Meet Ms. Alyssa

 Hello, my name is Alyssa Taylor and I attend William Carey University in Hattiesburg Mississippi. During my time at William Carey I worked with a variety of populations, but the populations that I connected with the most were adults and adolescents. Working with these populations in a college setting helped me figure out which direction to go in when choosing an internship site. 

For this reason, Therabeat stood out to me the most because of the wide variety of populations they serve.  Having the opportunity to be an intern at Therabeat inc is a dream come true. I can remember my sophomore year of college stumbling across Therabeat’s Instagram page and just falling in love with the sweet kiddos and the passion the therapists have for music therapy. I wish I had words to describe how special In Harmony is as a whole. All of the therapists have been so welcoming to me these last two weeks and I have loved getting to observe all of the different therapies in action. I have also enjoyed the opportunity to meet so many sweet kiddos and their families. I am so thankful that I get to be a part of their lives during my music therapy journey. I am so excited to be on this journey at Therabeat and I will be forever grateful for the opportunity they have given me to grow and learn.

During these first two weeks I have gotten to observe therapy sessions, co-treats, and even piano lessons. I have enjoyed every second of getting to watch our clients learn and accomplish goals in a session. Something I am excited to explore during my internship is the importance of self-expression within a music therapy session. As humans, we all have the desire to be heard and understood, so music is a healthy outlet for that desire. Patients in sessions often come in right after a long day at school, which means the child could be tired, angry, happy, or sad. Also, patients with special needs have other things that might frustrate them that could also add on stress. Allowing a child to write a song, or have an improv session about his/her day is a great way for patients to release tension and express feelings appropriately. The elements of music--rhythm, dynamics, timbre--are what make it such a great tool for self-expression. Music can be played loud, soft, fast, and slow which makes it a gold mine for self-expression with children with speech related challenges, as well as children who are verbal. I look forward to doing more research on the benefits of self-expression and the different ways it can be used in a music therapy setting. 

Alyssa Taylor, Music Therapy Intern 

Meet Ms. Anna

My name is Anna Carter and I am excited to say I am one of the new music therapy interns! I am coming from the University of Georgia, and I like to say I am completing “phase 2” of this whole college thing here at Therabeat. During my time at UGA, I had many opportunities to work with a wide variety of populations. However, while working at Extra Special People, I found I have a very special place in my heart for children and adolescents.

During these past few weeks at Therabeat, I have already begun to feel at home. I have been soaking it all in through observing many music therapy sessions as well as occupational, physical, and speech therapy. Using this time to form new relationships with the kids, I have already learned so much about them and how I can meet their needs through music. For example, I am learning the importance of knowing and using sign language for children who don’t necessarily have a hearing impairment. Sign language can be a great outlet for non-vocal and non-verbal children to express themselves. By learning sign language, we can be better equipped to create an environment for any child to express themselves.

One thing I can speak strongly about in my experience so far is versatility. Having seven music therapists to observe as well as all the gracious occupational, physical, and speech therapists, I get to see many different styles and methods everyday. There is also versatility in music therapy settings. Not only do I get to work in our amazing new clinic, but I also have had the opportunity to go out into the community at some of the off site places. Every day is a new day at Therabeat, and I can already tell that no two days are ever going to be the same!

Anna Carter, Music Therapy Intern

Meet Ms. Holly

Hi everyone! My name is Holly Huggins. I hail from the University of Georgia--Go Dawgs! My hometown is a quiet little town called Fitzgerald, GA. During my time in school I worked with a number of populations, but I have most enjoyed the energy and joy that comes with working with children! My time at Therabeat, Inc. is the final stretch to my board certification and official graduation!

The past couple of weeks have been an amazing whirlwind to say the least. I have been observing and introducing myself to all the talented staff at In Harmony Pediatric Therapy. I have had the privilege of meeting the patients and their families and caretakers. I am beyond blessed to be a part of their lives for even this short amount of time. I am so excited to see all of the growth and milestones that each unique patient will reach.

During the winter recital, I had the pleasure of watching so many of these patients showcase songs and dances that they have been working on since September. In some of these performances I had the best seat in the house, the stage beside them. Seeing the joy radiate from them and transferring to the audience is something I will never forget. Hearing one of my kiddos exclaim “that was so great!” after his dancing and singing act, watching the two members of Rock Bottom clap for themselves after another successful gig, and many more little moments wrapped up to the fact that I got to be a part of that moment with them. It’s a privilege that I do not take lightly. All of that being said, the experiences I have had during my time here have proven to be once-in-a-lifetime learning opportunities. I understand in greater depth the importance of addressing the sensory needs of a child, I find myself surprised by the talent and ability of the patients I see, and continue to learn to never underestimate any of them.

I look forward to cherishing every moment that I have in this clinic. In this time of reflecting on what we are thankful for, Therabeat Inc. and In Harmony Pediatrics are both at the very top of my list.

Thank you,

Holly Huggins, Music Therapy intern.

Music Therapy In Transitional Academies

Transitional academies are placed in some school systems for young adults ages 18-21 in order to give these individuals a launching pad before going into the real world. In these programs, they acquire skills necessary for living and working in the community. Additionally, they learn effective social skills as they are placed in a group classroom setting. Transitional programs and music therapy can go hand-in-hand, because one overarching goal we have for our clients at Therabeat is using musical interventions in order to help our clients in their daily lives. Two primary ways music therapy can help these clients is facilitating growth in social and attentional skills.

Social skills are crucial in development, and especially for clients getting prepared to start a career. There is a connection between behavioral and social difficulties as children mature into young adults. Lower social competence can lead to an increase in depression, conduct issues, and anxiety (Gooding, 2011, p. 441). Luckily, there are multiple social aspects that play into the music making process! Cooperation, verbal and non-verbal communication, peer collaboration, impulse control, delayed gratification, and recognizing and supporting the rights of others are all areas that can be addressed through music therapy (Gooding, 2011, p. 442). For example, an intervention requiring each client to play a separate instrument can be used in addressing these social skills. Clients can exercise these skills by waiting their turn before they are allowed to play their instrument, actively listen to their peers as they are playing their instruments, and cooperate by playing in-sync with the group to the best of their ability. Due to the non-threatening nature of music, it can allow for successful participation regardless of ability level, and teach social and leisure skills simultaneously (Gooding, 2011, p. 442).

Along with social skills, attentional skills are also important in social development. Music Attention Control Training (MACT) is a technique that is used to target specific attentional skills. Attentional skills addressed include sustained attention, selective attention, and switching attention.  One particular study used MACT and measured how attentional skills improved in a group music therapy setting. The participants in the study showed positive outcomes in both selective and switching attention. In general, individuals with Autism Spectrum Disorder have typical sustained attention skills, and this is shown in their ability to attend to preferred objects or activities for an extended amount of time (Pasiali, 2014, p. 335). Because of this, MACT can specifically help these individuals with selective and switching attention. With selective attention, music can be used in groups through interventions requiring them to focus on single musical cues while opposing auditory stimuli is present (Pasiali, 2014, p. 334). As previously mentioned, group instrument play can improve social skills, but it can also target selective attention skills! The therapist can give a variety of instruments to the clients (drums, xylophone, maracas, etc) and instruct the clients to play a similar or different part on their selected instrument. Through this, clients are required to concentrate on their specific part, rather than becoming distracted by the other instruments being played. Additionally, interventions aiding clients in switching attention include chanting while doing body percussion, playing an instrument and singing simultaneously, and playing assigned parts in a musical arrangement (Pasiali, 2014, p. 334).

The primary goal of transition academies is to prepare students for their next phase of life, no matter what it is. And regardless of age and ability level, social and attentional skills are vital and can always be improved upon, as well as addressed through music therapy! At Therabeat, we are always seeking out new opportunities for our clients to grow in these areas. In doing so, they can be equipped for the exciting opportunities ahead of them!

Until next time,

Mia Cellino, Music Therapy Intern

Gooding, L.F. (2011). The effect of a music therapy social skills training program on improving social competence in children and adolescents with social skills deficits. Journal of Music Therapy, 48, 440-462. https://doi.org/10.1093/jmt/48.4.440

Pasiali, V., LaGasse, A. B., & Penn, S. L. (2014). The effect of musical attention control training (MACT) on attention skills of adolescents with neurodevelopmental delays: a pilot study. Journal of Music Therapy, 51, 333-354. https://doi.org/10.1093/jmt/thu030

Screen Time: The Good, The Bad, and How Music Serves As A Replacement

In today’s day and age, an important topic of discussion is the use of “screen time” with children and adolescents. In the past decade, electronic devices have been used more than ever before in education and entertainment. Although technology aids in teaching, too much screen time can be harmful for individuals with autism and other varying disabilities. In writing this post, I hope to briefly share research and open the discussion on how to use technology to our advantage in guiding our friends at Therabeat!

One main concern with screen time overuse is that it has been shown to delay social development. With any child, watching television or playing video games for too long can negatively affect development of reading facial expressions and body language, and impair eye contact and communication (Yalda, 2012, p. 388). When children are developing, it is important for them to have plenty of time to explore their likes/dislikes, hobbies, and friendships outside of their time spent on screens. Additionally, the term “addiction” has been used increasingly by physicians in terms of screen use. Abusing screen time releases dopamine in the brain, which results in the addictive nature of technology. This can even result in “neuropathologic damage to the dopaminergic neural system caused by internet addiction disorder” (Sigman, 2014, 611). By spending less time on screens, children have more of an opportunity to fully develop appropriate social skills and regulate emotions more effectively.

Even though dopamine is released as a result of excessive technology use, dopamine release is not a negative concept as a whole. “Dopamine is a neurotransmitter that is involved in motivation and reward-seeking behavior, working memory, and reinforcement learning” (Stegemoller, 2014, 216). In regards to music therapy, this dopamine release is important to our sessions with each of our clients, because listening to music stimulates dopaminergic regions. This is the same neural network that is involved in learning and rewards (Stegemoller, 2014, 217). Although video games and binge-watching television can give a sense of satisfaction or reward, music is scientifically proven to give the same reward!

Although there are many other downsides to screen time, it is important to mention the ways technology can benefit children. Quality, age-appropropriate television can serve as an additional educational experience for children as young as two years old. With television, they can be exposed to topics such as positive racial attitudes, imaginative play, anti-violence attitudes, empathy and respect (Canadian Pediatric Society, 2017, p. 463). With these educational benefits, it is possible to use technology in a safe way, as it is only going to become more dominant in our world.

With this being said, there are practical ways to teach children how to safely utilize technology. An important step is to intentionally minimize screen time, and replace this time with face-to-face interactions. Co-viewing content can also reap the most educational benefits. While children are on their preferred screens, parents can use the opportunity to watch whatever their children are watching, as well as control what they watch. After viewing, parents can facilitate a discussion on what was viewed, and guide their children on practical ways to incorporate information learned into their daily lives (Canadian Paediatric Society 2017, p. 462). This practice can turn screen time into a more intentional learning experience, and decrease mindlessly turning on the television or iPad during important family times, such as during mealtimes or weekends.

In general, it is imperative for children with and without specific disabilities to have clear boundaries for screen time. Children are fully able to develop physically, emotionally, and socially when they are engaging with the people and events in their lives. Additionally, music can be used as an effective tool in replacing screen time with something more productive and rewarding. In doing so, they will become more self-aware of their personalities and the important role they play in the world!

-Mia Cellino, Music Therapy Intern

Canadian Paediatric Society (2017). Screen time and young children: Promoting health and development in a digital world, Paediatrics & Child Health, 22(8), 461–468. https://doi.org/10.1093/pch/pxx123

Sigman, A. (2014). Virtually addicted: why general practice must now confront screen dependency. The British Journal of General Practice, 64(629), 610–611. http://doi.org/10.3399/bjgp14X682597

Stegemoller, E.L. (2014). Exploring a Neuroplasticity Model of Music Therapy. Journal of Music Therapy, 51(3), 211-227.

Uhls, Y.T. (2012). Five Days at Outdoor Education Camp without Screens Improves Preteen Skills with Nonverbal Emotion Cues, Computers in Human Behavior, 39(0), 387-392. https://doi.org/10.1016/j.chb.2014.05.036