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  • Supporting Traumatized Refugee Children Through Music in Early Education

    Ozden Pinar-Irmak, MA

    University of Massachusetts Boston

    As a result of war and conflict around the world, many people are forced to flee their countries as refugees. The forced migration has adverse impacts on children such as depression, anxiety, post-traumatic stress disorder, and behavioral problems. In this podcast, Ozden Pinar-Irmak explores how early childhood educators can support the mental and emotional well-being of refugee children through singing and instrument play.

    https://www.imagine.musictherapy.biz/wp/wp-content/uploads/2020/05/8_Ozden_Podcast-2020.mp3

    Resources:

    • Agopian, V. (2018). Using music in the classroom to help Syrian refugees deal with post-war trauma. World Academy of Science, Engineering and Technology, 12(3), 6.
    • Migration Policy Institute. (2019). Mitigating the effects of trauma among young children of immigrants and refugees: The role of early childhood programs. https://www.migrationpolicy.org/research/mitigating-effects-trauma-young-children-immigrants-refugees
    • Ugurlu, N., Akca, L., & Acarturk, C. (2016). An art therapy intervention for symptoms of post-traumatic stress, depression and anxiety among Syrian refugee children. Vulnerable Children and Youth Studies, 11(2), 89–102.
    • UNHCR (2019). Figures at a glance. https://www.unhcr.org/en-us/figures-at-a-glance.html
    • UNHCR. (2019b). Teaching about refugees: Guidance on working with refugee children struggling with stress and trauma. https://www.unhcr.org/59d346de4.pdf

      • About the Author:

      Ozden Pinar-Irmak is doctoral student in the Early Childhood Education and Care program at the University of Massachusetts Boston. Her research includes early education and intervention programs for refugee and immigrant children and international inclusive education. 

       

      Suggested Citation: 

      Pinar-Irmak, O. (2020, July 1). Supporting traumatized refugee children through music in early education [Audio podcast]. imagine. www.imagine.musictherapy.biz

      The post Supporting Traumatized Refugee Children Through Music in Early Education first appeared on imagine.

      7 min
    • From Refugee Camp to Baby Shark: Music Therapy with Humanitarian Migrant Children

      Amy Bliss Tenney, J.D., MT-BC, MAMT

      RICH in Music: Refugee-Immigrant Connection & Healing, Essex, Maryland

      Music therapy can help refugee children arriving in the U.S. to take pride in their own cultures while learning about and connecting to a new culture. In this podcast, Amy Bliss Tenney shares the outcomes of her survey study involving American music therapists working with refugees. She also provides helpful examples and specific considerations applicable to early childhood music therapy services for humanitarian migrant children. 

      https://www.imagine.musictherapy.biz/wp/wp-content/uploads/2020/05/7_Bliss-Tenney_Podcast-2020.mp3

      Resources:

      • Beck, B. D., Messel, C., Lund Meyer, S., Oluf Cordtz, T., Søgaard, U., Simonsen, E., & Moe, T. (2017). Feasibility of trauma-focused Guided Imagery and Music with adult refugees diagnosed with PTSD: A pilot study. Nordic Journal of Music Therapy, 27(1), 67–68. https://dx.doi.org/10.1080/08098131.2017.1286368
      • Beck, B. D., Lund, S. T., Søgaard, U., Simonsen, E., Tellier, T. C., Cordtz, T. O., Laier, G. H., & Moe, T. (2018). Music therapy versus treatment as usual for refugees diagnosed with posttraumatic stress disorder (PTSD): Study protocol for a randomized controlled trial. Trials, 19(1), 301. https://doi.org/10.1186/s13063-018-2662-z
      • Comte, R. (2016). Neo-colonialism in music therapy: A critical interpretive synthesis of the literature concerning music therapy practice with refugees. Voices: A World Forum for Music Therapy, 16(3). https://dx.doi.org/10.15845/voices.v16i3.865
      • Orth, J. (2005). Music therapy with traumatized refugees in a clinical setting. Voices: A World Forum for Music Therapy, 5(2). https://doi.org/10.15845/voices.v5i2.227
      • Tenney, A. B. (2018, April 12). Music therapists’ practices with refugees in the U.S.:  A descriptive study. Unpublished manuscript, Immaculata University, Malvern, PA.
      • RICH in Music: Refugee-Immigrant Connection & Healing. (2020). Home. www.richinmusic.org
      • Facebook Page: https://www.facebook.com/pages/category/Nonprofit-Organization/RICH-in-Music-Refugee-Immigrant-Connection-Healing-624477761254938/

        • About the Author:

        Amy Bliss Tenney is a board-certified music therapist and former non-profit immigration and refugee attorney. She founded RICH in Music: Refugee-Immigrant Connection & Healing, and serves as its director and music therapist. The organization provides music therapy and music experiences for refugees, asylum seekers, and other humanitarian migrants in Baltimore, MD. 

         

        Suggested Citation: 

        Tenney, A. B. (2020, July 1).From refugee camp to baby shark: Music therapy with humanitarian migrant children [Audio podcast]. imagine. www.imagine.musictherapy.biz

        The post From Refugee Camp to Baby Shark: Music Therapy with Humanitarian Migrant Children first appeared on imagine.

        13 min
      • Music Therapy for Young Latino Children Can Be Culturally Relevant and “Divertido” (Fun)

        Ilene Berger Morris, MM, LCAT, MT-BC, CBIS

        Alternatives for Children, East Setauket, NY

        Music needs to be mindfully chosen and client-centered when used in interventions. In this podcast, Lee Morris shares her experience with preschoolers with special needs of Latino heritage and discusses her perspective on cultural relevance in music therapy. She also introduces ways to practice cultural responsiveness through song structure, instrumentation, and movement and dance.

        https://www.imagine.musictherapy.biz/wp/wp-content/uploads/2020/07/6b_Morris_Podcast-2020.mp3

        Resources:

        • Hardy, M.  W., & LaGasse, A. B. (2013). Rhythm, movement, and autism: Using rhythmic rehabilitation research as a model for autism. Frontiers in Integrative Neuroscience, 7, 19.
        • Matney, B., & Stock, C. (2010). Roots & branches: Songs of tradition and culture. Sarsen Publishing.
        • Rodriguez, G. G. (1999). Raising nuestros hijos. Fireside.
        • Schechter, J. (1999). Music in Latin American culture. Schirmer Books.
        • Schwartz, E. (2008). Music, therapy, and early childhood: A developmental approach. Barcelona Publishers.

          • About the Author:

          Ilene Berger Morris, MM, LCAT, MT-BC, CBIS has been a music therapist for almost 40 years working with young children in special education and medical settings. Multicultural issues have been an area of special interest to Lee as many of her clients have cultural connections with non-local regions, particularly Latin America.

           

          Suggested Citation: 

          Morris, I. B. (2020, July 1). Music therapy for young Latino children can be culturally relevant and “divertido” (fun) [Audio podcast]. imagine. www.imagine.musictherapy.biz

          The post Music Therapy for Young Latino Children Can Be Culturally Relevant and “Divertido” (Fun) first appeared on imagine.

          13 min
        • A Father’s Perspective: Cultural Responsiveness for Young Children in Foster Care

          Chris Millett, MM, MT-BC

          University of Louisville, Louisville, Kentucky

          Working with young children that are in foster care brings some unique challenges to cultural responsiveness. In this podcast, music therapist Chris Millett, a foster and adoptive parent, talks about his experiences and shares seven points to consider when working with displaced children. He also addresses facts about the foster care system and how one significant adult can make a difference. 

          https://www.imagine.musictherapy.biz/wp/wp-content/uploads/2020/05/5_Millett_Podcast-2020.mp3

          Resources:

          • Child Welfare Information Gateway. (2019). Foster care statistics 2017. U.S. Department of Health and Human Services, Children’s Bureau.
          • Purvis, K., Cross, D. R., & Sunshine, W. L. (2007). The connected child: Bring hope and healing to your adopted family. McGraw Hill.
          • Regoli, N. (n.d.) 43 gut wrenching foster care statistics. https://vittana.org/43-gut-wrenching-foster-care-statistics

            • About the Author:

            Chris Millett is a board-certified music therapist who serves as the Clinic Coordinator of the University of Louisville Music Therapy Clinic. He also hosts and produces the recently inaugurated “Make More Music” podcast, which is available on all major podcast outlets. As a family, the Milletts have provided a foster home for children and navigated care with multiple states and agencies.

            Suggested Citation: 

            Millett, C. (2020, July 1). A father’s perspective: Cultural responsiveness for young children in foster care [Audio podcast]. imagine. www.imagine.musictherapy.biz

            The post A Father’s Perspective: Cultural Responsiveness for Young Children in Foster Care first appeared on imagine.

            14 min
          • Exploring the Work of a Children’s Museum: Learning About Culturally Responsive Practices

            Nicole R. Rivera, Ed.D

            North Central College, Forest Park, Illinois

            Laura Diaz

            DuPage Children’s Museum, Naperville, Illinois

            To best serve young children from diverse backgrounds, music therapists must begin to develop more culturally responsive practices through the process of critical self-reflection and ongoing learning. In this podcast, Dr. Nicole Rivera and Laura Diaz share a case example from a children’s museum working towards stronger culturally responsive practices through increased accessibility, institution-wide training, and relationship building. Looking to a related sector can provide insights and inspiration for music therapists’ own work. 

            https://www.imagine.musictherapy.biz/wp/wp-content/uploads/2020/05/4_Rivera-Diaz_Podcast-2020.mp3

            Resources:

            • Kim, S., & Whitehead-Pleaux, A. (2015). Music therapy and cultural diversity. Music Therapy Handbook, 51–63.
            • Maude, S., Hodges, L. N., Brotherson, M. J., Hughes-Belding, K., Peck, N., Weigel, C., & Sharp, L. (2009). Critical reflections on working with diverse families: Culturally responsive professional development strategies for early childhood and early childhood special educators. Multiple Voices for Ethnically Diverse Exceptional Learners, 12(1), 38–53.
            • Rivera, N. R., & Barlow, D. (2014). Developing multicultural sensitivity in early childhood music therapy practices. imagine, 5(1), 86–89.
            • Teaching Tolerance. (2020). Topics. https://www.tolerance.org/topics
            • The Latino Family Literacy Project. (2018). What does it mean to be culturally responsive? https://www.latinoliteracy.com/mean-culturally-responsive/

              • About the Authors:

              Nicole R. Rivera is an Associate Professor of Psychology at North Central College. Prior to her work in higher education, Nicole served with young children as a Board Certified Music Therapist for 17 years. Nicole currently serves at the DuPage Children’s Museum’s Academic Research and Evaluation Partner.

              Laura Diaz is the Community & Family Access Specialist at the Dupage Children’s Museum (DCM). Prior to her position at DCM, Laura worked as a bilingual seasonal youth leader with elementary school aged children for four years. 

               

              Suggested Citation: 

              Rivera, N. R., & Diaz, L. (2020, July 1). Exploring the work of a children’s museum: Learning about culturally responsive practices [Audio podcast]. imagine. www.imagine.musictherapy.biz

              The post Exploring the Work of a Children’s Museum: Learning About Culturally Responsive Practices first appeared on imagine.

              8 min
            • Supporting Multiculturalism in the Neonatal Intensive Care Unit (NICU)

              Alexis Ruffner, MT-BC

              Norton Women’s and Children’s Hospital, Louisville, Kentucky

              Having a premature infant creates a stressful time for parents. In this podcast, music therapist Alexis Ruffner speaks about the challenges and needs of culturally-diverse families she sees in the Neonatal Intensive Care Unit. Learn from her experiences in caring for NICU families with different cultural backgrounds and discover how she supports parental singing when she does not speak their language. 

              https://www.imagine.musictherapy.biz/wp/wp-content/uploads/2020/05/3_Ruffner_Podcast-2020.mp3

              Resources:

              • Child Welfare Information Gateway. (2019). Foster care statistics 2017. U.S. Department of Health and Human Services, Children’s Bureau.
              • Castro, D., Ayankoya, B., & Karsprzak, C. (2011). New voices, nuevas voces: A guide to cultural & linguistic diversity in early childhood. Brookes.
              • Christian, L. G. (2007). Understanding families. Applying family systems theory to early childhood practice. In D. Koralek (Ed.), Spotlight on young children and families (pp. 4–11). NAEYC.
              • Moore, T. J., & Asay, S. M. (2007). Family Resource Management. Sage Publication.
              • Onchwari, G., Onchwari, J. A., & Keengwe, J. (2008). Teaching the immigrant child: Application of child development theories. Early Childhood Education Journal, 36, 267–273.
              • Pew Research Center. (December 17, 2015). Parenting in America: Outlook, worries, aspirations are strongly linked to financial situation. The American family today. https://www.pewsocialtrends.org/2015/12/17/parenting-in-america/

                • About the Author:

                Alexis Ruffner is a board-certified music therapist with NICU training. She mainly works with premature and medically fragile infants and families in a Level III Neonatal Intensive Care Unit in Louisville, Kentucky. Currently. She currently is pursuing a Master of Science degree in Early Childhood and Family Development.

                 

                Suggested Citation: 

                Ruffner, A. (2020, July 1). Supporting multiculturalism in the Neonatal Intensive Care Unit (NICU) [Audio podcast]. imagine. www.imagine.musictherapy.biz

                The post Supporting Multiculturalism in the Neonatal Intensive Care Unit (NICU) first appeared on imagine.

                9 min
              • Composing Therapeutic Songs for Culturally and Linguistically Diverse Early Childhood Music Therapy

                Elizabeth K. Schwartz, MA, LCAT, MT-BC

                Raising Harmony: Music Therapy for Young Children, Wakefield, Massachusetts

                While music therapists are well trained, some are challenged to creatively and flexibly respond in settings where the therapist and client do not share the same social, cultural, language, and musical background. In this podcast, Elizabeth Schwartz shares her thoughts and suggestions on how the unique qualities of music make it a perfect experience for finding common experience and shared meaning for all. 

                https://www.imagine.musictherapy.biz/wp/wp-content/uploads/2020/05/2_Schwartz_Podcast-2020.mp3

                Resources:

                • Rolvsjord, R. (2016). Resource-oriented perspectives in music therapy. In J. Edwards (Ed.), The Oxford Handbook of Music Therapy (pp. 557–576). Oxford University Press.
                • Pasiali, V., & Schwartz, E. K. (2018). Preventive MT in limited-resource communities [Audio podcast]. amtapro.musictherapy.org/?p=2026#more-2026.
                • Schwartz, E. (2012). You and Me Makes…We: A Growing Together Songbook. Center for Early Childhood Music Therapy.
                • Schwartz, E. (2020). Together With the Beat: Songs for Me, and You, and Us. Center for Early Childhood Music Therapy.

                  • About the Author:

                  Elizabeth K. Schwartz has practiced music therapy for over 25 years and specialized in Early Intervention and preschool settings. She is an adjunct faculty at Molloy College in New York and the co-founder of Raising Harmony®, an online platform providing training and resources related to early childhood music therapy and development.

                   

                  Suggested Citation: 

                  Schwartz, E. K. (2020, July 1). Composing therapeutic songs for culturally and linguistically diverse early childhood music therapy [Audio podcast]. imagine. www.imagine.musictherapy.biz

                  The post Composing Therapeutic Songs for Culturally and Linguistically Diverse Early Childhood Music Therapy first appeared on imagine.

                  11 min
                • In Warm or Wintery Weather: Respectful Diversity in Early Childhood Music Therapy

                  Robert Groene, PhD, MT-BC

                  University of Missouri Kansas City

                  Lee Anna Rasar, MT-BC, WMTR

                  University of Wisconsin-Eau Claire

                  Should music be strictly from the child’s cultural heritage, or could it also be combined with music from the new culture? What music could a music therapist use if a young child and their family arrive in the U.S. from a different country and culture? In this podcast, Robert Groene and Lee Anna Rasar explore those questions by citing multicultural literature and sharing their discussions with music therapy experts. Learn about traditions, children songs, scales, and various instruments to better serve clients from different cultures.

                  https://www.imagine.musictherapy.biz/wp/wp-content/uploads/2020/05/1_Groene-Rasar_Podcast-2020.mp3

                  Resources:

                  • Amir, D. (2004). Community music therapy and the challenge of multiculturalism. In AUTHOR (ED.) Collected work: Community music therapy (pp. 249–266). Jessica Kingsley Publishers.
                  • Campbell, P. S., & Wiggins, T. (2012). The Oxford handbook of children’s musical cultures. Oxford University Press.
                  • Griffin, S. M. (2017). The fluid infusion of musical culture: Embodied experiences in a grade one classroom. Pedagogies: An International Journal, 12, 21–40.
                  • Jenkins, E. (1966). You’ll sing a song and I’ll sing a song [Album]. Smithsonian-Folkways.
                  • Yehuda, N. (2013). ‘I am not at home with my client’s music … I felt guilty about disliking it: ‘On musical authenticity’ in music therapy, Nordic Journal of Music Therapy, 22(2), 149–170.

                    • About the Authors:

                    Robert Groene Ph.D., MT-BC (Retired), is an Emeritus Associate Professor and past Director of Music Therapy at the University of Missouri – Kansas City. Dr. Groene is a recipient of the 2019 AMTA Lifetime Achievement Award.

                    Lee Anna Rasar MT-BC, WMTR, is the music therapy program director at University of Wisconsin-Eau Claire. She has 43 years of experience teaching and providing music therapy intervention for people from Far Eastern, Middle Eastern, Native American, Latin American, Hispanic European, and African cultures. 

                     

                    Suggested Citation: 

                    Groene, R., & Rasar, L. A. (2020, July 1). In warm or wintery weather: Respectful diversity in early childhood music therapy [Audio podcast]. imagine. www.imagine.musictherapy.biz

                    The post In Warm or Wintery Weather: Respectful Diversity in Early Childhood Music Therapy first appeared on imagine.

                    13 min
                  • Raising the Bar on Our Clinical Music

                    Michele Ritholz, MA, LCAT, MT-BC

                    This podcast explores the musical legacy of Paul Nordoff and Clive Robbins and the meaning of play songs.

                    https://www.imagine.musictherapy.biz/wp/wp-content/uploads/2018/09/Michele-Schnur-Ritholz_2018.mp3

                    Resources:

                    • Nordoff, P., & Robbins, C. (1971; 1983). Music therapy in special education. St. Louis, MO: MMB Music.
                    • Nordoff, P., & Robbins, C. (1962). The first book of children’s play-songs. King of Prussia, PA: Theodore Presser.
                    • Ritholz, M. (2014). The primacy of music and musical resources in Nordoff-Robbins music therapy. Music Therapy Perspectives, 32(1), 8-17.
                    • Ritholz, M., & Robbins, C. (Eds.). (1999). Themes for therapy: New songs and instrumental pieces. Gilsum, NH: Barcelona.
                    • Ritholz, M., & Robbins, C. (Eds.). (2003). More themes for therapy: 45 new songs and instrumental pieces. Gilsum, NH: Barcelona.
                    • Robbins, C., & Robbins C. (Eds.). (1995). Greetings and goodbyes: A Nordoff-Robbins collection for classroom use. King of Prussia, PA: Theodore Presser.

                      • About the Author:

                      Michele Ritholz is founder of Make Therapy Musical offering continuing education; adjunct instructor at SUNY New Paltz; and music therapist at In Flight, Inc., Ghent, NY. Former staff member at Nordoff-Robbins Center for Music Therapy, Michele co-edited, with Clive Robbins, musical collections for therapy containing many of her compositions.

                      Suggested Citation: 

                      Ritholz, M. (2018, September 1). Raising the bar on our clinical music. Retrieved from www.imagine.musictherapy.biz

                      The post Raising the Bar on Our Clinical Music first appeared on imagine.

                      0 min
                    • Ukulele and Baby: Involving Families in Music Therapy

                      Melissa Reinhardt, MSEd, MT-BC

                      This podcast introduces a group music class, Ukulele and Baby, designed to promote parent/child bonding through the use of music and music activities.

                      https://www.imagine.musictherapy.biz/wp/wp-content/uploads/2018/08/Melissa-Reinhardt_podcast-2018.mp3

                      Resources:

                      • Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://www.dec-sped.org/recommendedpractices
                      • Thompson, G. (2012). Family-centered music therapy in the home environment: Promoting interpersonal engagement between children with autism spectrum disorder and their parents. Music Therapy Perspectives, (30)2, 109-116.      https://doi.org/10.1093/mtp/30.2.109

                        • About the Author:

                        Melissa Reinhardt, MSEd, MT-BC has over 20 years of experience as a clinician, as well as internship supervisor, clinical training director, and practicum supervisor at Indiana University-Purdue University Fort Wayne and Queens University of Charlotte. Melissa currently works at Piedmont Music Therapy, LLC, serving a variety of populations in the greater Charlotte area.

                        Suggested Citation: 

                        Reinhardt, M. (2018, September 1). Ukulele and baby: Involving families in music therapy. Retrieved from www.imagine.musictherapy.biz

                        The post Ukulele and Baby: Involving Families in Music Therapy first appeared on imagine.

                        0 min

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