Who's the boss?: A case study that explores the course of the music therapeutic relationship, between client and music therapist, in improvisational music therapy.
Translated title
Term
4. term
Education
Publication year
2015
Submitted on
2015-05-31
Pages
52
Abstract
Dansk Abstract Konteksten for denne afhandling var det musikterapeutiske forløb med en 4-årig dreng med autisme spektrum forstyrrelse. Specialet blev udført som et single-case-studie, der søgte at udvide eksisterende viden om den musik terapeutiske relation og forholdemåde. For at få ny viden om dette fagområde, anvendte jeg kvalitative metoder baseret på hermeneutik og fænomenologi. En litteratur præsentation om børn med autisme spektrum forstyrrelse og nyere interventionsmetoder, der går ind for et en child-led (med udgangspunkt i barnets udtryk) tilgang, blev præsenteret. Derudover har jeg ekspliciteret mit syn på min egen modifikation af denne musikterapeutiske forholdemåde i den improvisatoriske musikterapi som læner sig op ad litteratur om en ”moving along” i psykoterapi, der bliver kaldt negotiation. Gennem mikroanalyser blev det illustreret, hvordan forløbet mellem child-led og negotiation udspillede sig i musikterapien. Jeg konstaterede at jeg hele tiden skiftede mellem en child-led og negotiation tilgang. Desuden tilføjede analysen og fortolkningen nye forforståelser om klientens kommunikative og sociale evner, og transskriptioner illustrerede, hvordan selv meget små interaktioner og fragmentariske møder kan tilføje mening til den musikterapeutiske relation.
English Abstract The context and case of this thesis was the music therapeutic course with a 4-year-old boy with autism spectrum disorder. It is a single-case-study, seeking to extend existing knowledge about the music therapeutic relationship. To gain new knowledge of this field of study qualitative approaches based on hermeneutics and phenomenology were chosen. A literature presentation about children with autism spectrum disorder and newer intervention methods that advocates a child-led approach were presented. In addition, I explicated my view on my own alteration of the child-led approach in improvisational music therapy leaning on literature about a theory of “moving along” in psychotherapy, called negotiation. Through microanalyses, I found how the progress between child-led and negotiation was playing out in the music therapy in this particular case. I found that I was continuously shifting between a child-led and negotiation approach. Moreover, the analysis and interpretation added to my preconceptions on the client’s communicative and social abilities, and the transcriptions illustrated how even very small interactions and fragmental meetings can add meaning to the music therapeutic relationship.