Professional Resource Pack The Education, Training and Professional Practice Forum (ETPP)

Transcription

1 Professional Resource Pack by The Education, Training and Professional Practice Forum (ETPP) Edition 1 January 2012

2 Professional Resource Pack Table of Contents Page 2 Page 3 Page 5 Page 15 Page 17 Page 21 Page 29 Page 33 Page 39 Page 40 Page 42 Page 47 Page 48 Page 49 Page 55 Table of Contents Introductory Letter MThNZ Brochure and inserts MThNZ Subscription form Information about registration Application for Registration as a Music Therapist The Code of Ethics for the Practice of Music Therapy in New Zealand Guidelines for the employment of Music Therapists in NZ Sample Job description for a Registered Music Therapist Sample MoE SE Music Therapy Position Description Working in Private Practice Sample Contract for Music Therapy Services Sample Tax Invoice Costing Music Therapy Work Appropriate methods of Advertising Music Therapy Services Page 57 ETPP Remuneration Survey Results 2008 Page 70 Page 71 Page 89 Discount vouchers 2010 NZ RMTh Membership Directory Information about ETPP

3 Dear recipient Welcome to the field of music therapy. We are excited you have chosen this very important profession and are sure you will find it both challenging and rewarding. Congratulations. This Professional Resource Pack contains information to assist with the transition from student to professional and will also be useful for those who have switched careers to music therapy and for therapists who have recently moved to New Zealand. The pack includes material currently available via the Registered Music Therapists Online Forum, which you will have access to once you become a Registered Music Therapist (NZ RMTh) member of Music Therapy New Zealand (MThNZ). Please find enclosed: Information about Music Therapy New Zealand & subscription form Information about registration & application form The Code of Ethics for the Practice of Music Therapy in New Zealand Guidelines for the employment of Registered Music Therapists Guidelines for working in private practice (including a sample work contract & invoice) & costing work Guidelines on appropriate methods for advertising music therapy services Remuneration survey findings (2008) Two discount vouchers - 25% off your next MThNZ conference registration as a NZ RMTh MThNZ member, and 50% off your next subscription to MThNZ as a NZ RMTh. A copy of the New Zealand Registered Music Therapists Directory Information about the Education Training & Professional Practice Forum (ETPP) When you are eligible to apply for registration as a New Zealand Music Therapist please contact The Registrar, Registration Board, MThNZ, PO Box 10352, The Terrace, Wellington, More information about applying for registration is available via the MThNZ website at Once you are registered, it will be our great pleasure to welcome you to the Music Therapists Group, which encompasses those NZ Registered Music Therapists who are financial members of MThNZ. As a member of the Group, you will receive the MThNZ

4 publications MusT and the NZ Journal of Music Therapy and have access to the NZ RMThs Online Forum. The Music Therapists Group elect seven of their number every three years to the Education, Training and Professional Practice Forum (ETPP), which is responsible for supporting and/or representing NZ RMThs on professional issues, such as professional development, contracts & remuneration and liaising with the Ministries of Health & Education to promote music therapy. ETPP is also responsible for developing the Professional Music Therapists Resource Folder, which is available via the online Forum. Again, our congratulations and welcome to the music therapy world. From the MThNZ Registered Music Therapists Group.

5 Music Therapy New Zealand Music Therapy New Zealand (MThNZ) supports the development and promotion of music therapy with the aim of making music therapy services available to all people who are likely to benefit from it. Specifically MThNZ: oversees professional standards and registration of music therapists helps fund professional development opportunities provides scholarships for music therapy students and other music therapists encourages and funds research explores and promotes employment opportunities develops public awareness and understanding of music therapy develops relationships with government and community groups To find out more about joining MThNZ, contacting a registered music therapist and music therapy resources please visit our website: Music Therapy New Zealand P.O. Box works with other relevant professional organisations and government agencies to develop sound policies and practices Friends of MThNZ support the growth of music therapy in New Zealand. As a not for profit organisation, MThNZ relies on the generous support of donors and Friends to sustain its activities. The Terrace Wellington 6143 Music Therapy - using musical relationships to promote wellbeing and positive change

6 What is music therapy? Who can benefit from music therapy? Where do music therapists work? Music therapists use the special qualities of music in a shared relationship with their clients. Music therapy can: develop communication encourage social interaction help people build relationships facilitate self-expression and build confidence support emotional and spiritual growth support people through times of crisis and change motivate movement and physical coordination extend language promote memory and intellectual development reduce stress and tension reduce agitation Music therapy is effective with people of all ages and abilities, from newborn babies, through childhood and adolescence, to adulthood and the end of life. People who are under stress; have intellectual, physical or emotional needs; live with dementia; are suffering the consequences of trauma, separation or abuse; or who have a terminal illness can benefit from music therapy. Music therapists often work as members of a clinical team in a variety of settings. These include early intervention centres; schools; rest homes; prisons; hospital units such as those for oncology, paediatric, or burns patients; hospices; and community rehabilitation or mental health facilities. Some music therapists work in private practice in homes or clinics and may also provide consultancy services. About music therapists Registered Music Therapists (RMTh) are people who: have completed an accredited music therapy course are registered with the Music Therapy New Zealand Registration Board and hold a current practising certificate adhere to the Music Therapy New Zealand (MThNZ) code of ethics for Registered Music Therapists are engaged in continuing professional development help people manage anger help control pain For information regarding training as a music therapist in New Zealand visit:

7 Music Therapy within Early Intervention Music therapy is emerging as a valuable addition to the early intervention team. Historically it has been closely linked with children with developmental disabilities, family centred therapy and hospitalized children. However, increasingly the therapeutic application of music is extending into new and varied areas, such as work in neo-natal care, and with adolescent mothers. Music therapy can complement existing services at a variety of levels and provide new insight by offering a creative therapeutic medium to young children to relate to others and express themselves more easily. Aims of Music Therapy in relation to Early Intervention Increasing communication, interaction and self expression Developing awareness of self and others Promoting relationships with family and caregivers Developing emotional self regulation Providing emotional support and an opportunity to explore feelings in a non-verbal way Developing social skills such as listening, sharing and turn taking Developing co-ordination, motor control, posture and balance Music therapy aims can be independent of, or in conjunction with other educational and therapeutic aims and can be included as part of the child s Individual Plan (IP) process or Health Care Plan. Music Therapy within Early Intervention Music therapy is emerging as a valuable addition to the early intervention team. Historically it has been closely linked with children with developmental disabilities, family centred therapy and hospitalized children. However, increasingly the therapeutic application of music is extending into new and varied areas, such as work in neo-natal care, and with adolescent mothers. Music therapy can complement existing services at a variety of levels and provide new insight by offering a creative therapeutic medium to young children to relate to others and express themselves more easily. Aims of Music Therapy in relation to Early Intervention Increasing communication, interaction and self expression Developing awareness of self and others Promoting relationships with family and caregivers Developing emotional self regulation Providing emotional support and an opportunity to explore feelings in a non-verbal way Developing social skills such as listening, sharing and turn taking Developing co-ordination, motor control, posture and balance Music therapy aims can be independent of, or in conjunction with other educational and therapeutic aims and can be included as part of the child s Individual Plan (IP) process or Health Care Plan. Music Therapy within Early Intervention Music therapy is emerging as a valuable addition to the early intervention team. Historically it has been closely linked with children with developmental disabilities, family centred therapy and hospitalized children. However, increasingly the therapeutic application of music is extending into new and varied areas, such as work in neo-natal care, and with adolescent mothers. Music therapy can complement existing services at a variety of levels and provide new insight by offering a creative therapeutic medium to young children to relate to others and express themselves more easily. Aims of Music Therapy in relation to Early Intervention Increasing communication, interaction and self expression Developing awareness of self and others Promoting relationships with family and caregivers Developing emotional self regulation Providing emotional support and an opportunity to explore feelings in a non-verbal way Developing social skills such as listening, sharing and turn taking Developing co-ordination, motor control, posture and balance Music therapy aims can be independent of, or in conjunction with other educational and therapeutic aims and can be included as part of the child s Individual Plan (IP) process or Health Care Plan.

8 Case Example Sophie s Story Three year old Sophie suffered spastic cerebral palsy and epilepsy as a result of a traumatic birth. Affecting her physically, mentally and emotionally, all aspects of daily living were impacted upon. It was noted that Sophie was particularly responsive to music, and would often vocalise and move in response to music that the family enjoyed. She was referred for music therapy by her Visiting Neuro-Developmental Therapist (VDNT) and received funding through the Accident Compensation Corporation (ACC) for a period of intervention. The work focused on motivation and support for controlled movements, it also provided a means for self expression and exploration of feelings and emotions. A combination of familiar children s songs and improvised music was used to support the goals. Sophie was particularly responsive to the sound of the guitar and chimes. As she listened to these instruments she smiled and vocalized, expressing her pleasure of the experience. Early on in the work Sophie began to make intentional movements with her hands and also her feet when instruments were introduced. Notably, these instruments were highly motivating for her to move to, and so the music therapist was able to position these appropriately to encourage Sophie to reach and begin to sound the instruments for herself. She was also able to engage in reciprocal vocal interplay and to explore the potential of her voice. The work was effective in contributing to Sophie s ability to make controlled movements. It was also effectual in helping Sophie s parents gain increased insight into her abilities and in providing an opportunity for focused and positive family experiences. For more information please contact: Case Example Sophie s Story Three year old Sophie suffered spastic cerebral palsy and epilepsy as a result of a traumatic birth. Affecting her physically, mentally and emotionally, all aspects of daily living were impacted upon. It was noted that Sophie was particularly responsive to music, and would often vocalise and move in response to music that the family enjoyed. She was referred for music therapy by her Visiting Neuro-Developmental Therapist (VDNT) and received funding through the Accident Compensation Corporation (ACC) for a period of intervention. The work focused on motivation and support for controlled movements, it also provided a means for self expression and exploration of feelings and emotions. A combination of familiar children s songs and improvised music was used to support the goals. Sophie was particularly responsive to the sound of the guitar and chimes. As she listened to these instruments she smiled and vocalized, expressing her pleasure of the experience. Early on in the work Sophie began to make intentional movements with her hands and also her feet when instruments were introduced. Notably, these instruments were highly motivating for her to move to, and so the music therapist was able to position these appropriately to encourage Sophie to reach and begin to sound the instruments for herself. She was also able to engage in reciprocal vocal interplay and to explore the potential of her voice. The work was effective in contributing to Sophie s ability to make controlled movements. It was also effectual in helping Sophie s parents gain increased insight into her abilities and in providing an opportunity for focused and positive family experiences. For more information please contact: Case Example Sophie s Story Three year old Sophie suffered spastic cerebral palsy and epilepsy as a result of a traumatic birth. Affecting her physically, mentally and emotionally, all aspects of daily living were impacted upon. It was noted that Sophie was particularly responsive to music, and would often vocalise and move in response to music that the family enjoyed. She was referred for music therapy by her Visiting Neuro-Developmental Therapist (VDNT) and received funding through the Accident Compensation Corporation (ACC) for a period of intervention. The work focused on motivation and support for controlled movements, it also provided a means for self expression and exploration of feelings and emotions. A combination of familiar children s songs and improvised music was used to support the goals. Sophie was particularly responsive to the sound of the guitar and chimes. As she listened to these instruments she smiled and vocalized, expressing her pleasure of the experience. Early on in the work Sophie began to make intentional movements with her hands and also her feet when instruments were introduced. Notably, these instruments were highly motivating for her to move to, and so the music therapist was able to position these appropriately to encourage Sophie to reach and begin to sound the instruments for herself. She was also able to engage in reciprocal vocal interplay and to explore the potential of her voice. The work was effective in contributing to Sophie s ability to make controlled movements. It was also effectual in helping Sophie s parents gain increased insight into her abilities and in providing an opportunity for focused and positive family experiences. For more information please contact:

9 Music Therapy within Special Education Historically music therapy has been closely linked with special education in both early intervention and the school system. It is listed amongst the identified professions in the Ministry of Education s Specialist Service Standards. Music therapy can complement existing specialist services at a variety of levels and provide new insight by offering a creative therapeutic medium to children and young people with special needs, such as those with Autistic Spectrum Disorder, Downs Syndrome, Fragile X, Cerebral Palsy, Global Developmental Delay, Rett syndrome, and challenging behaviour and emotional problems. Music Therapy within Special Education Historically music therapy has been closely linked with special education in both early intervention and the school system. It is listed amongst the identified professions in the Ministry of Education s Specialist Service Standards. Music therapy can complement existing specialist services at a variety of levels and provide new insight by offering a creative therapeutic medium to children and young people with special needs, such as those with Autistic Spectrum Disorder, Downs Syndrome, Fragile X, Cerebral Palsy, Global Developmental Delay, Rett syndrome, and challenging behaviour and emotional problems. Music Therapy within Special Education Historically music therapy has been closely linked with special education in both early intervention and the school system. It is listed amongst the identified professions in the Ministry of Education s Specialist Service Standards. Music therapy can complement existing specialist services at a variety of levels and provide new insight by offering a creative therapeutic medium to children and young people with special needs, such as those with Autistic Spectrum Disorder, Downs Syndrome, Fragile X, Cerebral Palsy, Global Developmental Delay, Rett syndrome, and challenging behaviour and emotional problems. Aims of Music Therapy in relation to children with special educational needs Aims of Music Therapy in relation to children with special educational needs Aims of Music Therapy in relation to children with special educational needs Increasing communication, interaction and self expression Developing awareness of self and others Providing emotional support and an opportunity to explore feelings in a non-verbal way Developing social skills such as listening, sharing and turn taking Developing co-ordination, motor control, posture and balance Increasing self confidence and self esteem Increasing communication, interaction and self expression Developing awareness of self and others Providing emotional support and an opportunity to explore feelings in a non-verbal way Developing social skills such as listening, sharing and turn taking Developing co-ordination, motor control, posture and balance Increasing self confidence and self esteem Increasing communication, interaction and self expression Developing awareness of self and others Providing emotional support and an opportunity to explore feelings in a non-verbal way Developing social skills such as listening, sharing and turn taking Developing co-ordination, motor control, posture and balance Increasing self confidence and self esteem Music therapy aims can be independent of, or in conjunction with other educational and therapeutic aims and can be included as part of the child s Individual Education Plan (IEP) and Individual Plan (IP) process. Music therapy aims can be independent of, or in conjunction with other educational and therapeutic aims and can be included as part of the child s Individual Education Plan (IEP) and Individual Plan (IP) process. Music therapy aims can be independent of, or in conjunction with other educational and therapeutic aims and can be included as part of the child s Individual Education Plan (IEP) and Individual Plan (IP) process.

10 Case Example Harry s Story Harry, a 6 year old boy with Downs Syndrome was referred to music therapy for communication and attention needs. His challenging behaviour impacted on his ability to function successfully within the classroom environment and he had a tendency to run off. Harry attended an initial assessment and responded positively to music therapy intervention. Following assessment he attended a small group music therapy session with mainstream peers from his school for a period of three school terms. The group focused on skills such as sharing, turn-taking and listening and aimed to encourage awareness of and interaction between other group members. For Harry additional aims included developing an ability to attend and remain focused throughout activities and sessions in general. He was always eager to attend the sessions and over time settled, becoming an integral group member. Harry interacted with group members both verbally and nonverbally through music, sharing a variety of musical experiences with them. He was able to lead some activities and could also listen, follow and allow others to take turns. By the end the work Harry had begun to focus for prolonged periods of time and play an instrument for the duration of an activity. Most notably he now required less intervention from his teacher aide and was able to function more independently within the group. Attending music therapy sessions had proved a positive experience for Harry, enabling him to develop important skills and empowering him to achieve through a creative and expressive medium which he enjoyed. Case Example Harry s Story Harry, a 6 year old boy with Downs Syndrome was referred to music therapy for communication and attention needs. His challenging behaviour impacted on his ability to function successfully within the classroom environment and he had a tendency to run off. Harry attended an initial assessment and responded positively to music therapy intervention. Following assessment he attended a small group music therapy session with mainstream peers from his school for a period of three school terms. The group focused on skills such as sharing, turn-taking and listening and aimed to encourage awareness of and interaction between other group members. For Harry additional aims included developing an ability to attend and remain focused throughout activities and sessions in general. He was always eager to attend the sessions and over time settled, becoming an integral group member. Harry interacted with group members both verbally and nonverbally through music, sharing a variety of musical experiences with them. He was able to lead some activities and could also listen, follow and allow others to take turns. By the end the work Harry had begun to focus for prolonged periods of time and play an instrument for the duration of an activity. Most notably he now required less intervention from his teacher aide and was able to function more independently within the group. Attending music therapy sessions had proved a positive experience for Harry, enabling him to develop important skills and empowering him to achieve through a creative and expressive medium which he enjoyed. Case Example Harry s Story Harry, a 6 year old boy with Downs Syndrome was referred to music therapy for communication and attention needs. His challenging behaviour impacted on his ability to function successfully within the classroom environment and he had a tendency to run off. Harry attended an initial assessment and responded positively to music therapy intervention. Following assessment he attended a small group music therapy session with mainstream peers from his school for a period of three school terms. The group focused on skills such as sharing, turn-taking and listening and aimed to encourage awareness of and interaction between other group members. For Harry additional aims included developing an ability to attend and remain focused throughout activities and sessions in general. He was always eager to attend the sessions and over time settled, becoming an integral group member. Harry interacted with group members both verbally and nonverbally through music, sharing a variety of musical experiences with them. He was able to lead some activities and could also listen, follow and allow others to take turns. By the end the work Harry had begun to focus for prolonged periods of time and play an instrument for the duration of an activity. Most notably he now required less intervention from his teacher aide and was able to function more independently within the group. Attending music therapy sessions had proved a positive experience for Harry, enabling him to develop important skills and empowering him to achieve through a creative and expressive medium which he enjoyed. For more information please contact: For more information please contact: For more information please contact:

11 Music Therapy within Adult Mental Health Music therapy has always been closely linked with Adult Mental Health and research supports its efficacy and validity as a treatment for people with psychosocial, affective, cognitive and communicative needs. People suffering with illnesses such as schizophrenia, affective disorders, personality disorders, anxiety disorders, substance abuse and eating disorders can find the use of musical interaction useful as a means of communication and expression. The flexible and supportive nature of music therapy allows for a comfortable, non-threatening, and creative environment for mental health clients. Aims of Music Therapy in Adult Mental Health Explore personal feelings and issues such as self-esteem or personal insight Facilitate positive changes in mood and emotional states Practice problem solving and gain a sense of control over life through successful experiences Develop independence and self confidence Encourage awareness of self and environment and interaction with others Provide opportunities for verbal and nonverbal reflection and discussion Resolve conflicts leading to stronger family and peer relationships Music therapists work closely with the multidisciplinary team. Aims can be independent of, or in conjunction with other therapeutic aims and can be included as part of the client s Health Care Plan. Music Therapy within Adult Mental Health Music therapy has always been closely linked with Adult Mental Health and research supports its efficacy and validity as a treatment for people with psychosocial, affective, cognitive and communicative needs. People suffering with illnesses such as schizophrenia, affective disorders, personality disorders, anxiety disorders, substance abuse and eating disorders can find the use of musical interaction useful as a means of communication and expression. The flexible and supportive nature of music therapy allows for a comfortable, non-threatening, and creative environment for mental health clients. Aims of Music Therapy in Adult Mental Health Explore personal feelings and issues such as self-esteem or personal insight Facilitate positive changes in mood and emotional states Practice problem solving and gain a sense of control over life through successful experiences Develop independence and self confidence Encourage awareness of self and environment and interaction with others Provide opportunities for verbal and nonverbal reflection and discussion Resolve conflicts leading to stronger family and peer relationships Music therapists work closely with the multidisciplinary team. Aims can be independent of, or in conjunction with other therapeutic aims and can be included as part of the client s Health Care Plan. Music Therapy within Adult Mental Health Music therapy has always been closely linked with Adult Mental Health and research supports its efficacy and validity as a treatment for people with psychosocial, affective, cognitive and communicative needs. People suffering with illnesses such as schizophrenia, affective disorders, personality disorders, anxiety disorders, substance abuse and eating disorders can find the use of musical interaction useful as a means of communication and expression. The flexible and supportive nature of music therapy allows for a comfortable, non-threatening, and creative environment for mental health clients. Aims of Music Therapy in Adult Mental Health Explore personal feelings and issues such as self-esteem or personal insight Facilitate positive changes in mood and emotional states Practice problem solving and gain a sense of control over life through successful experiences Develop independence and self confidence Encourage awareness of self and environment and interaction with others Provide opportunities for verbal and nonverbal reflection and discussion Resolve conflicts leading to stronger family and peer relationships Music therapists work closely with the multidisciplinary team. Aims can be independent of, or in conjunction with other therapeutic aims and can be included as part of the client s Health Care Plan.

12 Case Example Peter s Story Peter was thirty eight years old. He was diagnosed with depression following a persistent period of low mood, loss of sleep and fatigue, feelings of worthlessness and low self esteem. His wife and two young children were fully supportive through his illness which led to a period of hospitalization due to increased anxiety-related concerns and a psychotic episode. Music therapy was a service offered at the clinic where Peter was admitted and a referral was made by the team following an initial care plan meeting. A weekly open group session was held on the ward. The session involved a variety of musical activities including active music making, listening to music, song writing and discussion. Peter was initially reticent about his involvement in the group sessions. He usually enjoyed listening to music however had concerns about what he would be able contribute as he had no formal music skills. In the first session, Peter initially remained quiet as the group began a musical improvisation. He had chosen the conga and after a short period of time began to play, although tentatively at first. Gradually he was drawn into an emerging rhythm which the group had created and his playing became more intense. The music therapist noted that Peter had begun to relate to another group member in his music making. In a discussion following the improvisation Peter described feelings of connecting with others and an adrenalin rush, feelings he had not felt in a long time. Over a period of six more sessions until his discharge from the clinic, Peter engaged in more successful group music making and discussion. It was apparent that music had contributed to an overall team approach and was affective in promoting increased self-esteem and feelings of well being. For more information please contact: Case Example Peter s Story Peter was thirty eight years old. He was diagnosed with depression following a persistent period of low mood, loss of sleep and fatigue, feelings of worthlessness and low self esteem. His wife and two young children were fully supportive through his illness which led to a period of hospitalization due to increased anxiety-related concerns and a psychotic episode. Music therapy was a service offered at the clinic where Peter was admitted and a referral was made by the team following an initial care plan meeting. A weekly open group session was held on the ward. The session involved a variety of musical activities including active music making, listening to music, song writing and discussion. Peter was initially reticent about his involvement in the group sessions. He usually enjoyed listening to music however had concerns about what he would be able contribute as he had no formal music skills. In the first session, Peter initially remained quiet as the group began a musical improvisation. He had chosen the conga and after a short period of time began to play, although tentatively at first. Gradually he was drawn into an emerging rhythm which the group had created and his playing became more intense. The music therapist noted that Peter had begun to relate to another group member in his music making. In a discussion following the improvisation Peter described feelings of connecting with others and an adrenalin rush, feelings he had not felt in a long time. Over a period of six more sessions until his discharge from the clinic, Peter engaged in more successful group music making and discussion. It was apparent that music had contributed to an overall team approach and was affective in promoting increased self-esteem and feelings of well being. For more information please contact: Case Example Peter s Story Peter was thirty eight years old. He was diagnosed with depression following a persistent period of low mood, loss of sleep and fatigue, feelings of worthlessness and low self esteem. His wife and two young children were fully supportive through his illness which led to a period of hospitalization due to increased anxiety-related concerns and a psychotic episode. Music therapy was a service offered at the clinic where Peter was admitted and a referral was made by the team following an initial care plan meeting. A weekly open group session was held on the ward. The session involved a variety of musical activities including active music making, listening to music, song writing and discussion. Peter was initially reticent about his involvement in the group sessions. He usually enjoyed listening to music however had concerns about what he would be able contribute as he had no formal music skills. In the first session, Peter initially remained quiet as the group began a musical improvisation. He had chosen the conga and after a short period of time began to play, although tentatively at first. Gradually he was drawn into an emerging rhythm which the group had created and his playing became more intense. The music therapist noted that Peter had begun to relate to another group member in his music making. In a discussion following the improvisation Peter described feelings of connecting with others and an adrenalin rush, feelings he had not felt in a long time. Over a period of six more sessions until his discharge from the clinic, Peter engaged in more successful group music making and discussion. It was apparent that music had contributed to an overall team approach and was affective in promoting increased self-esteem and feelings of well being. For more information please contact:

13 Music Therapy with Older Adults Music therapy has long been considered an effective intervention for older adults, focusing particularly on cognitive, physical and social-emotional aspects of the individual s wellbeing. The use of music with older people is valuable and effectual in its ability to link with life experience and childhood memories, particularly for those suffering Alzheimer s and Dementia. Research has also proven music therapy valuable in the area of rehabilitation. This is especially so with stroke sufferers, where music used therapeutically has shown the capacity to improve mood and increase motivation which can lead to the realization of other important goals. Aims of Music Therapy with Older Adults Social awareness and interaction Reducing anxious or aggressive behaviours and wandering tendencies Increase self esteem Provide opportunities for self expression Maintenance of cognitive skills, including reality orientation and short and long term recall Maintenance of and motivation for physical functioning Alleviate feelings of depression, boredom or pain Provide opportunities for choice and control Facilitate reminiscence, life review and validation of life experiences Music therapists work closely with the multidisciplinary team to ensure that continuity of care is received and that a holistic approach is provided to the individual. Music Therapy with Older Adults Music therapy has long been considered an effective intervention for older adults, focusing particularly on cognitive, physical and social-emotional aspects of the individual s wellbeing. The use of music with older people is valuable and effectual in its ability to link with life experience and childhood memories, particularly for those suffering Alzheimer s and Dementia. Research has also proven music therapy valuable in the area of rehabilitation. This is especially so with stroke sufferers, where music used therapeutically has shown the capacity to improve mood and increase motivation which can lead to the realization of other important goals. Aims of Music Therapy with Older Adults Social awareness and interaction Reducing anxious or aggressive behaviours and wandering tendencies Increase self esteem Provide opportunities for self expression Maintenance of cognitive skills, including reality orientation and short and long term recall Maintenance of and motivation for physical functioning Alleviate feelings of depression, boredom or pain Provide opportunities for choice and control Facilitate reminiscence, life review and validation of life experiences Music therapists work closely with the multidisciplinary team to ensure that continuity of care is received and that a holistic approach is provided to the individual. Music Therapy with Older Adults Music therapy has long been considered an effective intervention for older adults, focusing particularly on cognitive, physical and social-emotional aspects of the individual s wellbeing. The use of music with older people is valuable and effectual in its ability to link with life experience and childhood memories, particularly for those suffering Alzheimer s and Dementia. Research has also proven music therapy valuable in the area of rehabilitation. This is especially so with stroke sufferers, where music used therapeutically has shown the capacity to improve mood and increase motivation which can lead to the realization of other important goals. Aims of Music Therapy with Older Adults Social awareness and interaction Reducing anxious or aggressive behaviours and wandering tendencies Increase self esteem Provide opportunities for self expression Maintenance of cognitive skills, including reality orientation and short and long term recall Maintenance of and motivation for physical functioning Alleviate feelings of depression, boredom or pain Provide opportunities for choice and control Facilitate reminiscence, life review and validation of life experiences Music therapists work closely with the multidisciplinary team to ensure that continuity of care is received and that a holistic approach is provided to the individual.

14 Case Example Lois s Story Lois, 71, suffered dementia as a result of multiple strokes. Her illness was progressive, affecting her memory, thinking, behaviour and emotions. As a result, she required full nursing care and resided in a nursing home. Lois liked to be left alone and was not interested in socializing with others at the home. She struggled with her loss of independence and at times had angry outbursts, which were directed at staff and her family. The impact of her illness was difficult for Lois s family to come to terms with, as they no longer saw the happy, carefree woman they had known and they found it increasingly difficult to relate to her. Staff at the home suggested that Lois may respond to music therapy and with permission from the family a referral was made. Lois was disinterested and asked to be left alone when the music therapist went to meet her initially. The music therapist then met with the family to ascertain Lois s previous musical interests. They told her that she liked lively music and used to love to dance. In their next meeting the music therapist initiated this type of music and again was greeted by Lois s disinterest and annoyance. After a period of silence the therapist began to hum a simple hymn. Lois listened and when the therapist has finished she asked for it again, with words this time. So, their musical relationship began. Over their next few meetings Lois started to sing and to talk as a variety of secular songs and hymns were shared. In the sessions, Lois reminisced and shared feelings and concerns about the future. The therapist suggested that she might like her husband and family to join the sessions and Lois agreed. This proved to be a spiritual experience for all involved where relationship, remembrance, acceptance and peace united and strengthened the family through shared musical experiences. For more information please contact: Case Example Lois s Story Lois, 71, suffered dementia as a result of multiple strokes. Her illness was progressive, affecting her memory, thinking, behaviour and emotions. As a result, she required full nursing care and resided in a nursing home. Lois liked to be left alone and was not interested in socializing with others at the home. She struggled with her loss of independence and at times had angry outbursts, which were directed at staff and her family. The impact of her illness was difficult for Lois s family to come to terms with, as they no longer saw the happy, carefree woman they had known and they found it increasingly difficult to relate to her. Staff at the home suggested that Lois may respond to music therapy and with permission from the family a referral was made. Lois was disinterested and asked to be left alone when the music therapist went to meet her initially. The music therapist then met with the family to ascertain Lois s previous musical interests. They told her that she liked lively music and used to love to dance. In their next meeting the music therapist initiated this type of music and again was greeted by Lois s disinterest and annoyance. After a period of silence the therapist began to hum a simple hymn. Lois listened and when the therapist has finished she asked for it again, with words this time. So, their musical relationship began. Over their next few meetings Lois started to sing and to talk as a variety of secular songs and hymns were shared. In the sessions, Lois reminisced and shared feelings and concerns about the future. The therapist suggested that she might like her husband and family to join the sessions and Lois agreed. This proved to be a spiritual experience for all involved where relationship, remembrance, acceptance and peace united and strengthened the family through shared musical experiences. For more information please contact: Case Example Lois s Story Lois, 71, suffered dementia as a result of multiple strokes. Her illness was progressive, affecting her memory, thinking, behaviour and emotions. As a result, she required full nursing care and resided in a nursing home. Lois liked to be left alone and was not interested in socializing with others at the home. She struggled with her loss of independence and at times had angry outbursts, which were directed at staff and her family. The impact of her illness was difficult for Lois s family to come to terms with, as they no longer saw the happy, carefree woman they had known and they found it increasingly difficult to relate to her. Staff at the home suggested that Lois may respond to music therapy and with permission from the family a referral was made. Lois was disinterested and asked to be left alone when the music therapist went to meet her initially. The music therapist then met with the family to ascertain Lois s previous musical interests. They told her that she liked lively music and used to love to dance. In their next meeting the music therapist initiated this type of music and again was greeted by Lois s disinterest and annoyance. After a period of silence the therapist began to hum a simple hymn. Lois listened and when the therapist has finished she asked for it again, with words this time. So, their musical relationship began. Over their next few meetings Lois started to sing and to talk as a variety of secular songs and hymns were shared. In the sessions, Lois reminisced and shared feelings and concerns about the future. The therapist suggested that she might like her husband and family to join the sessions and Lois agreed. This proved to be a spiritual experience for all involved where relationship, remembrance, acceptance and peace united and strengthened the family through shared musical experiences. For more information please contact:

15 ANNUAL SUBSCRIPTION FORM Annual membership is from 1 April to 31 March. You can become a member at any time. Surname:.. First Name Full Postal Address: Phone number: (0 ). address: Registered Music Therapist (RMTh) $ Friend $ Corporate (e.g., school, library, other) $ Student (copy of current I.D. required) $ Donation $ TOTAL: $ Membership Category: (Please tick appropriate box) Fee: Please indicate your area(s) of special interest: Special Education and Child Development Community Care for people with Special Needs General Hospitalisation Mental Health Care of the Elderly Palliative Care Rehabilitation (Justice) Rehabilitation (Injury) Other (please specify). Payment can be made by direct credit to NZSMT s bank account ANZ Please ensure your name, the word membership and category e.g. RMTh, Friend, are shown. Alternatively payment can be made by cheque, made out to NZSMT, and posted to: Music Therapy New Zealand P O Box The Terrace Wellington 6143 Note: NZSMT (New Zealand Society for Music Therapy) is the legal name of Music Therapy New Zealand.

16 All Membership: If you wish to receive the following via please indicate: MusT newsletter MThNZ notices Your contact information and special interest areas are held on a database at MThNZ. You can access or update your information at any time by ing the MThNZ Administrator at info@musictherapy.org.nz Are you willing for your information held on the MThNZ database to be accessible only to other members? RMTh Membership: If you would like your contact information (name, town/city and address) added to the public section of the MThNZ website please indicate here: Friends of Music Therapy New Zealand: Friends of Music Therapy New Zealand help to make music therapy known in the wider community. Friends receive: A copy of the annual New Zealand Journal of Music Therapy Access to MThNZ s newsletter, MusT and other music therapy news Discount at MThNZ-hosted events Access to MThNZ funding (*some conditions apply) The opportunity to nominate* and vote for elected members of Council, MThNZ s governing body. Your support of music therapy is appreciated. Further information on music therapy in New Zealand can be found at

17 PETRA PRESS phone Registration Board The MThNZ Music Therapy Registration Board was established in The Board maintains a Register of Music Therapists who are registered in New Zealand. It issues Practising Certificates to those who meet the criteria agreed with MThNZ and Registration Board. OBJECTIVES The objectives of the Registration system are to: ensure that only people who are qualified to practise are able to create and maintain a physically and emotionally safe environment for a client, adhere to the NZSMT/MThNZ Code of Ethics, and use the term New Zealand Registered Music Therapist; provide a benchmark for quality assurance as occurs with other professions; provide employers, contracting agencies, and individuals with assurance that the qualification and professionalism of music therapists meet appropriate standards; ensure that music therapists maintain their personal development and professional skills; and provide a process for grievances and complaints to be objectively evaluated and BENEFITS appropriate sanctions applied. The benefits of Registration for a qualified Music Therapist include: the ability to demonstrate to employers and potential employers that Music Therapy is a profession bound by a rigorous Code of Ethics with the appropriate body to enforce the Code; a Practising Certificate which demonstrates to employers that you have up-to-date music therapy knowledge and the skills to practice safely; a provisional registration with a pathway to full registration where appropriate; and enabling a music therapist to apply for a job where the employer insists on New Zealand Registration.

18 FEES (effective 1 September 2011) First Registration and Practising Certificate: $200 Practising Certificate renewal: $60 The appropriate fee should accompany the completed application form and signed copy of the Code of Ethics. APPLICATION FORMS Application forms are available to download from the Music Therapy New Zealand website: or by contacting Petra Press on petra.press@xtra.co.nz. Please ensure you complete the appropriate form and send with the correct fee to: The Registration Board, Music Therapy New Zealand, PO Box 10352, The Terrace, Wellington New Zealand. FURTHER INFORMATION An information sheet is also enclosed and is available on the MThNZ website. BOARD MEMBERS Members of the Registration Board are elected for a three-year term, renewable for one further term. The current Board Members are: Heather Fletcher, BA; Grad Dip MusTh; Registered Music Therapist. Tim Burns BCA, BA. Executive Director, Volunteering New Zealand. Claire Molyneux, MA MusTh (APU Cambridge). Registered Music Therapist. Any queries regarding Registration should be addressed to: Claire Molyneux (09) (after 8pm) or claire.molyneux@gmail.com

19 MUSIC THERAPY NEW ZEALAND REGISTRATION BOARD Music Therapy New Zealand Registration Board Process for registration and renewal of practising certificates Information Sheet Introduction This information sheet has been designed to provide information regarding the procedure for registration of music therapists in New Zealand. There are two parts to the registration process: 1. Registration Registration of the music therapist establishes a benchmark and confirms that the music therapist has the relevant qualifications to practise in New Zealand. A registration certificate is awarded to all successful applicants. 2. Practising certificate For all therapists currently practising, the registration certificate must be accompanied by a current practising certificate. This confirms that the music therapist is fit to practise, has maintained competence, undertaken professional development, and has no outstanding complaints lodged against them. Procedure for first registration of music therapists Applicants for registration shall show evidence of their suitability by completing the application form supplied by the Registration Board. The application shall be accompanied by the required fee and will be received by the Board by the deadline of 1 April. After considering the application, the Registration Board may: 1. approve the application unconditionally, and provide a Full Registration certificate (no expiry date) and a Practising Certificate valid for one year (Full Registration), or; 2. approve the application provisionally, and provide a Provisional Registration certificate (with an expiry date) and a Provisional Practising Certificate valid for one year with the requirement that further information be supplied within a specified time for the applicant to progress to full registration (Provisional Registration); or 3. decline the application, with reasons for the decision. Procedure for applications received ouside of the deadline of 1 April In special circumstances (e.g. newly arrived from overseas, recent graduate), music therapists may request the Board consider an application outside of the deadline of 1 April. The applicant shall apply in the usual way (application form and fee) and will provide a covering letter explaining why they are applying outside of the standard timeframe. The Board shall consider the application in the usual way and may approve or decline the application as described above. If a Practising Certificate is provided, it will be for the part of the year remaining and will have an expiry date of 31 April. No adjustment will be made to the application fee. MThNZ Registration Board Process for Registration and renewal of Practising Certificates: information sheet July 2011