Breathe – A Music Therapy Project Proposal
Introduction:
Breathe, as a new music therapy project, would be a music therapy group aimed towards teenage girls aged 13-19 with mental health issues, more specifically anxiety and depression. As stated on the leaflet/brochure, Breathe would be a safe space for teenage girls to move past their issues as the project and sessions help them gain further self esteem and confidence in both their personal and social lives. This music therapy focuses on singing, and it aims to enhance confidence and self-esteem. Both are considered to be an extremely influential motivator of people’s behaviour in their everyday lives (Bandura, 1986). Self-Esteem has been called the ‘fundamental building block for long-term emotional well-being’ (Fisher, M., 2005), which confidence can then be built on. Breathe would be scheduled weekly during term times, with one to one sessions being the main therapy source and group sessions being offered. Music in life is extremely important as it has been proven to stretch beyond language barriers, world views and ‘political borders’. This makes it a ‘powerful means through which humans can connect’, (Groneman, P., 2011), and that is why music therapy can help those with depression and anxiety to see the ‘light at the end of the tunnel’. This essay will e
The Role of Music Therapists:
Music therapists use their training in both psychology and music to aid their patients, in the hopes of helping them achieve any therapeutic aims or objectives they may have. They do this by creating a therapeutic and musical relationship with the client/patient. The role of a music therapist is to allow the patient to experiment with music, it is not to train them on how to play an instrument, although this may take shape in some music therapy’s if requested. Therefore, it is not always imperative or even necessary for the patient to be ‘musical’ to be engaged in music therapy. Instead, music therapists work with the musicality a patient/client may have. Music therapists will steer away from involving their own personal views of what is wrong or right in music, basing their sessions around the patient/client. Some music therapists may follow the theory of student centred learning (McCombs, B., & Whistler, J. S. 1997). They will use positive language and will try to avoid persuasive loaded language, (Stevenson, C., 1938), making sure a client is truly comfortable in the therapy environment. This can be achieved through becoming coherent with a patient in order to be on the ‘same level’ (Gillett, G., (2011).
Why Music In Life and Music Therapy Can Help?:
Studies show that 50% of mental health issues begin at the age 14, with 75% establishing themselves by age 24 (The Mental Health Organisation, 2005). That is why as a music therapy project, Breathe will aim to successfully manage and control the early stages of establishing mental health problems. The scope of mental health illnesses and disorders effecting teens ranges from emotional, cognitive and social issues, (Gold, Voracek, & Wigram, 2004). Mental health disorders such as anxiety and depression negatively affect these teenagers, which can cause far-reaching adverse issues with their close friends and family members. This is evident in the study by The Mental Health Organisation, which shows most cases continue into adulthood. Therefore these mental health issues go on to affect their professional lives.
This project was inspired by similar music therapy groups, that use contemporary music and performance as a therapy tool for teenagers with mental health issues. Similarly to ‘Key Changes’ and ‘Rhythmix’ (both contemporary music therapy groups), Breathe offers practical music therapy in both one to one and group sessions. There will also be instruments provided within both settings, however at Breathe the main tool for music therapy will be through their vocals and performance. This is because therapy can be achieved through music therapy techniques such as vocal improvisation and free movement expression. Studies in movement psychotherapy have shown that free expression movement can help patients express parts of their personality (Gleissner, G., 2017). These are personality aspects that a standard therapist may not be able to see or connect with. Similarly, the music therapy technique of vocal improvisation allows people with anxiety and depression to experiment and trust themselves with vocal freedom. Again, vocal improvisation allows them to connect and express what is going on inside their minds. Specialist vocalists and music therapists can then further connect to them, and in some instances can even join in with them, using a call and response method. Call and response is another music therapy technique that has proven successful and it helps music therapists gain trust from their patients (Sacks, O., 2007).
Your Voice Is Your Instrument:
The study of the voice as an instrument within life and music therapy can be studied through different stages, (Austin, 2008; Baker and Uhlig, 2011; Warnock, 2011), including; embodiment and physicality. Through embodiment, singing is one of the only instances that the ‘instrument and the instrumentalist’ experience together (Baker, F. & Uhlig, S. 2011). Therefore it is an extremely personal phenomenon that can be heightened through the performance of music. The physicality of the voice as an instrument has also been proven to relieve stress and muscle tension, due to the fact that when we sing our body makes a physical change. This can include a change in heart rate and breath. Bringing focus to positive physical changes can help stimulate and create a state of mindfulness, which has been proven to reduce depression (Kabat-Zinn, J., 2015). When it comes to the performance of movement, studies show that a prop or “movement metaphor” allows one to demonstrate externally their internal emotions (Gleissner, G., 2017). This is why it would be useful for the act of singing and the act of performance to be as one within the ‘Breathe’ music therapy setting.
Music Therapy in a Group Setting:
The aim within the music therapy project, ‘Breathe’, is for female teenagers with depression and anxiety to grow confidence and self esteem. The objective would be for them to socialise within the group sessions, in hopes of creating interpersonal relationships with the other clients. It is important for these relationships to be created as the individuals within them must have respect and trust for each other. Many people with anxiety and depression find trust harder to give and take in their own relationships. It is said that transparency plays a vital role in the growth of interpersonal relationships. Music in general and music therapy, including performance, can aid those with mental health issues (depression and anxiety) to be more transparent with their emotions (Gillett, G., 2011). This is why Breathe would offer group sessions.
Research taken by Tom Shakespeare and Alice Wheildon further depicts the importance of group work within music therapy and music in life. The study showed that both singing and social engagement combined together produced a feeling of ‘belonging and well-being’. This feeling of ‘belonging’ and general well-being from group singing can also be observed in everyday life, including choirs and church worships. The research also showed that having no pressure towards them discussing their ‘condition and the absence of explicit therapy’ was also an important factor to many of the patients. This is something Breathe would be interested to include within the group music therapy sessions, allowing the more ‘explicit therapy’ to take place within the one to one sessions, if necessary.
Experience in a Music Therapy Setting :
From my own experience experimenting in class with different music therapy techniques, I have found that improvisation in both movement and instrumental expression (vocals or other) are extremely stress relieving. Being able to experiment from both sides, as the ‘therapist’ and as the ‘client’ in class, I was able to see benefits from using positive language, becoming coherent (Gillett, G., 2011) and following a ‘student centred learning’ approach. From my further experience as a vocal tutor for a group of girls with depression and learning difficulties, I have seen how music has positively effected their life and wellbeing and how music therapy allows them to express what they cannot communicate through ordinary speech. In terms of music as a hobby and in life, I have watched my own private vocal students grow as people through singing and performance. This is because they have been given the self-esteem to find an identity and finally thrive in their social and family lives.
Conclusion:
In conclusion, as someone who has battled with social anxiety throughout my teenage years and now my adulthood, I can vouch that performance of music has been a saving grace in my life. Through music, I have found my own personal therapy that has allowed me to grow my self-esteem and confidence, meeting new people, going to new places and truly embracing myself. I believe that a project like Breathe would offer inspiration and a safe platform for girls in similar circumstances, with similar issues, to find positivity and hope for their future through the use of music therapy.