The Music Therapist

Music therapy for children with SEN

'Martin was often very angry, and felt that he did not fit in. Through improvising with the music therapist, he was able to express and share some of his feelings in a constructive way.'

Music allows children to develop their non-verbal communication, or to put into music feelings that would be hard to express in words. Music therapy helps children communicate, interact and express their feelings. Music can be fun, engaging and playful, and the ability to respond to and engage with music can remain despite any disability.

Music therapy in practice

Music therapy makes use of the innate musicality that all humans have: babies respond to music even before they are born, and respond to and join in with the musical elements of speech (such as tone of voice, turn-taking and so on) long before they understand or use words.

Ann Woodward, music therapist explains

Music therapy - the aims

The aims of music therapy vary according to a child's individual needs, but might include:

developing communication and interaction (verbal and non-verbal)
encouraging the use of the voice
self-expression
developing awareness of self and others
increasing self-confidence
developing co-ordination and motor control
providing emotional support

Music therapy does not aim to teach musical skills. Rather, it uses music as a way to open up communication and to facilitate positive change.

What happens in a music therapy session?

Music therapy may be on an individual or group basis, depending on the needs of a child. Typically, a child will have music therapy once a week, and sessions last between about 20 minutes and an hour, depending on their age and needs. Although different therapists work in slightly different ways (and vary their approach to meet the needs of each child), central to any approach is the development of a relationship between the child and therapist.

Music making is the main tool for developing this relationship, and usually both the child and the therapist make music together. Often, this music will be improvised. This means that it is spontaneously created, with the therapist responding to the sounds and movements that the child makes. The music therapist may also use musical activities to focus on particular aims, such as turn-taking, listening or awareness of others.

Sometimes, and particularly with very young children, parents may be invited to attend their child's sessions. This can nurture the parent-child relationship and help positive change to transfer into other settings.

Who can benefit from music therapy?

Children of any age and ability can benefit from music therapy. Usually the therapist will start by doing a music therapy assessment to find out if the child is likely to respond, and to identify the areas in which it might be helpful. Children do not need any musical ability or training to benefit. Here are a few examples of children who have benefited from music therapy (all names and identifying information have been changed to protect confidentiality).

Case histories

Alisha is a 16-year-old girl with Rett syndrome. She was not able to talk, and had little control of her hands or feet. Alisha's music therapy aimed to give her ways of interacting and communicating, and motivating her to use her hands and feet. Alisha sometimes made very quiet vocal sounds, and the therapist responded to these by singing an answer. Alisha quickly realised that the therapist was responding to her. She was very engaged by this and began to use her voice more, in short turn-taking exchanges.

When sitting in her wheelchair, Alisha was able to move her feet a little, so the therapist positioned some wind chimes near them so that even a small movement would produce a sound.

The therapist responded in a dramatic way on the piano to any sounds or movements that Alisha made. Alisha was delighted to be able to have this effect, and this motivated her to try to move her feet more.

Jamie has Down's syndrome. At 4 he was very shy and usually played by himself. He and his mother attended a music therapy group for five children and their parents which took place each week at Jamie's school. The group's aims included developing interaction, awareness, communication and self-confidence. One activity was a game where everyone had to stop and start playing together, following the 'leader'.

At first Jamie did not want to lead the group, but after a few weeks his confidence grew and he was able to have a go. He quickly realised that he could direct the group's stops and starts, and he really enjoyed doing this in a playful way.

This game helped him develop his awareness of other children and his ability to interact with them in a way that he felt comfortable with. Jamie's mum also valued the group as it gave her a chance to develop her relationship with her son, and to meet other parents of children with special needs.

Martin is a bright 13-year-old with Asperger's syndrome. Acutely aware that he was different from his peers, he was struggling to understand and come to terms with his diagnosis. Martin was often very angry, and felt that he did not fit in. Through improvising with the music therapist, Martin was able to express and share some of his feelings in a constructive way. The sessions provided a setting where Martin knew he could safely express difficult feelings, and that he would be heard and accepted by another person. Having put his feelings into the music, Martin was then able to begin to talk about how he felt. Gradually, over the course of a year, Martin's confidence developed. He began to come to terms with his diagnosis, and to feel hopeful about the future.

Where to find a music therapist

Many special schools and some mainstream schools employ a music therapist, so your child might be offered music therapy in school. Some assessment units or child development centres have a music therapist on their team, so you might also come across a music therapist in this context. Some music therapists work in private practice. Before you take your child to a private music therapist, check that they are registered with the Health Professions Council. If they are not registered with the HPC, they are not a qualified music therapist.

Ann Woodward qualified as a music therapist in 1996. Since then she has worked as a music therapist in mainstream and special schools with children of all ages and abilities. For six years Ann was an Executive Committee member of the Association of Professional Music Therapists, and she worked with the Health Professions Council to develop the music therapy profession's standards of proficiency. She has a particular interest in autism, and has worked for the charity Resources for Autism since 2000. In January 2005 she became its Director of Resources for Autism, but she still continues with some hands-on work as a music therapist.