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Stepsand

Measu

res

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STAGE 1

Interventio

n

Client

•

 The client does not pay attention to theguidance teacher.• He barely responds to the guidance

teacher.

GT   •  The guidance teacher tries to interact withthe client by asking questions.

• Sample questions;.How do you !eel today"

#.Have you eaten"

ing ARelation

ship

 $usti! y

 To build rapport% to create a non&threateningenvironment% to show care and concern as

well as to trigger the client to talk to her.

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STAGE 2

Intervention

Client

•  The client 'ddles with his mobile phone. Heshows disinterested with the counseling session.

G

 T

• GT tries another method to grab the client(s

attention and interest. She uses the client(s phoneas a starting point !or communication.

• GT chooses a song !rom the client(s playlists andplays the song. )instrumental song*

• +oth the client and the GT listen to the song.

mAsses

sment

,-ect

 The client cries a!ter listening to the song. GTasks some questions to the client;• hy are you crying"• How do you !eel when listening to the song"

 The GT success!ul in persuading the client to

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STAGE 3

ClientandGT

• /!ter listening to the client(s problem% theGT sets an agreement with the clientabout their goals.

• ,0amples o! questions asked by the GT;

 i. hat do you want to achieve by the endo! the session"ii. How are you going to achieve it" $usti! 

y

hy goal setting is important"•  The client and the GT know where to go

since they already have their goal to beaccomplished.

• People who use goal setting efectively

show more sel-condent, perorm better,ha ier and more satised. (Damon

Goalsetting

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STAGE 4

Intervention

Client

•

 The client starts to per!orm his own rap. Hewrites about the loss and chaos in his li!eand his !ather(s suicide.

• He also writes about his thinking to break

!ree !rom the cycle o! violence and share his!eeling o! guilt !or some o! his actions.• He also starts to improvise on musical

instrument.GT

  • GT discusses the lyrics with the client% helping

himsel! to !orm an understanding o! theconnection between these e0periences andhis current di1culties.

mnterve

ntion

,-ec

t

 The client discovers new ways o!

communicating within music.

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STAGE !

ClientandGT

•

 The session ends as the client wasleaving the school.• His mood has improved. He becomes

more optimistic about his !uture and

starts to develop a conscience aboutthe impact o! his actions on others.

Termination

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• 2sing music therapy might look easy% yet thereare many things to be considered be!ore usingmusic therapy !or children.

•  The guidance teacher3 counselor must know onhow to choose the right music that is suitablewith the clients( problems% or else thecounseling session will be a !ailure and the goalwill not be achieved.

• However% the use o! music therapy is very

"#$"%&S#$