MSc in Music Therapy

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

Browse

Now showing 1 - 20 of 57

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.
A case study of music therapy with a child with autism in both in- person and online sessions
(2021)
As a music therapy student working in the context of Covid 19, my experience of moving music therapy sessions online let me wonder what play was like in online music therapy sessions and whether it would provide the same opportunity for the child with autism to play. Despite the literature on play in in-person music therapy for children with autism, there is a paucity of research looking at play for children with autism in online music therapy. Accordingly, this case study aims to explore whether online music therapy offers as many opportunities for play as in- person with a child with autism. By following a hermeneutic phenomenological framework, a reflexive approach was adopted to analyse recordings and notes. Three themes emerged as being pertinent in this therapeutic journey: being seen and not seen, playing together, and movements. The investigation showed that both in- person and online music therapy could offer opportunities for children with autism to play. Play provides a unique way for children with autism to express themselves, explore their surroundings, and promote the development of therapeutic relationships. This further promotes social interaction, which is the core impairment of children with autism
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.
Case study: understanding the interaction of a primary school-aged girl with emotional and behavioural needs with a music therapy student
(2019)
As music therapy has become a well-known intervention in the field of working with children with additional special needs (ASN), it provides an evidence base for professionals and non professionals to understand the practice. However, the umbrella term of ‘ASN’ covers various categories and one of these, ‘emotional and behavioural needs’, is seldom explored in music therapy research. A review of the current literature finds only a few case studies in music therapy that focus on a child with emotional and behavioural needs. Thus, the following clinical case study explores the interaction between a school-aged girl with emotional and behavioural needs and a music therapy (MT) student. This study takes place in a mainstream school in Scotland and focuses on work with a ten-year-old girl with emotional and behavioural needs over the course of fifteen music therapy sessions. The aim is to explore what the client gains from interactions with a MT student by tracing any changes that occur over the sessions. This case study follows a qualitative methodology and uses interpretative phenomenological video analysis (IPVA) to analyse the collected data. The concluding discussion of this study focuses on changes in the client: the client’s choice of instruments and her musical and non-musical interactions with the MT student. It finds that the client presents her energy through music playing, dancing in the music therapy space and expressing herself within the therapeutic relationship. However, some limitations to the study become clear when attempting to explore correlations between the client’s nurturing experience and her emotional and behavioural needs. Therefore, this study concludes by encouraging further study of this client group in mainstream schools.
“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.
“Daddy died of a grumpy illness” – Music therapy with a bereaved child in a mainstream primary school
(2019)
This case study explored the experience of music therapy for a bereaved 7-year-old child in a mainstream primary school, who was referred to music therapy as she exhibited aggressive behaviour in school. The study aimed to explore what music therapy offered her and how music therapy facilitated her therapeutic journey. Within the literature review, I examined the impact of the loss of a parent in childhood, discussed how culture plays a role in a child’s experiences of death and bereavement, provided an overview of therapeutic interventions currently available to support bereaved children, and highlighted music therapy as a suitable intervention for bereavement work with children, supporting this with observations across a range of case studies. Through the thematic analysis of my process notes, I generated two themes and eight sub-themes that informed the aim of the study. The first theme related to factors that seemed to have facilitated the music therapy, discussed through three sub-themes – the client’s readiness for music therapy, the establishing of a connection, and the provision of a safe space. The second theme related to how the client seemed to have used the music therapy space as a transitional space. Within this space, the five sub-themes discussed how the Hello Song appeared to have been used as a transitional object, and how processes of mourning seemed to have taken place through splitting and projection, manic defences, playful control, and reparation. These findings This case study contributes to the limited literature describing how music therapy can be used in bereavement work with children, and how such work can be situated within mainstream primary schools, where currently limited resources are available to support bereaved children. were discussed with links drawn to data from the process notes, and also in relation to theory.
Elucidating the role of music therapy in acquired brain injury rehabilitation through qualitative synthesis of case literature
(2020)
This study explores the value of qualitative insights described in case literature on music therapy and acquired brain injury (ABI) rehabilitation to inform practice and research. 23 cases from UK-published literature between 2000-2019 were reviewed using the method of thematic synthesis as described by Thomas and Harden (2008). Themes identified through the analysis include identity, coping with loss, independence, relationship and supportive teamworking. Beneath these themes, a story of positive personal transitions emerged for the individuals who experienced ABI. This was thought to be facilitated by the therapeutic relationship, support from peers and the wider multidisciplinary rehabilitation team in providing a secure base to encourage acceptance, belonging and exploration. The creative process was identified as driving the process of change. A model of creative resilience was put forward to elucidate the role of music therapy within ABI rehabilitation. Practitioners working in rehabilitation have identified the importance of rehabilitation goals to focus on a person’s full potential (Sarajuuri et al. 2018), which includes qualitative aspects of ABI rehabilitation that are often difficult to measure. Clinical evidence to support music therapy as an intervention in rehabilitation settings increasingly emphasises quantifiable outcomes, however this study seeks to demonstrate the value in identifying key aspects of music therapy, described through experiences, that cannot be shown through statistical outcomes. Although not quantifiable, these aspects reflect holistic, resource-oriented rehabilitation approaches and may support individuals’ capacity to participate in multidisciplinary rehabilitation programmes. An identified role for music therapy of fostering creative resilience for individuals with ABI could help music therapy practitioners to frame and communicate their role within the wider multidisciplinary team, and to develop music therapy practice alongside advancing interdisciplinary practices in rehabilitation settings.
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 an open music therapy group within an acute psychiatric inpatient ward offered a patient diagnosed with schizophrenia.
(2018)
Music therapy has an increasing evidence base within the treatment of schizophrenia however it has been found that for there to be significant results the treatment needs to be longterm and of high-frequency. Such interventions as these are difficult to establish and maintain within an acute psychiatric inpatient setting where length of stays are often sporadic and short. As a result of this, very little literature shows what music therapy can offer a patient with schizophrenia within an acute psychiatric ward in particular reference to short-term treatment. This project explores the diagnosis of schizophrenia itself providing an overview of its physical and social characteristics and what impact they can have for someone diagnosed with schizophrenia. The project then seeks to explore current research for music therapy within the treatment of schizophrenia and also the use of its use within acute psychiatric inpatient settings. A single case was chosen from the data source in order to explore what an open music therapy group offered a patient during his time within the ward. The data was analysed through a process of interpretative phenomenological analysis and presented within a single-case study and discussion. The findings showed that for the individual, music therapy offered a sense of control, interaction with others and a space to reflect. This project highlights that music therapy within an acute setting can provide a means of expression, empowerment and facilitate interactions with others during what is a difficult time in a patient’s life. From this it can allow them to become active participants in their own recovery. Keywords Schizophrenia, psychosis, music therapy, acute, psychiatric inpatient and short term
An exploration into what individual music therapy offered a man diagnosed with schizophrenia and autism spectrum disorder on an acute psychiatric in-patient ward
(2019)
Music therapy is now recognised as an established intervention in the treatment of both schizophrenia and autism spectrum disorder. However, there is very little evidence in current literature which highlights music therapy as treatment when both conditions co-occur in the same individual. Furthermore, current research would suggest medium to long-term music interventions are necessary to facilitate therapeutic change in relation to both population groups. In acute psychiatric care, long-term individual therapeutic interventions are almost impossible to establish, due to short hospital admissions and a high turnover of patients. This subsequently means there is a huge gap in the literature relating to individual music therapy work in this context. This project seeks to explore the complexity of the comorbidity of schizophrenia and autism spectrum disorder, as well as the potential for individual music therapy as treatment for this population group, in relation to a six-week intervention with a young man living with this dual diagnosis. Secondary to this, the project will also explore the role and purpose of individual music therapy in an acute psychiatric in-patient setting. Data was analysed through a hermeneutic phenomenological framework, and the findings presented in the form of a single case study, followed by interpretations and further discussions in relation to the literature. The study found that individual music therapy offered this man an alternative way to communicate his thoughts and emotions through music and a space where he could begin to exercise greater freedom of expression, leading to a noticeable improvement in overall wellbeing. Overall, this project highlights the need for further study and research into best methods and practices for individual music therapy when a complex dual diagnosis is present. It also illustrates the challenges of working within an acute psychiatric setting and highlights the need for further research to establish an effective framework for individual music therapy in this context, which considers the continuity of care for the individual.
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 influences on the choices of theoretical frameworks which inform music therapy practice when working with adults within a forensic mental health service
(2019)
Forensic Psychiatry is a specialised field of medicine which incorporates both general psychiatry and the criminal justice system. This is involves the safe assessment and treatment of Forensic patients who are subject to compulsory measures under mental health legislation and may present a risk to themselves or others. Forensic Patients may present with enduring problems, potentially traumatic childhood experiences as a wide range of offending behaviours and as such require specialist treatment under secure conditions. Music therapy practice occurs within the frameworks of many different psychotherapeutic theories. Some music therapists may adopt several different approaches in their work whilst others will follow one particular model of music therapy. Psychodynamic, humanistic and behavioural are some such psychotherapeutic orientations which have informed music therapy practice. The paper provides an exploration around the field of music therapy in forensic psychiatry with a focus on which theoretical frameworks are helping to inform music therapy practice in this specialised area. Through a thorough review of the literature using a traditional review approach, themes highlighted some of the potential influences on the choices of theoretical frameworks. However the study suggests that continued exploration in this area may encourage more transparency around the profession of music therapy, and help to work towards a cohesive staff team approach.
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 opportunities and challenges of online music therapy with a person suffering from dementia
(2021)
This research presents a case study of individual music therapy with a client suffering from dementia which took place online. Online music therapy is becoming more prevalent as a result of the COVID-19 pandemic as it provides a viable way to practice music therapy safely with clients who are particularly at risk. Online music therapy is delivered through digital platforms like Microsoft Teams or Near Me and provides video and audio for both client and therapist. The novelty of this therapeutic setting presents an entirely new set of considerations for Music Therapists to explore with their clients, however, research into this area has so far been lacking. In this study I use interpretative Phenomenological Video Analysis (IPVA) and Microanalysis to analyse video recordings of my online sessions to understand more about the opportunities and challenges which occur when working online with a client who has dementia. The main conclusions of this study outline how I provided a safe therapeutic space when working online through establishing a holding environment; how I utilised affect attunement as a means of communicating with my client online; and how the use of online music therapy presented unique opportunities for engaging with the client’s family and carers in their home. This study confirms that online music therapy with someone suffering from dementia can be beneficial when used thoughtfully and appropriately.
An exploration of the role of movement in music therapy with an older person with dementia.
(2019)
The role of movement in several creative arts therapies are frequently studied, yet movement and gesture and their effects on music therapy remain unclear. This is particularly pressing for clinical populations with verbal communication challenges. Despite research into the role of movement in music therapy being undertaken in an array of other client groups, there is a paucity of research for people with dementia who have pronounced verbal communication difficulties. Accordingly, this project explores the role of movement in music therapy for both the therapist and participant through a single case study of a person living with dementia. By participating in multiple sessions of music therapy and recording video footage combined with interpretative phenomenological video analysis (IPVA), this study examined closely the means by which movement and gestural expression modulate music therapy and the relationship between therapist and participant. Three critical themes were discovered to be pertinent to movement and music therapy: holding, communicating through cues, and subjective relationships. This, the current author argues, supports mother-infant interaction holding theories, promoting communication in music therapy for those challenged by verbal modes, and facilitates a healthy therapeutic relationship between the therapist and participant. Here it is concluded that although music is the primary medium in music therapy, based on mother-infant relationship theory and the results of this project, a thoughtful blend of movement with music can significantly enhance communication and the potential to negotiate interpersonal connection
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.