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The objective of this qualitative study was to explore music therapy students' learning experiences of participatory role-play in the context of the integrated music therapy master's program at the University of Bergen in Norway. Role-play is one type of experiential learning that initiates an interaction between students in a simulated scenario, thus producing concrete experiences as the basis for reflection. Empirical data were collected in two focus group interviews with 13 alumni who had attended role-play classes. We applied a thematic and interpretative hermeneutical strategy to data analysis. We identified five continua of learning experiences: (i) one's personality & becoming a professional, (ii) being spontaneous & being prepared, (iii) feedback from self-experience & from others, (iv) experiential learning & theoretical learning, (v) music therapy as a discipline & in interdisciplinary contexts. The continua highlight empathy, reflexivity, and person-centeredness as core learning assets for becoming a health-care practitioner.

This study examined whether musical and emotional attunement predicts changes in improvisational music therapy with children with autism (4-7 years, N = 101, majority: no/limited speech, low IQ), assessed over 12 months. Attunement, as observed from session videos, and changes in generalized social skills, judged by blinded assessors and parents, were evaluated using standardized tools (Assessment of the Quality of Relationship, Improvisational Music Therapy Principles, ADOS, SRS). In contrast to the smaller pilot, we did not find significant effects between attunement and changes in outcomes, only tendencies in the same direction are observed. Findings suggest that symptom severity is associated with the therapist's ability to attune to the child. They further raise questions concerning outcome selection and user involvement.

This study examined whether the therapeutic relationship in music therapy with children with Autism Spectrum Disorder predicts generalized changes in social skills. Participants (4-7 years, N = 48) were assessed at baseline, 5 and 12 months. The therapeutic relationship, as observed from session videos, and the generalized change in social skills, as judged by independent blinded assessors and parents, were evaluated using standardized tools (Assessment of the Quality of Relationship; ADOS; SRS). Linear mixed effect models showed significant interaction effects between the therapeutic relationship and several outcomes at 5 and 12 months. We found the music therapeutic relationship to be an important predictor of the development of social skills, as well as communication and language specifically.

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