[Kristen Carter]

@Elizabeth – You can do it! My first thoughts about moving to this area and being given the task to start seeing how/where/etc. to provide services in a rather small, low to middle income area were honestly, rather negative. But now, I understand more about the burden of families having to travel far and wide to receive services. Perhaps you may be able to find ways to provide opportunities not only to establish some early childhood offerings, but then able to bring SUNY Fred students to enrich your offerings too! I do remember thinking when I was applying/auditioning at Fredonia that there weren’t too many places to do unique Practicum experiences – but I’m glad to hear that the students are being creative and constantly advocating for Music Therapy through their practicum experiences. I think the only way from here is up for you and your Music Therapy practice! ????

[Kristen Carter]

I am still in the process of identifying the needs in my current community since I just relocated to the area a few months ago, but I can say I have learned so much already about HOW to identify those needs. I’ve connected with other Music Therapists (who primarily work with Geriatrics and Hospice), other Special Education teachers, many people in art organizations, and many outliers who work in finance or insurance that have wonderful ideas to share about how more Music Therapy can be utilized more in our community. To pin-point one need, there is a huge childcare crisis in this community due to lack of affordable and efficient childcare centers. I’ve begun early stages of connecting with new childcare agencies that may be interested in collaborating creatively to provide services! </p>
<p>But, I cannot stress enough how important it is to get out in the community. At least from my Music Therapy education background, the importance of networking and connecting within a community was not nearly stressed enough. I’m finding that it’s the best way to not only meet people who may be able to steer you in the right way, but also finding people are willing to support your efforts (especially financially!). In the past six months, I’ve connected with MANY people who now understand what Music Therapy does and are telling people about it! It’s going to be a long road, but very excited about what comes about!

[Kristen Carter]

Most of the “big” values have been mentioned already – including highly trained, passion, fun, individualized experiences, etc. – but one that I strongly believe in is our abilities to problem solve/troubleshoot creatively, no matter the clientele. We are trained to be constantly “in the moment” and are able to navigate any challenges that may come our way to ensure client/parent/etc. success – usually in a creative way! I’m sure I’m not the only one here who has strategically planned for groups that have not gone nearly to plan! I love the idea, even with the session planning (which I’m looking forward to future modules on!) about the open source model. I also like to plan sessions by intentions or types of musical experiences (movement, singing, bonding, etc.) and let the songs organically happen.

There’s so much value in what we do – and it’s always a nice feeling to reflect on what exactly that we do!

[Kristen Carter]

@Elizabeth Yes- variety of types of music experiences, especially for kiddos is so important! I was recently reading an article that focused on the contour and variety of Music Therapy sessions for Adolescents in relation to Emotion Regulation. So fascinating!!

@Emma – I absolutely agree with you in regards to the regulated documentation. I’m curious about how this section has influenced/changed your ideas about how we can better capture in clinical documentation the progression (or decline) of these stages?

[Kristen Carter]

These music components are integral to my music therapy work, most importantly because of how intertwined each of these components are. I did have some difficulty on the other exercise breaking down each component, especially singing and listening because of this. When working with geriatrics – especially individuals with Alzheimer’s/Dementia, I play close attention to how I’m structuring the musical experience and layering each component to create a tactile, sensory experience, especially for those with more progressed Alzheimer’s/Dementia. I realize now that I’m weaving through awareness, trust, independence… etc., stages through layering between simple strumming/finger picking (and looking for patient to attend to), adding humming, more complex accompaniment pattern, gradually adding lyrics, and maybe prompting patient to hum/sing/move, etc. I think a lot of this information and thought process on observing our clients/patients progress through music interaction relates back to the Psychology of Music course that truly broke down timbre/pitch/loudness/rhythm, etc. All of these ideas and how they work in our practice is, in my mind, one of the biggest parts of what differentiates our profession from many others – because we know how to manipulate each of these concepts to achieve client/patient success! 🙂

[Kristen Carter]

Singing: Awareness- will begin to discriminate low and high pitches by responding vocally; trust- will begin to imitate pitch and approximate; independence – will match low and high pitches more consistently with babbles; control – will begin to attend to and imitate larger melodic ideas; responsibility – will begin attending to both melody and structure simultaneously to begin singing songs independently

Playing: Awareness- will begin to attend to when an instrument is activated, or not; trust – will begin to explore instrument sounds with hand/mouth/lips/tongue and try to mimic presented sounds; independence – will explore more instruments by using other tools (or instruments) to create sound; control – will begin to imitate structure and loudness of other instruments when presented; responsibility – will be able to maintain a steady rhythm by listening and matching to other instruments

Moving: Awareness – will be observed to move body when music in played; trust- will begin to move entire body with intention in response to music; independence – will begin to isolate simple movements (tapping lap, stomping feet); control – will begin to mirror movements and match rhythmic pulse; responsibility – will begin to combine movements to create repetitive sequences

Listening: Awareness – will begin to attend when music is present; trust – will begin to attending to music when familiar melodies are present; independence – will express interest in where music is coming from/being played; control – when attending to preferred music, will stop and engage in actively listening; responsibility – will begin to identify others’ emotions when listening to music

[Kristen Carter]

@Melissa – What a beautiful story! I’m sure it’s been such a treat to begin fostering those musical experiences with your daughter. I’m curious what songs specifically she’s starting to sing with, besides the lullabies!

@Jessica – Isn’t it the worst to have to end the music making, when you know they’re going to be upset?! I’m sure his parents truly identified the needs you were supporting throughout his hospital stay, and perhaps used music as a tool in the transition home! Did you ever get to do any group music making with his parents and/or siblings, other family, etc?

[Kristen Carter]

Thank you for the music – literally! Not only for breaking them down into categories, but for giving my kiddo repertoire a good shake-up! As for the one child I’m working with, I have primarily been taking a “preferred-music” and improvisational approach with him. We’ve had good success so far, but I’m curious if by implementing some of these, especially “Are you ready for Music” will foster a new experience for him. So, I think that one will most definitely be used! I already primarily focus on just using my voice throughout the visit with some guitar for sensory processing purposes… but now that I’m thinking about it, I don’t nearly use as much body or rhythmic percussion to accompany singing – unless he’s being prompted to play. Let’s try that too!

I’m also curious to see if a slower “Hello/Good Morning” song will also foster a difference experience – by using Good Morning to You. I’ve been using one that I wrote in college, but due to the time of the session and the typical sleepy state of my client, an even slower beginning may elicit more sustained attention throughout the visit and other benefits. I’m definitely excited to implement this week!!

[Kristen Carter]

@Destiny – such a great idea with the Disney songs! During my internship I learned some traditional hymns in Spanish that definitely came in handy! What a beautiful learning and musical sharing experience. I also had a Pediatric Patient request “Let it Go”, but in German. Thankfully Youtube helped in the moment! 😉

@Melissa – I totally forgot to mention the Somali population in MN. I haven’t encountered any in my practice, but definitely have that knowledge on the radar in case I ever do!

[Kristen Carter]

I have spent the past five years in Cleveland, Ohio and completed my internship at (the only) completely public hospital in the area. After my first day on the units in the main hospital, I quickly learned repertoire would be the most difficult challenge! Cleveland has become such a diverse city that doesn’t always have the greatest reputation, but I was really excited to dive in the repertoire to provide the best patient-centered care. Most of my days were spent digging into Motown, R&B, Rap and Gospel. Similar to Destiny, I met a few spanish-speaking patients who thoroughly enjoyed contemporary christian music – which allowed me the opportunity to start learning both contemporary and traditional hymns in Spanish. We also came across many patients from incredibly small cultures that it would become difficult to find a translator to assist. However – one memorable moment was when we used our iPad to find his culture’s music on Youtube and he kept repeating the word “Jesus” over and over again and pointing upwards. The small act of taking the time to find “his” preferred music meant the absolute most to him and his wife.

Additionally, during my internship I also learned that with many Amish communities and other similar belief organizations, do not believe in either females performing music, and/or listening to music performed with instruments. I learned the lesson that it’s really important to ask before doing! 🙂

Currently, I live in Mankato, Minnesota that does not serve a very diverse population – but I’m incredibly thankful for having the background of cultural music and being able to implement it when needed!

[Kristen Carter]

One of the children I currently work with is spread between the Trust and Independence stages, due to his medically complex situation and developmental delays. He has been receiving Music Therapy for over two years now – and I am the third Music Therapist to work with him, which has its hazards in of itself. However, in the short amount I’ve known him, his motor skills – including fine and gross – have improved significantly and have become more intentional. He will roll around the floor independently, which was a previous goal that both previous Music Therapists were working on. This is why I would say his motor and physical skills are on the cusp of becoming independent. However, his communication, social and emotional skills are still developing. Also, since I began working with him, he is now tolerating a speaking valve for his trach, which is allowing him to explore his voice and actually hear himself vocalize – which is exiting! There are many goals to work on, including eventual speech development, self-regulation, and his developing motor skills.

[Kristen Carter]

@jennie I’m glad I wasn’t the only one who felt a little silly! But I also am a Visual/kinesthetic learner, so this will work for now until I get more involved with early childhood!

@melissa Thank you for bringing up bonding! This wasn’t a huge topic in this week’s material since it was more focused on the individual, but I am hoping to learn more tips and tricks from future weeks and other feedback because you’re right – it’s one of the biggest requested need in any kind of setting where a mother/father and infant are present.

[Kristen Carter]

@melissa – I feel the same way about keeping things “fresh” by tapping into not only my “young at heart” self, but also my “grown-up/professional” self and the corresponding music! I’m lucky to have somewhat of a balanced caseload between my hospice patients and 1:1 with kiddos in their homes. Unfortunately not every therapist has this flexibility, but I do think it plays a huge role in preventing early burnout or compassion fatigue.

[Kristen Carter]

I think this week’s material truly showcased not only the need for early childhood Music Therapy groups, but also the need to have this background for any individuals/groups you may serve. Although this week’s material was more based upon typically developing – it always amazes me how many similarities there can between working with adults diagnosed with Alzheimers/Dementia and individuals on the Autism Spectrum. I’m starting to find ways of transferring this material, which is exciting! This knowledge base is also very important when delivering patient/family-focused care. I’m looking forward to being even more aware while observing the kiddos and families I serve and an all around more confident Therapist!

[Kristen Carter]

I’m so happy to now have a source that clearly organizes and condenses developmental milestones for each age range. As Elizabeth mentioned in the book and video, very few resources out there combine each of the goal areas, but also align with many of the developmental theorists. Even when studying for my board-exam, my child development course did not do as an effective job. Review is always good!!

As far as my early childhood work, I’m currently only working with one child right now. However, I’m able to really utilize my client and this source to check-in as far as where my client is on each of the goal areas and in which developmental categories – due to their disability, they are not in the same for each functioning area. I also don’t have children and do not have significant experience with 0-18 months in a clinical setting, so I did find myself focused more on these areas compared to 18-60. I’m also eager to learn more about how these relate to musical development!

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