Browsing by Person "Robertson, James"

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An Educational Model for Music Therapy: the Case for a Continuum
(British Society for Music Therapy, 2000) Robertson, James
This paper proposes that an educational dimension to music therapy in both training and practice should be considered. The rationale of recent and forthcoming curricular developments in music teaching would seem to imply that the perceived boundaries between music education and music therapy are becoming less distinct. It is thus likely that the two professions begin to be curious, at least, about such close proximity. Yet the therapeutic potential of music is not exclusive to the profession after which it is named. Furthermore, it would appear that the responsibilities of the music teacher in the present educational climate require a more inclusive (and therapeutic) approach as pupils with special needs, increasingly, are integrated into the mainstream sector. It is probable, therefore, that the teacher, rather than the therapists, will be inclined to meet these needs. While the boundaries between the professions necessarily prevail, a re-alignment (by means of a continuum) might be appropriate. This paper represents the personal views of the author as to how such an adjustment could be made and certain parallels are drawn with the profession of art therapy. The outline of a case is then presented for the consideration of educational music therapy. This would enable teachers of music to follow a modular programme of study which, while confined to the special education needs sector, could provide an alternative route to a music therapy qualification.
Do you hear the people sing? The impact of a community choir in a forensic setting.
(Queen Margaret University, Edinburgh, 2015) Robertson, James
This study considers the health benefits that may be experienced by patients and staff in a medium secure forensic setting when singing in a choir. It also investigates how shared participation in choral experiences might influence the relationships between patients and staff. In addition, framed within the context of Community Music Therapy1 (Pavlicevic and Ansdell 2004; Stige et al. 2010; Stige and Aarø 2012), this study explores how – and to what extent – the researcher’s identity as a music therapist may be altered as a result of including a community-based approach to his work in addition to a clinically-oriented model. The investigation was undertaken throughout a six-month period in which weekly rehearsals comprising up to eight patients and six members of staff were held; a short performance was arranged at the culmination of the project. Whilst studies exploring the use of choral singing in music therapy for people with chronic mental illness have been undertaken (Eyre 2011), there would appear to be a dearth of literature specifically investigating the potential benefits of this intervention with patients in a medium secure forensic setting. A qualitative methodological stance was adopted. Data were collected and analysed using Participatory Action Research (Stige 2005a; Elefant 2010) and key principles of grounded theory (Glaser and Strauss 1967). Findings suggest that people may experience overall feelings of wellbeing such as enjoyment, warm-heartedness, excitement and fun as well as an increased awareness of posture and breathing. A sense of belonging, hope and contributing to a group may similarly be felt. In addition, opportunities for learning are provided and a sense of empathy towards others may be fostered. The results also suggest that shared participation in choral experiences can positively influence the relationships between patients and staff through feelings of benevolence for each other, a removal of boundaries and a deeper realisation of being a person in one’s own right. Finally, results indicate that the researcher’s identity as a music therapist is altered through the inclusion of a more didactic approach, a conscious working towards musical outcomes and a heightened sensitivity regarding the needs and abilities of service-providers as well as service-users.