Academic journal article Canadian Journal of Music Therapy

Editorial / ÉDitorial

Academic journal article Canadian Journal of Music Therapy

Editorial / ÉDitorial

Article excerpt

Nadine E. Cadesky, PhD, MTA, MT-BC

Welcome readers! We hope you find the articles and book reviews in this latest volume of the Canadian Journal of Music Therapy interesting, thought-provoking, and of practical value. That is what we strive for in our journal.

This volume includes a study that will surely add to the continuing discourse about the use of music for therapeutic purposes by non-music therapists -in this case, music educators who facilitate a parallel process of musical and personal growth in their students. Elizabeth Mitchell shares findings from her reflexive phenomenological study out of which emerged a model of therapeutic education existing on a continuum between music education and music therapy. She offers readers a deep consideration of the potential implications of such a way of working in education (positive and negative] and the controversy that may be sparked by this material; yet she also asserts that one need not avoid talking about this subject, even if it is a controversial one. Mitchell gathered data using techniques and methods from grounded theory and first-person research, using her own experiences as a university student taking individual voice lessons as well as the experiences of two other students and the voice educators who taught them.

Three other studies deal with clinical topics specific to music therapy-two with techniques and methods that music therapists could implement with their clients, and one with five methods of music psychotherapy that music therapists could experience as a client.

Caroline Coulombe shares findings from an action research project she did that involved the use of a musical story as a means to help children with moderate intellectual disabilities embody and grasp abstract musical concepts. This article is written in Coulombe's native French and is dealt with in more detail in the editorial written by our French editor, Guylaine Vaillancourt.

Chelsea Waddelow and Ashley Taul share findings from their textual analysis of popular music for use with adolescents in the clinical setting. In their study they analyzed 126 popular songs (2010-2014], focusing primarily on lyric analysis but also giving some attention to music examples and the relationship between lyrics and music. Additionally, the tables they include at the end of their study are a wonderful resource in and of themselves. Theirs is a study that may be useful for music therapists using songs to explore themes and clinical applications relevant to work with adolescents; I certainly found their article helpful when, even as a very experienced clinician, I recently started a new contract working for the first time with teens in an inpatient psychiatrie setting. Yet this study also has generalizable relevance, as readers working with different populations may find it helpful to read about this approach to analyzing songs for clinical uses and to consider the points Waddelow and Taul make about using song analysis in clinical work.

Guylaine Vaillancourt shares findings from researching her own experience of five methods of music psychotherapy-what it gave to her personally and how it influenced her growth and development as a therapist and in her work with clients. In doing so she gives a useful overview of the methods and shares what each may offer, in some cases uniquely, to music therapists doing their own personal therapy. She also goes into some detail about why it is important that music therapists do their own work- especially music psychotherapy. Vaillancourt's manuscript was originally printed in French in our journal in 2012 and is reprinted here in English.

This volume also includes three expert reviews of recently published music therapy books. Lillian Eyre reviews Clinical Improvisation Techniques in Music Therapy: A Guide for Students, Clinicians and Educators by Canadian authors Debbie Carroll and Claire Lefebvre. Eyre is a music therapy scholar and university educator as well as an experienced clinician with specific expertise in the use of clinical improvisation in music therapy. …

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