MSc in Music Therapy

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/7208

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Allies or enemies? Multiple case studies of individual music therapy work exploring my practice-based learning experience in working with accompanying ward staff members in inpatient learning disabilities services for adults in a psychiatric hospital
(2022) Unknown author
This project was inspired by my experience and feelings in working with other staff members in music therapy sessions during my second-year practice-based learning working in inpatient learning disabilities services for adults in a psychiatric hospital. A review of existing literature discussed findings about staff’s influence on music therapy perceived by music therapists working in different settings and with different years of experience. A research gap is found where the potential changes in the therapist-client-staff relationship over time are under-researched. In the context of my journey in the placement setting, this project aims to 1) explore different roles of accompanying staff members during music therapy sessions; 2) explore their influence on therapeutic relationship and process throughout the therapy; and 3) explore their influence on my developing identity of trainee therapist throughout the therapy. Underpinned by hermeneutic phenomenology, this project used multiple cases studies to illustrate my clinical work with three clients and the staff members who accompanied the sessions. Thematic analysis (Braun and Clarke, 2006) was adopted to generate findings from process notes, reflective journal entries and supervision notes. Fifteen themes were identified and presented in the initial, middle, and later phases of the course of therapy. In the initial phase, although staff’s pre-existing relationship with clients facilitated my initial connections with clients, the lack of understanding and trust between staff and me produced some negative feelings which were reflected in the therapeutic space. In the middle phase, I started to initiate more communications with staff so that we understood each other more, thereby enabling a more harmonious space for therapist-staff-client relationship to further develop. In the later phase, I felt more confident and autonomous in therapy and the therapist-client relationship started to provide positive influences on the staff-client relationship and the wider care setting. This project illustrated the relationship between therapist, staff, and client, as well as the trainee therapist’s identity would change and develop concurrently throughout the course of therapy.
Attachment Trauma and the use of Music Therapy to support children and young people experiencing it: A narrative literature review
(2022) Unknown author
The concepts of complex trauma, insecure attachment, and C-PTSD have grown in popularity both in the general public as well as scientific research over the last decade. Music therapy is one of the modalities that is used as a treatment method supporting people experiencing what can be summarised under the term attachment trauma. However, there is an incoherence and a certain unclarity in the definitions and connections between these different concepts. This is reflected in the music therapy literature addressing such concepts. The context section provides clarification of the several terms. This narrative literature review synthetises and analyses music therapy research addressing the experience of attachment trauma in children and young people regarding its focusses and cohesiveness. It aims to contribute to the growing body of literature researching therapeutic interventions for people with a history of complex trauma and to examine the role of music in such interventions. The findings section provides an analysis of different therapeutic concepts, approaches, and techniques. The inherent relation between musicality and early attachment suggests the usefulness of music therapy as a treatment method. The specific use of music therapy in delineation to other creative therapies is outlined and the limitations and implications for the field of music therapy are discussed.
Case Study: The Use of the Cello in Music Therapy for Children with Autism
(2023) Unknown author
This study investigates the use of the cello within music therapy for children with autism. The main objectives of this study are to examine the use of the cello for reducing anxieties, building self-esteem, and developing communication. I researched a breadth of literature to support my chosen topic. By incorporating my own experiences alongside existing literature, I identified research gaps, prompting me to explore in further detail my chosen topic through a case study series of my own work. I engaged in music therapy with three children and focused on the first six music therapy sessions with each of them, addressing the main purpose of this study. Primarily, I collected the data by writing down notes based on my observations from these sessions. Additionally, with child and parental consent, data were also collected from audio and video recordings of sessions. Having then identified key themes from sessions, I was able to compare the use of the cello for each child in music therapy sessions. In general, my results mostly showed positive effects for each child when the cello was used; however, barriers to using the cello were also identified, where perhaps the cello had some negative effects on the children I worked with. This research was conducted over several weeks, and once completed, music therapy engagement continued with two of the children. This gave me some insight into the effects of the use of the cello on these children beyond the first six sessions. However, when sessions were completed with each child, the effects that the cello may have on these children on a longer-term scale are unknown. In the future, it would be beneficial to include a wider range of children with an autistic condition for the purposes of such a study, to enhance the understanding and effectiveness of the use of the cello with this client group. It may also be beneficial to include young people in mainstream secondary schools, to target a wider age range and to see the effects of the use of the cello for older aged children. Finally, it could be recommended to direct this study over a longer period, to see the longer-term effects the cello has on children with autism.
“Connecting the Dots”: An Autoethnographic Exploration into the Potential of Cross-modal Creative Approaches in Music Therapy with Adolescents in a Mainstream Secondary School.
(2022) Unknown author
This is an autoethonographic practice-based project that describes a Music Therapy learner’s exploration into the potential of cross-modal creative approaches within which there is an examination of cross-modal occurrences in practice during a final year practice placement in a mainstream secondary school while working with adolescents. By using three narratives describing turning points in practice that led to questioning around cross-modal approaches in Music Therapy, this dissertation will explore the potential of using other modalities such as Art and Play in Music Therapy sessions with adolescents and examine the wider potential of cross-modal creative approaches through the lens of the Music Therapist’s experience. Data around cross-modal occurrences were collected and analysed using Thematic Analysis. Data sources such as clinical, process and reflection notes as well as audio recordings and artwork made by the Music Therapist provide insight into the experience cross-modal creative occurrences and approaches in individual and group sessions with adolescents as well as becoming part of a creative reflection process for the Music Therapist. From this analysis, four main themes arose: what do adolescents bring and take from sessions, what do client(s) and therapist interactions require when working with cross-modality, ambivalence about musical foundations and cross-modal transference between therapy and school. From the findings, the enquiry concludes that adolescents often bring a curiosity about using cross-modal ways of engaging in Therapy such as drawing and games, and within these modes, they often express feelings about school including peer and staff interpersonal relationships. The implication of this finding is that adolescents may bring cross-modal ways of learning into therapy as a familiar pathway to approach expression within sessions thus linking their therapeutic experience with their educational experience. This autoethnographic exploration also found creative approaches to reflection also arose from a need to understand cross-modal occurrences within therapy sessions.
An empirical study investigating how the COVID-19 pandemic influenced the work of music therapists who primarily use wind instruments in their practice.
(2023) Unknown author
Music therapy in the UK has faced challenges to practice during lockdown. In this empirical study, I interviewed music therapists who primarily use wind instruments in their therapeutic delivery. This study aimed to explore how the COVID-19 pandemic influenced the work of such music therapists, all of whom had been working and practicing in the UK prior to, during, and post lockdown measures. By interviewing music therapists, I hoped that this study would share further insight into music therapy delivery in the UK and its development since COVID-19. By recognising the phenomenological methodology underpinning of this research, interpretative phenomenological analysis (IPA) was the chosen approach for this research project. Two music therapists participated in a semistructured interview process, and through the analysis of such interviews, four common themes were identified: “Adaptations to music therapy provisions negatively impacted the work of music therapists”, “Music therapists had mixed feelings about online music therapy”, “Music therapists had limited choice over instrumentation in sessions”, and “Music therapists’ professional identity and sense of self were negatively impacted”. Such themes contributed to discussions surrounding the lived experiences of these two music therapists, who both outlined the challenges and opportunities of working through the COVID-19 pandemic. With such music therapy research focussed away from orchestral instruments, it has never been a more relevant time to raise the conversation around the importance of single line instruments, not just wind instruments, in music therapy, especially after a time of great crisis and upheaval.
Engaging with the listening habits of young people in music therapy: A phenomenologically informed literature review
(2023) Unknown author
This study aims to explore several different dimensions regarding the listening habits of young people within the context of music therapy. Through a phenomenologically informed literature review., it assumes a rhizomatic stance to navigate these dimensions, bringing perspectives not just from music therapy research but also from disciplines such as musicology, materiality and media studies. This includes discussions on adolescence, music and identity, as well as examining conceptualisations such as active/passive music therapy, lean forward/lean back listening and music as potentially harmful. While engaging with the listening habits of young people can be extremely fruitful for music therapy practice, this study also notes certain considerations and the need for the music therapist to stay reflexive while doing so, particularly regarding an awareness of their own potential ambivalences.
An exploration into the use of music therapy to support primary to secondary school transitions in Scotland
(2023) Unknown author
This dissertation explores the use of music therapy to support primary to secondary school transitions in Scotland. A literature review highlights the gap in research, with relevant literature pointing to the need for a holistic consideration of each child’s experience and needs in relation to school transitions while working within institutional environments and policies. Three case studies are presented, using a phenomenological analysis framework. Comparing these analyses identified the different experiences of the primary to secondary school transition phenomenon, how each child’s experience of the phenomenon occurs at different rates and presents different challenges for each child. The study finds the importance of transitional spaces in music therapy, the theme of identity and finding belonging in secondary school through a sense of belonging in music therapy. It also demonstrates the need for early intervention to facilitate the best opportunity of positive transitions for children. This exploration highlights the need for further study and provides recommendations for music therapy practice in this area of supporting primary to secondary school transitions in Scotland.
An exploration into what individual music therapy offered a man diagnosed with schizophrenia and learning disability in a low secure forensic psychiatric setting: a case study
(2022) Unknown author
Music therapy is now recognised as an established intervention for treating people with schizophrenia and learning disability. However, there is little research in current literature to highlight the use of music therapy for both conditions occurring simultaneously. In addition, literature would suggest medium to longer term settings are most suitable to facilitate therapeutic change in a client with both diagnoses. In low secure forensic settings, long-term individual therapeutic intervention is possible, however the stability and structure of sessions are harder to establish due to patient diagnoses. Furthermore, dual diagnoses are even more challenging to facilitate interventions due to the complexity of symptoms. This subsequently means that there is a large gap in literature surrounding individual music therapy with patients with comorbidities, specifically schizophrenia and learning disability. This project seeks to explore the complexity of the comorbidity of schizophrenia and learning disability and investigate the potential for individual music therapy as treatment for this client group, with specific reference to a two-month intervention with a man with this dual diagnosis. Additionally, this project will explore the role and purpose of music therapy in low secure forensic mental health settings. Data obtained was analysed using the hermeneutic phenomenological framework and the findings presented through a single case study. This was followed up through supervision and personal reflections on music therapy sessions, taking account of relevant literature. The study found that music therapy offered the man an alternative way of expressing his thoughts, a space to explore new sounds, leading to an improvement in general wellbeing. Overall, this study highlights the need for further research into the best methods and practice for music therapy with individuals with a comorbidity of schizophrenia and learning disability. It also highlights the challenges of working in a low secure forensic setting and demonstrates the need for further research to create an effective framework for individual music therapy work in this setting, which considers the continuity of care for the individual.
An exploration of how music therapy can facilitate anger management of primary-aged children to avoid impulsive aggression: a multiple-case study
(2023) Unknown author
This qualitative research is a multiple-case study that explores how music therapy can facilitate anger management of primary-aged children to avoid impulsive aggression. The study examined three primary four children in a primary school setting, who all had demonstrated impulsive-aggressive behaviours in their classes. They participated in individual music therapy sessions, which were conducted over a 6-month period. There is limited literature and research study about music therapy in relation to anger and aggressive behaviour. Literature in this field pertained to children and school settings is also limited. There are some other literatures in this field pertained to forensic setting, psychiatric setting, or other clinical settings. As anger is a significant activator of aggression, the study aimed to provide insight into how music therapy can facilitate anger management, in order to avoid impulsive aggression in primary school children. Data was collected through the first-hand experience of the researcher as a music therapist in a primary school. A hermeneutic phenomenological approach was applied to analyse the collected data. Data was analysed by using thematic analysis, in which themes and subthemes were drawn from the collected data. Findings were illustrated within the multiple-case study. The findings show that music therapy may facilitate self-expression, enhance emotional well-being, and improve interpersonal skills. The study presents that music therapy may prevent the development of malfunctioning anger or aggression coping mechanism, reduce the chances of provoking feelings of anger and activation of impulsive aggression, facilitate expression of anger and sublimation of aggression, and reduce aggressive behaviour.
An exploration of the mental distress experienced by music therapists and music therapy students - a hermeneutic phenomenological thematic analysis
(2023) Unknown author
This empirical study explores the mental distress experienced by forty-seven music therapists and music therapy students across Europe. The age of the participants extended from eighteen to over sixty-six years old, with the average length of practice of music therapists of twelve years and the average length of study of over two years for students. A thematic analytical approach, guided by hermeneutic phenomenology was used to analyse the data produced by the participants. This generated three main themes of ‘mental distress’, ‘self-awareness’ and ‘self-care’. Significant results which emerged from the findings included the stigma of discussing mental distressin academic and professional environments. This caused most participants to only share their mental distress in ‘private’ environments, such as personal therapy and supervision, which they felt was not enough. The use of selfcare was also a prominent finding explored throughout the survey. The research explores how most participants engage in many different forms of self-care, including dog walks, music and journaling. Finally, many participants found that through studying to become a music therapist, they gained self-awareness. This theme emerged through the understanding of self, learning of psychodynamic theories and other aspects.
An exploration of the use of the single-line instrument and the relationship to the learning experiences
(2022) Unknown author
Music therapy training in the UK encouraged trainees to establish clinical improvisation skills on the instruments they are proficient at. However, compared with the studies on the accompanying instrument, voice and percussion, literature regarding the use of single-line instruments was relatively rare. Studies have also shown that a majority of orchestral music therapists may reduce their use of single-line instruments. This study aimed to discover the potential reasons for this phenomenon and drew attention back to students’ learning experiences. To achieve the above aim, semi-structured interviews were conducted with four individuals who were: 1) a student music therapist who is studying at an HCPC-approved university; 2) confident in playing with at least one single-line instrument such as clarinet, flute, violin and trombone; 3) and have at least a year of clinical experience through placement. Through analysing each case in-depth with Interpretative Phenomenology Analysis (IPA), four cluster themes central to the learners' experiences of using the single-line instruments in practice and the relation to their learning experiences throughout their life have been emerged: (1) the single-line instrument has or will become part of the participant’s identity; (2) using the single-line instrument in practice brought both support and challenges; (3) applying the learning in practice; (4) discovering the music therapist’s voice and the influence of online learning. These findings indicated that the therapeutic characteristics and the personality characteristics of the single-line instruments influenced their use in practice. Additionally, the study reflected the learning journey from a musician’s perspective to a music therapist’s perspective and highlighted online learning during the pandemic. This study, however, was limited to a small sampling size and further studies with wider context and diversity were suggested.
Exploring a student music therapist’s experience of supporting safe transitions from an acute inpatient mental health setting to the community: A multiple case study
(2023) Unknown author
This multiple case study explores a student music therapist’s experience of supporting safe transitions from an acute inpatient mental health setting to the community. This transition is a vulnerable period in the care pathway that has long been associated with risk and adverse outcomes for service users. While literature explores professional and service user’s experiences of this transition and their perceptions of safety outcomes, there is a need to understand more about how music therapists may assist this transition. Data was generated from the student’s reflective process notes and analysed by applying a hermeneutic circle. Findings were presented in the form of four case studies. The findings indicate that music therapy may support the transition through 1) providing opportunities for service-users to manage their distress and communicate their needs 2) the development of supportive relationships and 3) communication between inpatient and community teams. Transitions were perceived to be safe when they were gradual, anticipated, supported through relationships, and when communication was clearly coordinated between services. However, the findings also reveal that music therapists may encounter several challenges to supporting the transitional process in this environment. Thus, future studies should consider what is valued most by those in recovery, to determine where music therapists should focus their efforts moving forward.
Exploring how self-employed music therapists introduce their profession to stakeholders: an empirical study
(2023) Unknown author
As the music therapy profession advances and supports a diverse range of health contexts, music therapists raise concerns that stakeholders need to be adequately informed about their service and its benefits. Research shows stakeholders do not accurately differentiate between ‘music therapy’ and ‘health musicking.’ Not being aware or informed about music therapy and its capabilities may lead to stakeholders missing out on a treatment option that may be invaluable to their overall well-being. With limited research on advocacy in the field, music therapists appear to struggle with their identity and how to describe their role in a workplace context effectively. To offer support to music therapists and their development of practice, this empirical study explores the process of music therapy introductions. It aims to determine what may be most beneficial for stakeholders to consider when conveying a meaningful music therapy introduction. Guided by structural elements of grounded theory, this study conducted semi-structured interviews with four self-employed music therapists from the United Kingdom and the United States. Thematic analysis uncovered three main themes in a music therapy introduction, (1) relevancy, (2) credibility and (3) vibrancy, along with considerations on approaching music therapy introductions and a working definition of how music therapy introductions in the profession transpire.
Exploring how the neurodiversity paradigm can inform music therapists when working with autistic people: A literature review
(2023) Unknown author
The current ontology of music therapy practice is heavily influenced by the medical model of disability, with a tendency to focus on deficiency and situate disability within the individual.(Pickard, 2020) In recent years, music therapists have emerged to challenge this dominant discourse within the music therapy profession. In the case of autistic people, the neurodiversity paradigm is one of the perspectives to challenge the medical model’s interest in causation and cure.(Kapp et al., 2013) The neurodiversity movement argues for recognition and acceptance of valuable difference of the neurodivergent. (Runswick-Cole, 2014) In this narrative literature review, the concept of neurodiversity and related social model of disability were explored. Texts relating to the neurodiversity paradigm and music therapy with autistic people have been reviewed and explicated into themes. It is then followed by discussion on how the knowledge and understanding of the neurodiversity paradigm can create positive impacts when music therapists work with autistic people. I hope this literature review can bring benefits to our profession by maintaining an awareness about the wider context of our work and examining the paradigms we consciously and subconsciously work with and portray as music therapists. This is part of the driving force to encourage music therapists ‘leaving the pathology paradigm out and inviting the neurodiversity paradigm into practice’.(Leza, 2020, p. 215) Acknowledgements I would like to express my sincere gratitude to Dr Nicky Haire, my project
Exploring mentalization-based music therapy in an adult acute psychiatric inpatient unit: a case study
(2022) Unknown author
Set within an adult acute psychiatric care unit, this case study explores the emerging approach to music therapy that blends features of mentalization-based treatment (MBT) and psychoanalytically informed music therapy. Reflexive investigation was employed using a clinical example to illustrate how ‘mentalizing’ unfolds in the process of music therapy practice. Additionally, the experience of the researcher as a trainee practitioner is considered. Literature on the subject of mentalization-based music therapy (MBMT) suggests that music can be utilised by a practitioner to regulate arousal (facilitating successful mentalization), and to validate both internal emotional states and external expression, building ‘epistemic trust’ and understanding of interpersonal processes. This can be achieved using both active and receptive interactions with music, as well as explicit verbal reflective discussion. Inductive thematic analysis of reflexive session transcripts revealed that there is significance in understanding the implications of ‘promoting agency’ within MBMT – namely, how a patient feels when in or out of control and how capacity to mentalize is gained or lost in these situations. Three other themes (being present, the value in ‘not knowing’ and epistemic trust) are revealed from the case study analysis and discussed as important aspects of both MBT and psychodynamically informed music therapy. Additionally, the importance of supervision and attention to reflection is re-confirmed as a way to aid practitioners in remaining in the ‘here and now’ when with a patient, and to gauge when the patient or practitioner is in a non-mentalizing state.
Facilitating group music therapy for adults with learning disabilities - an explorative case study
(2022) Unknown author
This research presents an explorative case study describing experiences of facilitating group music therapy sessions with six adults with learning disabilities at a community centre. Group music therapy can provide opportunities for social interaction, independence, and address a wide variety of other issues and difficulties. Through group improvisation and other music making activities music therapist’s can work in partnership with people encouraging growth, self reflection and creativity. In this case study I use a phenomenological approach for investigating the experience of my role as group facilitator conducting this new group. A phenomenological approach to music therapy is then described and applied to a case example of three sessions using an adapted seven step analysis procedure. The main conclusions of this study outlines how developing a person centred and flexible approach as group facilitator provided a therapeutic space where unique opportunities for the group to experience different roles and find new ways to be together through music could be explored. The experiences examined confirmed that group music therapy with adults with learning disabilities can be beneficial when used thoughtfully and appropriately.
How can meditation practice and theory shine light on the encounter between client and music therapist?
(2022) Unknown author
As a music therapist who regularly meditates, I will be exploring how meditation, with its roots in Buddhist philosophy, can shine a light on the therapeutic relationship as a whole, and also how it influences my own perspective within the dyad. I will view my clinical work, which took place as part of a counselling service offered to teenagers in high schools, through the lens that meditation offers. My method, which resonates with auto-ethnographic and phenomenological approaches, involved looking through my reflective notes from my sessions with clients and identifying moments that relate to my understanding of meditation. I identified four key themes which I will present. Examples from my clinical practice will be interwoven throughout my narrative with insights from literature and my meditation practice. I will begin with an examination of mindfulness, which fosters a nonjudgemental acceptance of events and helps me to be conscious of countertransference reactions. I will then examine attentive presence, which involves deeply listening to whatever arises implicitly within the intersubjective exchange, and not rushing to impose ideas. With enough discernment we discover sunyata, the emptiness of the self when it is freed from conditioned habit patterns and defences. This involves embracing vulnerability and a mutual willingness to enter a third space where the participants surrender to a new, co-created pattern within the music. This grounds us as persons, connected to one another in an interdependent web, and has implications for the assumed power dynamics within the therapeutic dyad. In summary, I found that music therapy, and meditation, can allow the individual's habit of mind to change, so that he can relate to internal conflict in a new way, with a wider understanding of self.
How does my background as a performing musician compliment or disrupt a music therapy process with adults living with a traumatic brain injury?
(2022) Unknown author
This autoethnographically informed self-reflexive case study explores how a background as a performing musician compliments or disrupts a music therapy process with adults living with a traumatic brain injury. The study is set in a neurorehabilitation centre and aims to investigate the concept of the self as performer or therapist and how both are present within a therapeutic space. It also explores how music therapy methods such as improvisation, receptive music therapy and songwriting can differ between the performative and therapeutic self. The literature available suggests that performance with clients has been used and researched in multiple context settings. However, the research was found to be limited in respect of the perception of the therapist and how a performative background affects decision making in the therapeutic space. A qualitative approach, guided by a thematic analysis, identified several instances where the researcher contemplated over his decisions due to contradicting thoughts on whether it was more entertainment than therapeutic work. Key findings indicate that transferences and countertransferences played a significant role in thought processes that occurred in music therapy sessions. Another finding was the adult attachment style of one client and how this behaviour influenced decisions made in the therapeutic work. The thematic analysis was undertaken using data collected through reflective journals, clinical notes and audio recordings. The methodology was effectively a multiple case study based on sessions with three clients during a university placement in a neurorehabilitation centre. However, the work was based on one therapist’s experiences and thought processes. It was established that a performative background can encourage complimentary and disruptive therapeutic outcomes. If the therapist was able to avoid making decisions based on their own desires, be fully present with the client and work with the clients’ interests in mind, then therapeutic was achievable. Limitations included the risk of biased research and small sample size, however, future research involving more participants and opinions could lead to more informed outcomes and conclusions.
An insight into the impact humour has on the therapeutic relationship in music therapy; a case study series.
(2023) Unknown author
Historically, humour has brought people together in society. It has allowed people to connect through a sense of humour and experience new forms of humour. Biologically, laughter releases endorphins that contribute to a positive mindset, even for a short space of time. Psychologically, using humour in a therapy space can stand alone in ways of getting to know your client, breaking barriers to the emotional connection and creating a supportive and positive atmosphere. In this study, I will provide evidence supporting the use of humour in a music therapy setting. I used three case studies from two placement settings to impart my experience of laughter and comedy working with individuals in a mental health setting and in an additional support needs school. During this course, a natural development of themes has arisen. Whilst the theme of improvisation is at the heart of the work, a number of branches stem from it. Improvisation is found in verbal, physical and emotional communications; the interactions of which can lead to humour. Playfulness and humour go hand in hand; literature suggests playfulness encompasses humour; it is included in the act of playing. From this, I found clowning to be a natural progression of playfulness in a music therapy setting. My case studies show how the impact of humour affects understanding and comprehension. By analysing this evidence, I can show how I (as a therapist) and the clients experience this. Furthermore, I discover the impact of age and how this contributes to adapting the use of humour, the influence of positive and negative humour, and when humour is not appropriate. I conclude with the findings of my study, informing other practitioners and giving insight into why humour has been crucial in my work, remaining authentic to myself and in being with the client.
‘Navigating the black hole’ A case study exploring the contribution of music therapy to the multidisciplinary rehabilitation of an adult with acquired brain injury and complex needs.
(2023) Unknown author
Set in the context of a national neurorehabilitation unit, this single case study aims to research how music therapy might contribute to the multi-disciplinary care of an individual with acquired brain injury and complex needs, displaying symptoms of trauma and depression whilst adapting to sensory impairment and memory loss. Over the past two decades, there has been increasing research interest in the contribution of music therapy to neurorehabilitation. There are many studies focused on physical and cognitive functional gains, showing significant outcomes; however, a literature search including attention to aspects of psychosocial and emotional functioning shows far fewer results. Qualitative research into how music therapy might support mental health and emotional needs sits within this literature gap. Underpinned by an interpretivist methodology, this research takes a hermeneutic phenomenological approach. Data from process notes, supervision, and a reflective journal were thematically analysed to produce two main themes concerning the client’s use of music to express her inner self, regulate emotions and expand compensatory sensory abilities, and a third theme regarding the ecology surrounding the client and casework. This study also includes discussion of the significance of the therapeutic space within which a therapeutic process can be co-created, and client agency supported. In so doing, it adds to the literature on music therapy’s contribution to the rehabilitation of acquired brain injury from a person-centred and psychodynamic perspective. Further application on how this relates specifically to the behavioural model employed by the unit in which the case study took place is also integrated into the discussion.