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Structured and Spontaneous Lyric Analysis: Facilitating Effectively While Managing “Clinical Realities ”. Kevin Hahn, MT-BC Supervising Rehabilitation Therapist Supervising Music Therapist Atascadero State Hospital. Session Intro. Welcome. Session Format. - PowerPoint PPT Presentation
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Structured and Spontaneous Lyric Analysis:Facilitating Effectively While Managing “Clinical Realities”
Kevin Hahn, MT-BCSupervising Rehabilitation Therapist
Supervising Music TherapistAtascadero State Hospital
2
Session IntroWelcome
3
Session Format•Experiential and didactic workshop to:
▫Identify, define, and consider applications of “structured” and “spontaneous” lyric analysis experiences
▫Provide tools to entry-level MTs to refine lyric analysis technique
▫Practice and discuss strategies for handling challenging moments that require MT to be spontaneous
4
Relation to Scope of Practice
•CBMT Scope of Practice (2010)II-A-1. Develop a therapeutic relationship
II-A-5-e. Employ active listeningII-A-5-g. Use creativity and flexibility in meeting client’s changing needs
5
Relation to Scope of Practice
•CBMT Scope of Practice (2010)II-A-5-l. Mediate problems among clients within the session
II-A-5-s. Apply receptive methodsII-A-5-z. Empathize with client’s music experience
6
Relation to Scope of Practice
•CBMT Scope of Practice (2010)
II-A-5-aa. Observe client reactions
III-B-1. Identify information that is relevant to client’s treatment process
7
Relation to Scope of Practice
•CBMT Scope of Practice (2010)III-B-2. Differentiate between empirical information and therapist’s interpretation
III-B-3. Acknowledge therapist’s bias and limitations in interpreting information
8
What Brings You Here?•I’d like to get to know you▫Who are you?▫What do you hope to gain from this group?(I’ll answer, too)
9
What Brings Me Here?•I am here as the result of my:
▫Clinical experienceWork with ‘difficult’ populationsInternship supervisor observations
▫Interest in quality of practice issuesPersonal reflections on methodologyDesire to understand approaches and processes in lyric analysis
10
What Brings Me Here?•I am here as the result of my:▫Interests in research
▫Desire to connect with Western RegionHi
11
A Disclaimer•This is not the outcome of a legacy of good scientific research
▫(As if lyric analysis isn’t hard enough to study already…)
•This is however an attempt to “understand” from the viewpoint of a working clinician
12
A Disclaimer (Continued)
•These are essentially my opinions as supported by clinical evidence:▫Observations of trends (practice-based evidence)
▫Critical thinking about music therapy practice
13
A Disclaimer (Continued)
•My ideas are fallible:▫Would love to design the research for you to test
▫But seriously: Only way to achieving EBP in music therapy is throughcollaboration and communication
14Contextualizing Lyric Analysis
What’s the big picture?
15
Music Therapy Methods•Bruscia’s four methods▫Improvisation▫Re-creation▫Composition (creation)▫Receptive Experiences
Gardstrom, S. C., & Hiller, J. (2010). Song discussion as music psychotherapy. Music Therapy Perspectives, 28(2), 147-156.
16
Receptive Methods
•MT uses live or recorded music
•Client listens and responds to music in some capacity
Gardstrom, S. C., & Hiller, J. (2010). Song discussion as music psychotherapy. Music Therapy Perspectives, 28(2), 147-156.
17
What’s in a Name?•Several intervention names ▫Lyric analysis▫Song discussion*▫Music communication▫Unconscious song recall▫Song Choice
Gardstrom, S. C., & Hiller, J. (2010). Song discussion as music psychotherapy. Music Therapy Perspectives, 28(2), 147-156.
18
What’s in a Name?•Several intervention names ▫Song lyric discussion* ▫Song sharing▫Music discussion▫Song analysis▫Song reminiscence
Grocke, D., & Wigram, T. (2007). Receptive methods in music therapy. Philadelphia, PA: Jessica Kingsley Publishers.
19
“Lyric Analysis” and
“Song Discussion” are
the most commonly
used names in current
MT literature
20
Receptive Methods in MT
External Process
Lyric Analysis/Song Discussion
Drawing to music
Internal Process
Imaging Relaxation
Gardstrom, S. C., & Hiller, J. (2010). Song discussion as music psychotherapy. Music Therapy Perspectives, 28(2), 147-156.
Adapted from:
Hierarchy of Receptive Exp.
(Example Interventions)
21
Lyric Analysis/
Song Discussion
Music Communicatio
n
Unconscious Song Recall
Song Sharing
Song Analysis
Song Reminiscence
Song Choice
But… Huh?
(Example of Types of Lyric Analysis Interventions)
22
Although we have
several intervention
names that fall under
lyric analysis, their
differences may seem
relatively subtle
23
Lyric Analysis/
Song Discussion
Music Communicatio
n
Unconscious Song Recall
Song Sharing
Song Analysis
Song Reminiscence
Song Choice
Now Even More Complicated
Client picks music to express something
Both based on “here and now”
(Can clients analyzefree of external influences?)
Clients reflecting on
past experiences to some degree
24
(Only?) One Common Thread
•Three stages of the process:
▫Music is chosen
▫Music is heard or performed
▫Music is discussedGrocke, D., & Wigram, T. (2007). Receptive methods in music
therapy. Philadelphia, PA: Jessica Kingsley Publishers.
25
Rather than investigate
these subtle differences,
what if we considered
how we approach the
lyric analysis
experience?
26
Receptive Methods in MT
External Process
Lyric Analysis/Song Discussion
Drawing to music
Internal Process
Imaging Relaxation
27
Main Differences in Approach
Structured Spontaneous•Pre-planned approach•Example indicators:
▫Prepared questions or prompts
▫Therapist selecting music
▫Client selecting music before session
▫More time to prepare supplementary materials
•Responsive approach
•Example indicators:▫Questions prepared
on spot▫Therapist responds to
‘live’ choices by clients
▫Less time (or none) to prepare supplementary materials
▫Possibly less formal structure
28
Receptive Methods in MT
External Process
Lyric Analysis/Song Discussion
Drawing to music
Internal Process
Imaging Relaxation
29
Receptive Methods in MT
External Process
Lyric Analysis/Song Discussion
Structured Approach
Spontaneous Approach
Drawing to music
Internal Process
Imaging Relaxation
30Defining Lyric Analysis
(Can we?)
31
An Attempt to Understand
•How can music therapists facilitate lyric analysis (LA) both effectively and ethically?
•What are the components and mechanisms involved in LA?
32
Steps Toward Defining LA•Understanding ethical boundaries and considerations
•Using the “Five W’s” to formulate as inclusive a definitionas possible
33
Integrity and Fidelity•How music therapists strive to facilitate as ethically as possible: ▫AMTA Code of Ethics▫HIPAA▫Group agreements as safeguard▫Professional boundaries and supervision
34
Group Agreements (ideas)
•Confidentiality▫How will it be implemented?▫When will it not? How/why?
•Respect and individual needs▫How to handle various preferences?
▫Encourage clients to participate?
35
Where do we facilitate LA?
•Context affects preparation ▫Group therapyClosed groups Open groups
▫Individual therapy
36
Who facilitates LA?•Music therapists▫Board-certified, licensed, etc.▫Supervised students
•Who else can facilitate LA? •Thoughts and concerns about other professionals and individuals facilitating LA?
37
What positive outcomes could occur through LA?
•Improved self-awareness•Emotional release and growth•Positive peer relationships•Personal insight and fulfillment
Gardstrom, S. C., & Hiller, J. (2010). Song discussion as music psychotherapy. Music Therapy Perspectives, 28(2), 147-156.
38
Why does LA work for clients?•Lyric analysis as
a wheel▫A vehicle that we help establish for our clients so they can make progress in treatment
39
Why does LA work for clients?
•Theoretical framework of ‘ideals’•An effective LA experience…▫Seeks or maintains safety▫Inspires hope ▫Sets the stage for success or growth
•…allowing the client to move forward in treatment
40
Client Progress
Seek/Maintain
Safety
Inspire HopeSet Stage for Success
41
What affects LA experiences?
•What external and internal variables could affect a client’s experience in lyric analysis?▫Values? Hopes? Biases? Goals? ▫Experiences? Thoughts? Feelings?▫Family? Vocation? Education? ▫Music Preference? Taste? Dislikes?
42
What affects LA experiences?
•“Psychological Processes”▫Identification▫Empathy▫Projection
Gardstrom, S. C., & Hiller, J. (2010). Song discussion as music psychotherapy. Music Therapy Perspectives, 28(2), 147-156.
43
What affects LA experiences?
•Intentionally selected components of our intervention:▫Music components▫Therapy components▫Music therapy components
44
What affects LA experiences?
•Intentionally selected components of our intervention:▫Music components include…Rhythm and meterMelody and harmonyTimbre and qualityGenre and form
45
What affects LA experiences?
•Intentionally selected components of our intervention:▫Therapy components include…Active listening and counseling skillsCritical thinking and respondingAwareness of therapist biases, limitations, transference issues, etc.
46
What affects LA experiences?
•Intentionally selected components of our intervention:▫Music therapy components include…Design of LA experience / session planBlend of music/lyrics to elicit specific intended outcomes
Presence and presentation of materialsProfessional boundaries
47
Although we may
intentionally plan
individual components of LA,
in the MT experience
these components appear to
work in conjunction
48
Components of a LA Experience
Desired Therapeutic Outcomes
Music Therap
y
Music
Therapy
If only it were so easy…
49
Components of a LA Experience
Music Therapy
Music
Therapy
We may set up the individual components…
But when the session starts, these work in conjunction with one another…
50
Client Progress
Seek/Maintain
Safety
Inspire HopeSet Stage for Success
Music Therapy
Music
Therapy
51
How can we guide clients in LA?
•Common themes in how we can help move clients forward
•“Tools” for lyric analysis ▫“Rock the High Cs!” themeSeven “Considerations”Acknowledgement
52
Tools for Staying On-Task in LA
•“Seven Cs and an A”▫Context▫Congruence▫Contrast▫Conversation▫Censorship▫Confrontation▫Closure▫Acknowledgement
53
How we use our “tools” for LA
will depend on which
component of the session we
are tweaking
as well as the LA approach
being utilized in the moment
54
Definitions and Examples•Context: Awareness of variables related to current situation▫Music: History of song▫Therapy: Client’s background, life experiences, progress in therapy
▫Music Therapy: Selecting intervention to match group needsHelpful websites:
55
Websites for researching
songs:
www.songfacts.comwww.songmeanings.net
www.snopes.comwww.wikipedia.org
56
Definitions and Examples•Congruence: Alignment (or nonalignment) of various parts of a greater whole▫Music: Sound differs from title or words▫Therapy: Client behavior does not match affect; affect does not reflect thoughts
▫Music Therapy: Music selection does not match what client states Audio Example:
57
“Wonderful” - Everclear(Na na na na na na na)
Please don't tell me everything is wonderful now
I go to school and I run and playI tell the kids that it's all okayI like to laugh so my friends won't knowWhen the bell rings I just don't wanna go home
Go to my room and I close my eyesI make believe that I have a new lifeI don't believe you when you sayEverything will be wonderful someday
YouTube Link
58
“Wonderful” - Everclear
Promises mean everything when you're littleAnd the world is so bigI just don't understand howYou can smile with all those tears in your eyesWhen you tell me everything is wonderful now
(Na na na na na na na)
I don't wanna hear you tell me everything is wonderful now
59
Definitions and Examples•Contrast: Differentiation between two or more entities▫Music: Different sections of songs▫Therapy: Emotions associated with different behaviors
▫Music Therapy: Feeling/descriptive words to identify differences in songsAudio examples:
60
“Landslide” Two Ways(Instrumental Solo)Well, I've been afraid of changin'Cause I've built my life around youBut time makes bolderChildren get olderAnd I'm getting older tooWell, I'm getting older tooSo take this love and take it downYeah, and if you climb a mountain and you turn aroundAnd if you see my reflection in the snow-covered hillsWell, the landslide brought it downAnd if you see my reflection in the snow-covered hillsWell maybe...
YouTube Link - Dixie Chicks
YouTube Link - Stevie Nicks
61
Definitions and Examples•Conversation: Flow of therapy experience that is comfortable and inclusive of client input▫Presence and openness to experience
▫Connecting client comments▫Setting the stage for clients to take the lead in their treatment
62
Definitions and Examples•Censorship: Intentional suppression of ‘undesirable’ or ‘objectionable’ content▫Know your facility/business policies▫Know personal limits/boundaries▫Your clients know the real words ▫‘Radio edits’ are not always enoughAudio Example:
63
Rihanna – “S and M”Feels so good being badThere’s no way I’m turning backNow the pain is my pleasure cause nothing could measure
Love is great, love is fineOutta box, outta lineThe affliction of the feeling leaves me wanting more
Chorus
Cause I may be bad, but I’m perfectly good at itSex in the air, I don’t care, I love the smell of itSticks and stones may break my bonesBut chains and whips excite me (x2)
YouTube Link
64
Definitions and Examples•Confrontation: Clashing of ideals; “to face in challenge”▫Could be censorship in experience▫Raising awareness of incongruence
▫Occurs in further stage of treatment
▫How well do you know this client?
65
Definitions and Examples•Closure: Sense of finality when terminating session or experience▫Summarize what happened▫Tie ‘themes’ together across clients
▫Don’t leave your clients “hanging”
66
Definitions and Examples•Acknowledgement: Therapeutic reinforcement of positive gains in treatment▫Validates client experience▫Could be represented with music▫What are you acknowledging?▫Specificity and recency are key
67
Tools for Staying On-Task in LA
•“Seven Cs and an A”▫Context▫Congruence▫Contrast▫Conversation▫Censorship▫Confrontation▫Closure▫Acknowledgement
68
Client Progress
Seek/Maintain
Safety
Inspire HopeSet Stage for Success
Music Therapy
Music
Therapy
Congruence
Context
69Structured Lyric Analysis
Preparation and Practice
70
Recommended Readings for
structuring LA experiences:
Gardstrom and Hiller (2010) MTP
Grocke and Wigram (2007)
71
Group Role Play•Song will be presented•Group will discuss elements of the song as well as possible questions they could prepare for a structured lyric analysis
72
73
Additional Group Processing•What are the salient music elements?•What are the salient text features?•What goals or outcomes could be measured using this song?
•What themes are present in the song?•What populations are indicated or contraindicated?
74
Spontaneous
Lyric Analysis
Preparation and Practice
75
A Few Caveats•(Especially for students, but good reminders for ourselves as well)▫Unstructured LA ≠ unplanned LA
Based on your facility/group structure; therapist still selects guiding themes, etc.
“Primum non nocere.” Music therapists should “do no harm.”
76
A guiding principle for
facilitating Spontaneous LA
experiences:
“Think critically,
Act clinically.”
77
Practicing Spontaneous LA•Exposure to many types of music and the normative culture▫Example: Hip-hop culture and musical “references”
•(Continue to) educate yourself about context of selected songs
78
Group Role Play•Group will listen to song and discuss possible questions and responses
•Facilitator will give feedback and provide possible client responses
79
“Smiling Faces Sometimes”Undisputed Truth
YouTube Link
80
Small Group Role Play•Split into small groups•One person will be the therapist•One person will be the main client
•Others will be observers•Listen to and discuss song as it relates to theme of “life changes”
83
Even during
structured LA experiences,
we may encounter times
that require us to be
spontaneous and flexible
84
Some “What if…?” Moments•Song is only loosely tied to song title•Title is only part that reflects theme•Person is hogging the conversation•Off-task behaviors•Uncomfortable response to music•Strong religious associations/group with differing religious affiliations
85
Some “What if…?” Moments•Song is perceived to enable behavior
•Content is more offensive than you originally expected
•Substance abuse theme•You don’t know what to say or do
86
Handling “What if…?” Times•Remember to be ethical (“Think critically, act clinically”)
•Know your boundaries•Seek supervision•Be genuine
87
Also- Don’t Forget Your LA Tools!
•“Seven Cs and an A”▫Context▫Congruence▫Contrast▫Conversation▫Censorship▫Confrontation▫Closure▫Acknowledgement
88
Role Play: Saying No•Setting boundaries with a client can be difficult or uncomfortable
•“Client” will ask therapist to play an ‘inappropriate’ song
•“Therapist” will respond by respectfully declining to do so
89
“Unexpected” Observations•“Music video as literal meaning” phenomenon
•In your own experience facilitating spontaneous lyric analysis, what are other issues or “unexpected” observations you have encountered?
90
Client Progress
Seek/Maintain Safety
Inspire HopeSet Stage for Success
Music Therap
y
Music
Therapy
Congruence
Context
91
Questions?
92
Thank You-Kevin Hahn