• Journal of Music and Human Behavior
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• v.13 no.2
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• pp.17-30
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• 2016

This study aimed to examine the current state of music therapy for adults with intellectual disabilities (ID) by conducting a survey of music therapists. Completed surveys from 32 certified music therapists were included for analysis. The questionnaire was composed of 38 items that asked about the participants' background, work environment and music therapy implementation experience (including assessment, goal establishment, intervention strategy and difficulties). The results of the study showed that music therapy for adults with ID was practiced in diverse facilities. Enhancing social interaction was the most frequently set goal by music therapists, whereas facilities mostly required the music therapy services for emotional stability. Also, instrument playing was used most among music activities, and musical structure was considered most when choosing music for therapy. Among the influential institutional factors, characteristics of the facility were considered most frequently, and the level of functioning was the most considered in terms of client-related factors. To advance the effective use of music therapy interventions with adults with ID, development of music therapy assessment tools and more active communication with facility staff were also suggested when working with this population.

• Journal of Music and Human Behavior
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• v.4 no.2
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• pp.106-114
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• 2007

Many scholars, clinicians and faculties of music therapy have dealt various issues on educational and clinical curricula for training music therapists. Depending on the philosophical orientations of educational institutes, the emphasis are different. The purpose of this paper is to examine and identify the areas for competency for gaining qualification in music therapy by reviewing the definitions of music therapy from the academic and professional perspectives; discipline-based, practice-based, and intrapersonal competency. The unique characteristics of music therapy as a professional discipline should be reflected in its curriculum and training content. Educational strategies need to be formulated to strengthen intrapersonal competency. The paper also discussed the consequential gains accordant with intrapersonal competency such as personal self-help skills using musical resources and coping with burnouts.

• Journal of Music and Human Behavior
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• v.13 no.1
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• pp.19-40
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• 2016

This study provides numerical data on the status of music therapy practices in 54 hospice and palliative care settings in Korea. Two different questionnaires for music therapists and coordinators were sent to 54 coordinators via email, and 47 (87%) hospitals and centers replied by email or post. The survey period was October 30 through December 5, 2014. Music therapists were asked to respond to 65 questionnaire items regarding working conditions, environment, session process, and personal competence. Coordinators were asked to complete 28 questionnaire items regarding the status of music therapy in their perspective setting. Twenty-two (46.8%) hospitals and centers were running music therapy programs with 28 music therapists, and 19 (67.9%) of these music therapists majored in music therapy. There was a significant difference between music therapists (M= 3.43, SD = 0.96) and coordinators (M= 2.73, SD = 0.77) regarding conditions and environment of music therapy sessions (p < .05). The circumstances and conditions for music therapy are inad quate for optimal implementation of music therapy practice. However, the perceived benefits of music therapy by coordinators suggest that music therapists do play an important role in hospice and palliative care. This research provides the first quantitative baseline data of music therapy status in hospice and palliative care settings in Korea.

• Journal of Music and Human Behavior
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• v.5 no.1
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• pp.19-45
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• 2008

The purpose of this study was to offer fundamental data to manage countertransference, and to research into countertransference management ability by aspects in therapists' experiences in countertransference and their professional characters. For the paper, a survey was conducted on 62 music therapists who provided professional music therapy after finishing graduate school of music therapy through clinical practice and internship, and the result was drawn as follows. Around 84% of participants answered that they had been in trouble by countertransference in the analysis of a questionnaire regarding experience in countertransference. 48% among them first experienced countertransference during the practice in graduate school. 27% and 14% respectively answered that they experienced it within 3 years after graduation and during internship. Also, the result showed that therapists usually had difficulty with adults with mental disease, and the second most difficult clients were children with developmental disabilities. 76% of participants who had difficulty by countertransference answered that they were able to manage it to some degree, and almost all who answered thought that research into countertransference and management were necessary. About the question as to how to manage countertransference, 54% suggested self-analysis and self-therapy. 33% answered that countertransference should be treated through supervision. Finally, 13% of participants answered that it should be handled in graduate school. In this paper, which empirically examined therapists' experience in countertransference and countertransference management ability had meaning in providing essential basic data for music therapists to apply and manage countertransference for therapists themselves, as well as for clients.

• Journal of Music and Human Behavior
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• v.18 no.1
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• pp.63-77
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• 2021

Given that music is not part of the national/regular curriculum and how music therapy is a new endeavor in the United Arab Emirates (UAE), this study aimed to investigate parents' perceptions of the music therapy given to their children with disabilities in the UAE. A survey was administered to 33 parents of children with disabilities living in Sharjah, UAE. The survey consisted of 43 questions related to characteristics of the music therapy sessions that the participants' children received and the parents' satisfaction with their children's music therapy. The results showed that participants reported a high level of satisfaction with the music therapy provided to their children. In terms of their participation in music therapy sessions, 33.3% of parents co-participated in music therapy sessions with their children, and 45.5% of parents observed their children's sessions. Parents who had direct participation in music therapy sessions were significantly more satisfied with their children's music therapy (p < .05) and perceived greater positive changes in their children as a result of the therapy (p < .05). Parents perceived their children as being able to positively respond to music, leading to positive changes in behavior. Despite these benefits, participants also reported the need for formal opportunities for family members to learn about the applications and outcomes of music therapy. The findings of this study supports the implementation of music therapy throughout the UAE and point to the need for future studies as music therapy expands across the country.

• Journal of Music and Human Behavior
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• v.7 no.2
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• pp.47-63
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• 2010

The purpose of this study was to evaluate the perception of current music therapy curriculum perceived by music therapy graduate students who are currently enrolled in the program. A total of 100 students responded. The subject 'music therapy techniques'(23.2%) was identified as highly regarded topic as important subject matter. Respondents showed different levels of skills and confidence according to their previous major areas; music vs. non-music major. Regarding the clinical practicum, students in the higher level practicum showed higher competence; however the level of competence was decreased as they entered the internship. Also 'Counseling and psychology related subjects' was the most preferred subject (19.7%) and 'professionalism as a music therapist' was the most significant factor indicated by the respondents(51.8%). Overall, general information and perception regarding music therapy curriculum was described, and the results implies the importance and needs of future music therapy curriculum development.

• Journal of the Korea Convergence Society
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• v.12 no.2
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• pp.77-85
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• 2021

The purpose of this study was to convergently investigate the perception of home-visiting music therapy services. For this, a survey was conducted on 74 persons divided into two groups, which are pre-service music therapists attending the graduate schools of music therapy and professional music therapists with certifications. As a result, first, the awareness of home-visiting music therapy service was lower than that of preexisting home-visiting services, but the necessity and expected effect were similar to them. Second, in the operational plans, there was shown a higher ratio of 40-minute services twice a week held by governmental or public organizations. Third, there were significant differences in subitems of trends and expected effects of the home-visiting music therapy service according to whether or not to hold a certification and to have experiences in providing the services. This study could be expected to provide basic data for the home-visiting music therapy being utilized as a field of music therapy. Based on the study, the establishment of practical service strategy could be suggested.

• Proceedings of the Korean Society of Computer Information Conference
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• 2014.07a
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• pp.15-16
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• 2014

본 논문은 음악 치료 전문가들로부터 수집한 음악 치료 프로그램에 관한 지식과 규칙을 수집하여 구성된 전문가 시스템을 도입하여 자동으로 우울증 환자를 위한 추천 음악 치료 시스템을 설계하는 것을 목표로 한다. 제안한 시스템은 음악 치료 전문가들로부터 수집한 수많은 음악 치료 프로그램 중 뇌파 측정을 통해 환자에게 가장 효과적인 치료 프로그램을 선별하고 환자에게 제공하여 치료 효과를 극대화하는 것을 목표로 한다. 제안 시스템은 우울증 환자들의 치료를 위해 뇌파 측정을 입력 받아 분석하여 환자의 증상을 완화하고 치료 효과가 가장 좋은 음악 치료 프로그램을 선별하기 위해 인공 지능 기술들인 전문가 시스템(Expert System) 기법에 기반 한 음악 치료 시스템을 설계하고 제안한다.

• Journal of Music and Human Behavior
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• v.12 no.2
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• pp.61-77
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• 2015

The purpose of this study was to investigate music therapists'use and perception of computer-based music technology. Questionnaires were distributed either electronically or in-person to 367 music therapists with credentials. Of the 367 initially distributed questionnaires, 101 were returned and 61 were analyzed after excluding 40 incomplete responses. The survey was comprised of two sections: the use of music technology and perceived importance of music technology in music therapy practice. The results showed that 65.6% of the respondents had used music technology in their clinical practice. The most frequently used type of music technology was Finale, followed by Garage band, and Cubase. With regard to the areas where music technology was used, it was implemented primarily for adolescents for musical or emotional goals, and was applied most frequently as a musical resource. In addition, most respondents showed a positive attitude toward music technology and added that they would need to be trained to use music technology for their clinical practice. These results provide practical information on how music therapists use and perceive computer-based music technology, and its implication for music therapy clinical practice.

• Journal of Music and Human Behavior
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• v.20 no.1
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• pp.99-115
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• 2023

Given the ongoing discussion regarding remote music therapy following the COVID-19 pandemic and the pivotal role of parental involvement in it, this study investigated parents' perceptions on their roles in a synchronous videoconferencing music therapy for their children with developmental disabilities. A total of 32 participants participated in an online survey comprising 68 questions. Descriptive statistics summarized the collected responses, and Pearson's correlation was conducted to examine the relationship between perceived parental roles, psychological burden, and willingness to participate in future remote music therapy. The findings showed that parents of children with developmental disabilities acknowledged the benefits of tele-music therapy and possessed substantial information about its implementation. Furthermore, they reported their roles of providing physical, participatory, and mediating support. As parents exhibited greater satisfaction with their role in supporting their children's participation or managing their off-task behaviors, they perceived reduced psychological burden. These findings hold significant implications for expansion of tele-music therapy strategies to address the unique needs of children with developmental disabilities and support their parents as immediate mediators for their children.