiatrists and social workers.

Drawing on primary research undertaken in a special school in Belarus, this book provides fresh perspectives on supporting the optimisation of relationships between teaching staff and hard-to-reach children with complex needs through learning and experience based in musical interaction, creativity and play. The book explores sustainable approaches to intercultural music therapy consultation research and sets out a practice-based framework to which relationships between researcher and participants, based on mutual respect and trust are central. Findings and implications are discussed from within wider debates regarding cultural diversity in negotiating collaborative partnerships in music therapy research. Featuring case studies and practical examples, the book offers an insightful and informative resource for academics, scholars, and post-graduate students in music therapy and music education. Those working in the arts, psychological therapies, and undertaking teacher training will also benefit from this volume.

This book offers an intervention into the process of decolonization through the re-subjectification of the settler subject. The authors draw on what Deleuze and Guattari call minor threads of philosophy, pedagogy, spirituality, and healing practices rooted in neglected lineages of European thought and ceremony. The book proposes a methodology for unontologizing the settler subject, which they term "desettlering." Rather than fetishizing indigenous theory and practice as a mode for resubjectifying settlers to facilitate land-based decolonization, it offers a fresh approach by looking toward alternative sets of traditions and identities. These alternatives are used to interrogate minoritarian European philosophies, practices, and beliefs, which the authors propose could be deployed to unontologize the settler within current historical conditions. Asserting that such a process is not volitional but a historical necessity, the book offers a novel and timely investigation into who settlers become if they intend to engage seriously in decolonization. It will appeal to an interdisciplinary audience of scholars and researchers in psychological science, social psychology, counseling, philosophy, indigenous studies, and sociology.

This second volume expands and develops the discussion on arts therapies begun in volume one on the field’s relationship with children and young people’s mental health, demonstrating further contemporary research within international contexts. The book responds to a resounding call to address children and young people’s mental health. It explores a unique mix of diverse arts modalities including art, music, dance, expressive arts, and drama, creating opportunities for discourse and discussion of how the different arts therapies cohere and relate to each other. Chapters are truly global in approach, ranging from schools in India to children’s hospices in the United Kingdom, refugee transit camps in Greece, and residential care programmes for LGBTQ+ youth in the United States. Discussions from Greece and Taiwan, and innovative research from Israel, Norway, and Scotland are also featured with reference to diverse social, political, and cultural contexts. Ultimately, chapters prioritise the links between research, theory, and practice, providing accessible and implication-led dialogue on contemporary issues. This book provides new insights into the expanding field of the arts therapies and will be of great interest to arts therapists as well as academics and students in the fields of arts therapies, social work, psychotherapy, health psychology, and education.

Gender and Difference in the Arts Therapies: Inscribed on the Body offers worldwide perspectives on gender in arts therapies practice and provides understandings of gender and arts therapies in a variety of global contexts. Bringing together leading researchers and lesser-known voices, it contains an eclectic mix of viewpoints, and includes detailed case studies of arts therapies practice in an array of social settings and with different populations. In addition to themes of gender identification, body politics and gender fluidity, this title discusses gender and arts therapies across the life-course, encompassing in its scope, art, music, dance and dramatic play therapy. Gender and Difference in the Arts Therapies demonstrates clinical applications of the arts therapies in relation to gender, along with ideas about best practice. It will be of great interest to academics and practitioners in the field of arts therapies globally.

Many descriptions of empathy revolve around sharing in and understanding another person’s emotions. One separate person gains access to the emotional world of another. An entire worldview holds up this idea. It is individualistic and affirms the possibility of access to other people’s “inner world.” Can we really see inside another, though? And are we discrete, separate selves? How can we best grapple with these questions in the field of music therapy? In response, this book offers four empathy pathways. Two are situated in a constituent approach (that prioritises discrete individuals who then enter into relationships with one another) and two are located in relational approaches (that acknowledge the foundational reality of relationships themselves). By understanding empathy more fully, music therapists, teachers and researchers can engage in ways that are congruent with diverse worldviews and ways of being. Examples used in the book are from active and receptive music therapy approaches as well as from community and clinical contexts, so as to provide clear links to practice. This book will be a valuable resource for academics and postgraduate students within music therapy and allied fields including art therapy, drama therapy, dance/movement therapy, psychology, counselling, occupational therapy and social development studies.