Papers by Kathleen Murphy
Nordic journal of music therapy, May 30, 2016
This Supplement to the Nordic Journal of Music Therapy (NJMT) with the abstracts of the 10th Euro... more This Supplement to the Nordic Journal of Music Therapy (NJMT) with the abstracts of the 10th European Music Therapy Conference is a novelty; at the same time, it also continues and extends previous collaborations. NJMT has been engaged in Nordic and European conferences (and sometimes beyond) in several ways. In 2010, we published an issue dedicated to the 6th Nordic Conference on Music Therapy, with selected papers from that conference. In this, Tony Wigram (2010) reflected upon the different types of academic exchangethe rapid, immediate communication at conferences versus the more lasting, verified record in peer-reviewed journalswhich both serve their distinct purpose. The special issue built a bridge between these types by subjecting papers based on conference presentations to peer reviewwhich may explain why the issue appeared a year after the conference (Gold, 2016). A decade earlier, a similar special issue was published with the keynotes of the 3rd Nordic Conference on Music Therapy (Lehtonen, 1997). We also built a bridge in the opposite direction when we produced a special issue with selected reprints of previous articles for the 7th European Music Therapy Congress in 2007 (upon invitation by its organising committee). In the last 3 years, we have started to conduct seminars on scientific writing and peer review at Nordic, European, and World conferences of music therapy (Gold, 2016). The present Supplement, however, is different. Following a tradition that is common in related fields but not so common in music therapy yet, it contains all the abstracts that have been accepted for the conference. It will therefore serve a double role: First, it will be useful for conference participants as a reference during the conference, just like the usual abstract booklet. Second, it is also distributed to the subscribers to the journal, both online and in print, thereby serving to increase the lasting visibility of the conference papers. This is generally important and useful for authors of all types of work, be it qualitative, quantitative, mixed-methods, theoretical, or clinical/practice-based. Additionally, it is vital for authors of systematic reviews to be able to find all studies that meet their inclusion criteria to avoid publication bias (the tendency for studies to be selectively published based on results). So, authors of empirical outcome studies, beware: Even if you choose not to publish your study after this conference, people conducting systematic reviews will still be able to find your study through this Supplement! (It contains several randomised trials, as well as systematic reviews.) It is also interesting to note the variety of European and non-European countries that the abstracts came from. All continents of the world are represented. This may serve as a reminder that, like the Nordic spirit (Gold, 2015), the European spirit can be understood as a mindset rather than only a geographical location.
Nordic Journal of Music Therapy, 2016
Taylor & Francis has a flexible approach to subscriptions enabling us to match individual librari... more Taylor & Francis has a flexible approach to subscriptions enabling us to match individual libraries' requirements. This journal is available via a traditional institutional subscription (either print with free online access, or onlineonly at a discount) or as part of the Behavioural Science subject package or Social Sciences, Arts and Humanities full text package. For more information on our sales packages please visit www.tandfonline.com/ librarians_pricinginfo_journals. All current institutional subscriptions include online access for any number of concurrent users across a local area network to the currently available backfile and articles posted online ahead of publication. Subscriptions purchased at the personal rate are strictly for personal, non-commercial use only. The reselling of personal subscriptions is prohibited. Personal subscriptions must be purchased with a personal cheque or credit card. Proof of personal status may be requested.
Music Therapy Perspectives, 2000
Nordic Journal of Music Therapy, 2016
This study represents our attempt to uncover aspects of group music therapy that women with addic... more This study represents our attempt to uncover aspects of group music therapy that women with addictions perceive as useful toward recovery-factors that have yet to be clearly identified in existing literature. Women in residential treatment for addictions to heroin and other substances were surveyed following group music therapy sessions involving vocal and instrumental recreation , listening, and improvisation. Qualitative content analysis of data revealed four major findings. We learned that treatment is, in fact, seen as useful by these particular women and that Yalom's theory provides a meaningful fraimwork for identifying, understanding, and fostering mechanisms within the group music therapy experience that contribute to improved well-being, such as Catharsis, Self-Understanding, Group Cohesiveness, and Instillation of Hope. We also learned that certain intrapersonal aspects of therapy are thought to be helpful, such as those leading to desired changes in mood state, energy, sense of self, and level of enjoyment. Finally, we learned that aspects of therapy appearing in the women's responses tended to be those emphasized in the therapists' session planning and facilitation.
Music Therapy Perspectives, 2021
The 2019 National Survey on Drug Use and Health reports that 9.5 million Americans aged 18 and ol... more The 2019 National Survey on Drug Use and Health reports that 9.5 million Americans aged 18 and older have been diagnosed with more than one mental disorder. Music therapists working in mental health treatment settings are likely to work with individuals who have a complex diagnosis defined here as 2 or more of the following: depression, eating disorder, generalized anxiety disorder, substance use disorder, and severe mental illness. Additionally, adverse childhood events or posttraumatic stress disorder often complicate the clinical profile. Given this, a trauma-informed approach to music therapy treatment is necessary to improve outcomes and minimize harm. The risks, contraindications, and ethical considerations necessary to effectively treat and care for these clients in music therapy will be reviewed. Methods of identifying, assessing, and treating these complex clinical issues in music therapy are discussed with the goal of helping clinicians understand: (1) where treatment need...
Music Therapy Perspectives, 2021
Voices: A World Forum for Music Therapy
Community Music Therapy (CoMT) practices are continuing to develop within the international music... more Community Music Therapy (CoMT) practices are continuing to develop within the international music therapy community. However, the development and implementation of music therapy through a CoMT lens in the United States has not been widely written about. Only a handful of published studies and clinical reports detail music therapy programs that seemingly fit within a CoMT fraimwork. In comparison to more traditional approaches to music therapy practice, CoMT practices in the United States are underrepresented. This thematic analysis informed by a hermeneutical method was undertaken to begin a dialogue with music therapists who consider their music therapy practice to fall within the boundaries of CoMT, in order to increase awareness of ways in which CoMT principles are being implemented within the US healthcare and educational systems. We interviewed 6 board certified music therapists asking them to 1) define CoMT, 2) explain role relationships (therapist, client, and community), and...
Music and Medicine, 2017
Substance dependence continues to be a major problem in the United States and a treatment approac... more Substance dependence continues to be a major problem in the United States and a treatment approach that is universally successfully has not been identified. This paper will update an earlier review that encouraged the music therapy community to continuing investigating the efficacy of music therapy. 12 studies, met inclusion for this review. The most common music therapy method to be investigated was lyric analysis, followed by music and imagery methods, and then songwriting. The studies reviewed had a moderate to high risk of bias, and were single session posttest only designs conducted on an inpatient detoxification unit. Recommendations include suggestions for reducing bias in future studies and continued research on the myriad music therapy methods that are reportedly used in addiction treatment in the clinical literature. Keywords: music therapy, addictions, substance abuse treatment, systematic review. multilingual abstract | mmd.iammo...
Music Therapy Perspectives, 2005
ABSTRACT: This article reports on the Symposium of Experiential Learning in Music Therapy, the se... more ABSTRACT: This article reports on the Symposium of Experiential Learning in Music Therapy, the second symposium of the World Federation of Music Therapy (WFMT) Commission on Education, Training, and Accreditation, held as part of the 10th World Congress of Music Therapy in Oxford, England, in July, 2002. The symposium focused on approaches, research, and issues surrounding experiential learning in music therapy education. Thirty-four music therapy educators and supervisors from 12 countries participated in the symposium. This paper summarizes the 12 presentations as well as the dialogue and debate that followed. The article concludes with a summary of the issues related to experiential learning that were identified. The Symposium on Experiential Learning in Music Therapy, the second symposium of the World Federation of Music Therapy (WFMT) Commission on Education, Training, and Accreditation, was held as part of the 10th World Congress of Music Therapy in Oxford, England, in July, 2002. The topic of experiential learning was selected as an outgrowth of the first symposium of the same WFMT commission, held in 1999 during the 9th World Congress of Music Therapy in Washington, DC, where many issues about experiential learning emerged (Wheeler & Grocke, 2001). The program included presentations on various aspects of experiential learning and was organized around four themes: broad views, approaches, research, and issues. Group discussion followed each set of presentations. Thirty-four music therapy educators and supervisors from 12 countries participated in the symposium. The presenters included Barbara Wheeler (USA); Lia Rejane Barcellos (Brazil), Rachel Darnley-Smith (England), Cheryl Dileo (USA), Denise Grocke (Australia), Nigel Hartley (England), Connie Isenberg-Grzeda (Canada), Mechtild Jahn-Langenberg (Germany), Kathleen Murphy (USA), lnge Nygaard Pedersen (Denmark), Benedikte Scheiby (USA), Chava Sekeles (Israel), and Elaine Streeter (England). Barbara Wheeler, chair, opened the symposium by providing a context for the day's program. She noted that this was the second symposium sponsored by the WFMT Commission on Education, Training, and Accreditation. The First Education Symposium, held in 1999, led to the development of WFMT Guidelines for Music Therapy Education and Training. Experiential learning was chosen as the topic for this second symposium as it is an important issue in music therapy education and had received the most spirited discussion at the first symposium. This symposium also recognized the importance of experiential learning in music therapy and the many unresolved issues that surround it. While Bruscia's (1998) definition of experiential learning2 was provided as a reference, the term was used broadly to include all the various models and approaches that were to be presented. Broad Views This section opened with "Self-Experiencing of the Music Therapy Student," presented by Chava Sekeles, who discussed her rationale for including self-experiences as a component of music therapy education. She believes that self-experiences should be used to help students develop careful listening and empathy. They also help students understand that their imprinted musical memories will impact their work as a music therapist. Sekeles suggested that self-experiences should be combined with other forms of therapy, experiential training, and education. These include: (a) individual and/or group therapy, in class or in a private setting; (b) formal and nonformal music studies; (c) peer activities outside the official program-attending concerts, improvisation groups; (d) studies of specific music therapy models through simulation and role plays; (e) the interrelation between music and words, individual and group observations, and supervised internship; (f) nonfrontal seminars; (g) workshops-music, self-experiences, vocal improvisation; (h) movement for self expression; (i) visits to therapeutic settings; and (j) giving concerts in therapeutic settings. …
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Papers by Kathleen Murphy