Resources & references

A music therapy group program was provided in a day program for adolescents with eating disorders. They came to group sessions once per week after lunch for one school term. Group members helped choose the content for the sessions which mainly involved music-based games. Working with young people to design session content may help build a positive relationship and music games may be useful for reducing distress.

As community spaces for LGBTQ+ individuals continue to expand and evolve, a variety of music and art-based programs have begun to develop. This article seeks to present a therapy program developped by an art therapist and a music therapist, targeted towards transgender, nonbinary, gender creative, and questioning youth, age 10-14, who are seeking support in navigating their gender identity and the challenges of identifying outside of the “norm” of cisgender. At a crossroads between traditional clinical mental health services and community-based approaches, it addresses the intentionality behind “queering” this program development as well as a spectrum of challenges and opportunities faced in piloting the program.

Many young people experience social isolation during times of mental illness which can impact lifelong health outcomes. Supporting recovery involves addressing the social dimensions of mental health and promoting capacity for community engagement. A practice-based study was designed to explore how a pilot group music therapy project could support young people to bridge from mental health services into everyday community engagement. Results show that young people’s experienced of the group as a safe space that supported processes of coming together and constructing the social identity. The concept of scaffolding is offered as a useful way of considering how support may be structured.

The purpose of this study was to evaluate the impact of the program DRUMBEAT (Discovering Relationships Using Music, Beliefs, Emotions, Attitudes and Thoughts), a ten-week school-based intervention. Linear mixed model analyses showed there were significant improvements in students’ self-esteem, and internalising and externalising behaviours, as reported by students and teachers. Drumming has the potential to draw young people into an educative environment where rhythm, collaboration and discussion can enhance understanding of intra- and interpersonal processes.

Ryan Judd, a board-certified music therapist, explains why hello songs are used in music therapy sessions. He also provides an example of a hello song and demonstrates how it can be adapted for both children and teenagers.

This paper describes a qualitative study that explores possible therapeutic benefits from the implementation of a music therapy drumming circle with at-risk youth in an alternative high school. The results could contribute to the development of this model for music therapists by 1) contributing to our understanding of how this process can work; 2) informing our understanding of therapeutic benefits and potential; 3) informing practice within school settings by music therapists.

This study explored the efficacy of group music therapy sessions for teenagers and adults receiving in-patient eating disorder treatment. The results determined that music therapy was effective in reducing negative affect, improving emotional expression, supporting social connection, and helping patients on their recovery journey.

This study investigated how a drumming experience influences students’ aggression and narrative experience as related to school violence. Participants were 15- to 16-year-old students from two classes in a men’s high school in a Southeastern city in Korea. The qualitative data indicated that group drumming may enhance self-esteem, assertiveness, emotional expression, anger management skills, cooperation, feelings of unity, empathy, and active listening skills.

This article provides general information on how music therapy can support individuals with various mental health needs. It explains what music therapy is, who can benefit, how it can support adults and teens, and music therapy experiences that are beneficial in offering emotional support.

This chapter describes the use of music technology as part of music therapy sessions at the Perkins School for the Blind. Diverse music therapy technology tools and their clinical use are described: voice output communication aids and switches, soundbeam device,  and music production softwares.