Policy: Music Therapy Service INDEX. Introduction.1

Transcription

1 DATA LABEL: PUBLIC Education Services West Lothian Council Policy: Music Therapy Service Author: Sally Thompson Service: Education Outreach Services Last Updated: January 2013 INDEX Introduction.1 Staff 1 Main aims of the Service.1 Age range/provision..2 Criteria for referral to Music Therapy.. 2 Referral process.3 Contact details 3 Casework...3 Advising and training staff...5 Appendix 1- Information on music therapy...6 Appendix 2- Referral form.7 INTRODUCTION The Music Therapy Service has been operational in West Lothian since January 2000 and is based in Ogilvie Campus. It is a service for children with Additional Support Needs. The music therapist generally works with children in their schools/ nurseries, though, if appropriate, children can be brought to the music therapy base in Ogilvie Campus. STAFF There is one full-time music therapist who has a Post-graduate Diploma in Music Therapy and extensive experience, both as a secondary music teacher, and as a music therapist working in mainstream and special provision with children of all ages with ASD, severe and complex needs, learning needs and SEBN. MAIN AIMS OF THE SERVICE To utilise, facilitate and promote communication, self-expression, social skills, emotional development, motor skills and learning through music therapy

2 To utilise therapeutic intervention as part of the overall assessment procedures for children with Additional Support Needs To advise, train and support teaching and support staff in their work with children AGE RANGE/PROVISION The Service caters for pre-school, primary and secondary school children with significant support needs related to: delayed development physical and/or learning needs communication problems autistic spectrum disorders social, emotional and behavioural needs attachment difficulties The therapist works with individual children or with small groups of children with similar needs. CRITERIA FOR REFERRAL TO MUSIC THERAPY Music therapy is based on the understanding that everyone has a natural responsiveness to music. It is the child s response to music rather than a particular ability that enables him/her to be drawn into shared music making. For more information on music therapy see Appendix 1. A referral to music therapy may be appropriate if a child is identified as having significant support needs and if there is concern about the child s development in a number of the following areas: Interpersonal Skills ability to communicate ability to form relationships motivation to engage socially taking part in shared activities giving and/or maintaining eye contact initiating and responding waiting and listening turn-taking shared attention interpersonal timing delayed language development Feelings and Self-expression frustration due to language delay recognising/ naming feelings 2

3 lack of awareness of feelings lack of appropriate means of expressing feelings unwilling/unable to express feelings General Development awareness of self awareness of self in relation to others self-confidence concentration sequencing behaviour that is challenging or withdrawn motivation ability to adapt to change motor control, lack of co-ordination REFERRAL PROCESS Referrals are accepted from schools, nurseries, educational psychologists and health professionals. Referrals are received by the music therapist. The referral form can be found in appendix 2. Once a referral is received: the referrer is sent an acknowledgement the referral is prioritised and the child s name is added to the waiting list when a suitable space becomes available, schools/nurseries/parents/carers are contacted to arrange an appropriate time and venue for therapy. Referrals for music therapy are considered and prioritised by the music therapist in consultation with the line manager. The service maintains an ongoing waiting list. The length of therapy input differs for each child, depending on need and response. CONTACT DETAILS Referrals should be sent to: Sally Thompson, Ogilvie House, Ogilvie Way, Knightsridge, Livingston EH54 8HL or sally.thompson@wled.org.uk CASEWORK 3

4 Times and places of working are negotiated with the schools/nurseries. The music therapist generally provides one session a week and works to a weekly timetable. Before beginning work in a school/nursery, an introductory visit is organised to meet the child, speak to the head teacher, the class teacher and any others who work with the child, and to get as much background information as possible. This should include copies of relevant reports and IEP targets so that the therapist can articulate music therapy aims with the school aims for the child. It is often helpful to observe the child in class before music therapy begins. This visit is also an opportunity to see the accommodation and equipment that are available for the sessions. Ideally a piano and a selection of tuned and unturned percussion instruments are required. The Sessions: individual sessions generally last about 30 minutes. Generally, it is preferable to get to know the child on an individual basis rather than with a member of class staff present, though this may not always be appropriate. Group sessions last between half an hour and an hour. The focus of the group work is generally to use music activities to promote personal and social development, and communication and listening skills. Usually a member of the class staff will work with the children as part of the group. This allows the staff member to experience the work first hand and, as a consequence, he/she will gain the confidence and skills to be able to use some musical activities with groups in the future. Assessments: with individual work there is an initial 4-6 week assessment period to ascertain the child s responses and whether music therapy is a suitable intervention. An assessment form is then completed by the music therapist and copies sent to parents/carers, the school, and the educational psychologist involved with the child. Further sessions, if appropriate are negotiated with the school at this point. IEPs: a pro-forma Music Therapy input to IEP is filled in after the assessment is completed. This sets out the main aims of the therapy and the strategies to be used. This is forwarded to the person responsible for preparing the child s IEP so that the music therapy input can be included, and a copy is sent to parents/carers. Reports: a report is provided for the yearly school/nursery review, and also when the therapy is completed. A written update on progress is given for IEP meetings or when requested. Reports are shared with the parents/carers. Exchange of information: Where appropriate the music therapist liaises with other agencies and parents. It is important to meet regularly with the child s class teacher to exchange information and review the child s progress. 4

5 Attendance at meetings: where appropriate, the therapist attends review or planning meetings. Duration of Music Therapy input: with individual casework a time limit is not usually set at the start as it depends on the progress of the therapy in relation to the child s needs. Progress is reviewed regularly with class staff and the completion date is set during the course of the therapy in consultation with the school. Group work usually lasts for one term (approx. 10 sessions). ADVISING AND TRAINING STAFF In the course of discussions with class staff involved with a particular child, suggestions are given for follow up musical activities that can be done on an individual or group basis. Various booklets on musical activities to promote personal and social development and communication skills have been produced by the music therapist for school/nursery staff and parents; these are freely available on request. If appropriate, a member of staff can be present in some sessions to observe the work and to get ideas for follow up activities. This is usually most appropriate with nursery children or infants, where the main focus of the therapy is on communication, joint attention, listening and turn-taking skills. As previously mentioned, a member of the class staff will usually work as part of a music therapy group. This provides informal training for that staff member in using musical activities to promote PSD and communication skills. The therapist can also provide more formal training sessions if requested; these may include parent sessions to promote the use of music in the home setting, presentations to parent or professional groups and practical workshops for education professionals. STUDENTS ON PLACEMENT One or two students a year from the Music Therapy training course at Queen Margaret University complete their first year practical placement in West Lothian schools, mentored and accompanied by Sally Thompson, the music therapist. Senior secondary school pupils with an interest in music and music therapy have in the past negotiated work experience placements with the Music Therapist in conjunction with Beatlie School. This allows them to observe and experience music therapy work by acting as assistants to the therapist. 5

6 APPENDIX 1 What is music therapy and how can it help? Music therapy is a client-led intervention, based on the understanding that everyone, despite any difficulty or additional needs has a natural responsiveness to music. Music can bypass the need for language as a communicative medium. Therefore it is a child s response to music, rather than a particular ability, that enables him or her to be drawn into shared music making in music therapy. The music therapy setting provides opportunities for practicing aspects of social interaction such as eye contact, listening, waiting and sharing. Music is a powerful tool for reaching into and drawing out the emotional state of a child, helping him or her to accept and work with feelings that may be confusing and threatening. It can also be extremely motivating for children who lack confidence or have difficulty in communicating with and relating to others. Expressing oneself through music can help to develop a sense of self, leading to improved self-esteem and confidence. It allows a child to explore positive aspects of his or her personality, as well as express feelings that are painful or frustrating. It can offer a safe space to explore emotions that it may be inappropriate to express in other settings. What happens in music therapy? The music that a child plays and the way in which he or she interacts with the therapist may give a broader, holistic view of a child s emotional life or ways of relating to other people. In this way, the child s responses will indicate the direction of work. Aims would often include encouraging the child to use the music expressively and to increase his or her interaction with the therapist through shared creative musical play. A typical session may include both improvised and more structured activities such as songs and copying and sequencing activities. A child will have the opportunity to improvise spontaneously with his or her voice and on a variety of musical instruments either freely, or within flexible structures such as musical activities or songs. A child is given space and time to make his or her choice of instrument and when to play or vocalise. The therapist improvises a musical accompaniment, reflecting and supporting what the child may be expressing, so that the child might gain a sense of being listened 6

7 to and valued. Freely improvised music is generally used in music therapy in order to meet the needs of each individual child or group. Children are encouraged to explore the world of sound and to discover and create their own musical language within a growing relationship with the therapist. Where a child can express him or herself verbally, there may be discussion about the music produced. APPENDIX 2 MUSIC THERAPY REFERRAL FORM Child s name: Date of Birth: Parent/carer s name: Referral date: Home Address: Tel No: Person making referral name: Contact Number: Designation: School/nursery attended by child: Headteacher: Class Teacher: Educational Psychologist Areas of difficulty: 7

8 Is he/she currently prescribed any medication? Does he/she have any sensory impairments (e.g. visual, auditory)? Involvement of other agencies (e.g. Speech and Language Therapy etc): Please give names of people involved if known. Reasons for referral to Music Therapy: Accompanying reports (Please indicate author and designation): Any relevant history (e.g. unusual family events, recent change of circumstances): 8

9 Signed: Designation: PLEASE RETURN COMPLETED FORM TO SALLY THOMPSON, OGILVIE HOUSE, OGILVIE WAY, LIVINGSTON, EH54 8UL 9