Table 1 Treatment guidelines
From: Music, families and interaction (MUFASA): a protocol article for an RCT study
Levels | Experience-oriented music therapy | Community music | ||
|---|---|---|---|---|
Essential and unique | Goals | Strengthen awareness of and clear emotional communication and interaction in the family | Goals | Positive and shared musical experience and expressions Explore and increase musical creativity and musical skills |
Role of tp, | Balance role modelling vs facilitating interaction Family-led and family centered Attune to emotional needs of family Be informed by family dynamics and patterns Take active part in musical activities | Role of facilitator, | Making active music-making accessible Facilitator/teacher lead Be informed by and adapt to individual musical/personal skills and group diversity Take active part in musical activites | |
Role of music | Reflect family communication and interaction Can change/strengthen/vitalize family interaction Enables sharing of emotions and thoughts Can have emotional/mood content | Role of music | Enables shared aesthetic and vitalizing experiences and expressions Can motivate engagement and involvement | |
Activities | Improvisations targeting nonverbal emotional communication Explore and experience own or other family patterns/traits/identity using music Trying out different use of instruments/music | Activities | Structured music activities that enable positive music experience and expression Repetition and rehearsing Music product oriented activities | |
Essential | Goals | Create safe environment Facilitate positive togetherness | Goals | Create safe environment Strengthen positive family interaction and self-confidence |
Role of tp, | Include all family members Adjust to musical skills and personal traits Accommodating, playful and flexible Facilitate use of instruments Refer on when relevant Choose intervention and activities in relation to own musical and therapeutic competences | Role of facilitator, | Include all family members Accommodating, playful and flexible Facilitate use of instruments Choose intervention and activities in relation to own musical and teaching competences | |
Role of music | Can motivate engagement and involvement Enables aesthetic/vitalizing experiences Common third | Role of music | Common third Enables socialization | |
Activities | Guided group-based use of music | Activities | Teacher/facilitator guided group-based use of music | |
Compatible | Goals | Strengthen musical skills and self-confidence Enable new friendship between families Strengthen conscious use of music | Goals | Being aware of musical genres and preferences New friendships and deeper relationships |
Role of tp, | Educating about healthy use of music | Role of facilitator, | Educating about genres Motivating through own musical skills | |
Role of music | Reminiscing and explore identity | Role of music | Exploring identity and reminiscing | |
Activities | All (other) music therapy related techniques | Activities | All (other) community music techniques | |
Proscribed | Goals | Increase of stress and anxiety in family members Worsen and confuse family communication and interaction Targeting trauma or potential trauma in family members | Goals | Increase of stress and anxiety in family members Decrease sense of mastery and self-confidence Targeting trauma or potential trauma in family members |
Role of tp, | Exclude, devaluating or judging family members create skewed alliances, over simplify, over-react Superior appearance Working in depth with group or individuals Don’t start what you cannot finish | Role of facilitator, | Exclude, devaluating or judging family members Focus on individuals or individual families, Superior appearance | |
Role of music | Over stimulation or overwhelming | Role of music | Over stimulation or overwhelming | |
Activities | Activities impossible to master Inappropriate violence or aggression Inappropriate power struggle activities Activities risking harming the instruments beyond repair | Activities | Activities impossible to master Inappropriate violence or aggression Inappropriate power struggle/competition activities Activities risking harming the instruments beyond repair | |
Theoretical foundation | Music therapy Community music therapy | Community music | ||