“Connecting the Dots”: An Autoethnographic Exploration into the Potential of Cross-modal Creative Approaches in Music Therapy with Adolescents in a Mainstream Secondary School.

Abstract

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.