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The music and healing series contribution in this edition of the Canadian Music Educator focuses on the new College of Registered Psychotherapists of Ontario (CRPO). This article provides readers with information about the CRPO, and how its formation is changing the profession of music therapy in Ontario. The difference between music psychotherapy and music therapy are offered alongside material on becoming a member of the CRPO, and implications for music therapy training programs. As many music educators refer persons to music therapy, and mentor students who may enter the music therapy profession, this piece is of importance for continued understanding about the development of music therapy in Canada. [ABSTRACT FROM AUTHOR]

La musique nous rend-elle plus intelligents ? Peut-être, peut-être pas. Dans cet article, l'auteur s'interroge sur le mantra « la musique nous rend plus intelligents » en suggérant que notre travail est important tout simplement parce qu'il a le potentiel de changer des vies. En se servant d'une histoire qui interpelle, celle d'un garçon qui s'appelle Jonathan, l'auteur nous montre que cela peut être tout à fait vrai. Le succès musical de Jonathan est une histoire inspirante et convaincante selon laquelle la musique change quelque chose dans la vie des élèves. Notre travail est important : il est viable, significatif et légitime ne serait-ce que pour cette simple raison. [ABSTRACT FROM AUTHOR]

The author reflects on music and healing, and shares her doctoral research concerning palliative care. Her literature on end-of-life care suggests that the pain was evident to be the main issue for palliative patients. She says that a more thorough study is needed to assess what interventions can be used to holistic aspect of care specially with regards to music therapy. She mentions some of the research key that guided the study including music enhances communication and music therapy provided a means for revisiting and reminiscing.

The author comments on the role and influence of music educators. He discusses the various ways educators encourage students to use their musical learning, knowledge and experiences. He mentions how motivational learning engagements lead to musical skills and knowledge development, tools for enhancing creative problem-solving and independent decision making.