Full Description
Resonant learning allows students to develop and fine-tune their therapeutic competencies through first-hand experiences: being in client roles themselves, being in preliminary therapist roles with co-students in client roles and reflecting on those experiences. These resonant learning processes are preparatory steps in developing a professional music therapist identity through internship and later employment positions and continuing supervision. Outlining the Aalborg model of resonant learning, developed at Aalborg University, Denmark, Resonant Learning in Music Therapy discusses the benefits and drawbacks of 'tuning the therapist' and encourages its integration into music therapy courses around the world.
The book sums up research on resonant learning and presents core exercises, directives and vignettes from the training processes of the Aalborg model. Explaining how students' self-agency is enhanced by long-term personal experiences in group- and individual therapy, observing work with clients in an institutional setting, working with clients themselves, and undergoing close group and individual supervision, the editors and contributors also explore the benefits of implementing resonant learning within other therapist training programs and healthcare professions.
Contents
Acknowledgements
Foreword 1 Søren Willert
Foreword 2 Helen Odell-Miller
Introduction Inge Nygaard Pedersen, Charlotte Lindvang and Bolette Daniels Beck
1. Tuning the coming music therapist by Charlotte Lindvang, Inge Nygaard Pedersen and Bolette Daniels Beck
2. Therapeutic training in the Aalborg music therapy program by Charlotte Lindvang, Inge Nygaard Pedersen and Bolette Daniels Beck
3. From psychoanalysis to an integrative approach based on a modern psychodynamic ground
by Charlotte Lindvang, Inge Nygaard Pedersen and Bolette Daniels Beck
4. Three personal being-and communication spaces - a prototype exercise by Inge Nygaard Pedersen
5. Group training therapy by Charlotte Lindvang
6. Therapy related body and voice work by Sanne Storm
7. Clinical group music therapy skills (CGMS) by Niels Hannibal and Stine Lindahl Jacobsen
8. Individual training therapy by Charlotte Lindvang
9. Psychodynamic oriented music therapeutic group leading - a learning space with multiple levels of experience and reflection by Bolette Daniels Beck
10. Intertherapy by Inge Nygaard Pedersen
11. Guided Imagery and Music (GIM level 1) as a part of therapeutic training in a university program
by Bolette Daniels Beck, Charlotte Lindvang & Lars Ole Bonde
12. Clinical supervision for internship students by Inge Nygaard Pedersen, Ulla Holck & Hanne Mette Ridder
Postludium by Inge Nygaard Pedersen, Charlotte Lindvang & Bolette Daniels Beck
