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This paper investigates the effect of music on the communication improvement of children with developmental disabilities. Forty subjects (18 boys and 22 girls) 7-12 years old, were divided into an experimental group (n = 20) which participated in music therapy activities and a control group (n = 20) which was discussing and watching television, both for one hour. The State-Trait Anxiety Inventory Scale for children was used to measure state and trait anxiety respectively. In addition, heart rate response to music therapy was monitored for assessing probable music therapy effect. Findings from paired t-tests revealed that the State Anxiety Inventory Scale score was significantly influenced by the music therapy (t = 5.36, p less than 0.001) as well as it was not significantly influenced by the discussing and watching television session (t = 1.02, p greater than 0.05: NS). Besides, heart rate alteration analysis revealed that music therapy helps calm young children with developmental disabilities. Consequently, music therapy could lead not only to significant improvements in young CWDD's psychological and physical well-being but also could produce mental benefits, and should constitute a part of therapeutically programs that aim both to the improvement of young CWDD's psychological state and quality of life. (Contains 3 tables and 3 figures.)

This study examined aesthetic response to Brazilian and African music experienced with and without instruction received prior to the listening session. In addition, there was an attempt to determine if there was a difference in response between musicians (music therapy majors) and non-musicians (psychology majors). The participants (N = 44) were undergraduate students enrolled at two private comprehensive universities in Sao Paulo, Brazil. Data was collected via the Continuous Response Digital Interface (CRDI). Prior to the listening experience, half the participants from both musicians (n = 22) and non-musicians (n = 22) groups read an instruction sheet describing the musical style, historical background, and cultural context of the musical selections. The remaining participants in both groups received no instruction prior to their listening session. Results indicated that instruction had a statistically significant effect on musicians' aesthetic response to the African and Brazilian songs, but the same instruction did not significantly affect non-musicians.

Introduction: People living with young-onset dementia and their care-partners are at risk of a range of adverse mental health outcomes and social isolation. There are few interventions aimed at supporting couples affected by young-onset dementia, which poses unique psychosocial challenges for younger people. Methodology: This pre-post interventional mixed methods pilot study aimed to assess the feasibility and acceptability of an online group program for people with young-onset dementia and their care-partners living at home in Australia. The Music And Psychology and Social connections (MAPS) program aimed to address: (1) the challenges and changes associated with young-onset dementia; and (2) coping and wellbeing. The program involved six weekly two-hour sessions co-facilitated by a psychologist and music therapist, and a private Facebook group. The primary outcomes of feasibility and acceptability were assessed through a post-program focus group, separate individual feedback sessions with each couple, and a program evaluation questionnaire. Thematic analysis was conducted on the focus group transcripts and field notes from couple feedback sessions. We also examined the preliminary utility of MAPS in improving mental health and social connectedness, using quantitative pre-post-measures. Results: Five couples completed the MAPS program. The most common dementia type was Alzheimer's Disease. Participant attendance was 87% across all sessions. Qualitative findings supported acceptability of the program with four emergent themes: being connected to others with shared experiences; reframing thoughts and feelings about dementia; music as a therapeutic tool; and benefits of MAPS. Conclusion: The high retention rate, qualitative findings and positive program evaluation suggest MAPS may be a promising, feasible and acceptable program for couples affected by young-onset dementia. [ABSTRACT FROM AUTHOR]

The objective of this study was to ascertain the efficacy of music therapy in alleviating anxiety among university students. This is achieved by employing the theory of planned behaviour. A survey comprising 350 participants was disseminated to evaluate their subjective norms, perceived behavioural control, attitudes, intentions to engage, and actual involvement in music therapy, as well as their degrees of anxiety. The information gathered was examined using structural equation modelling. The findings validated that favorable attitudes, robust subjective standards, and elevated perceived behavioral control fostered students' inclination to engage in music therapy. In addition, it is unsurprising that students who intended to participate ultimately followed through and carried out the task. The structural equation modelling analysis ultimately demonstrated that engaging in these sessions significantly decreased students' levels of anxiety. While effective in the examined context, the research acknowledges geographic and demographic limitations, suggesting the need for broader investigations. This study adds to the growing evidence supporting the integration of music therapy into mental health services, particularly for university students facing academic stressors. [ABSTRACT FROM AUTHOR]

Background Preterm birth contributes to adverse mental health outcomes of parents dealing with a premature neonate. The main objec-tive of this study is to determine whether music therapy (MT) songwriting during the infants’ stay in the neonatal intensive care unit (NICU) is superior to standard care in reducing the risk of postpartum depression in high-risk parents of preterm children throughout the hospital treatment. The secondary objectives include assessment of effectiveness of MT in other aspects of mental health (anxiety level, perceived stress, mental wellbeing, coping, resilience). Furthermore, this trial will evaluate the medical and social factors that may be associated with the effects of MT songwriting. Participants and procedure The study design is a sequential mixed method study with a dominant status QUAN to qual. The quantitative trial was designed as a parallel, multicenter, pragmatic, randomized controlled trial. The qualitative study is a descriptive phenomeno-logical study that seeks to understand the lived experiences of participants exposed to songwriting. Participants are parents of premature infants hospitalized in NICU (106 families) in 5 hospitals, in Colombia and Poland. Intervention: 3 MT song-writing sessions per week across 3 weeks. Primary outcome: the risk of postnatal depression; secondary outcomes: anxiety level, mental wellbeing, resilience, stress, coping. Results The results will be analyzed quantitatively and qualitatively. Conclusions This study will provide a report on the effectiveness of MT songwriting on mental health in at-risk parents of preterm infants.

Abstract Background Psychological problems are common among the people of every community. These psychological issues are leading people to mental health issues. Human well-being is required to be improved appropriately for the better health of the public. The objective of this research is to determine the influence of music therapy on the sustainable psychological well-being of the Chinese community. Furthermore, this research determines that moderating role of health awareness and strategic health management between music therapy and sustainable psychological well-being. Method The research used a sample of 384 collected with a random sampling method. For data collection, a cross-sectional method was adopted to collect data on a Likert scale questionnaire. The Health Awareness Scale, Music Therapy Scale, Sustainable Health Management Scale and Sustainable Psychological Wellbeing Scale was used in this research. Results The findings of the research highlighted that there is a significant and positive influence of music therapy on the sustainable psychological well-being of the Chinese community. This research also concluded that there is a significant and positive moderating role of health awareness and strategic health management between music therapy and sustainable psychological well-being. The findings of this research are new and novel in the literature on psychological well-being. Conclusion This research has some theoretical and practical implications to advance the literature and practice for sustainable psychological well-being respectively. In clinical practice, music therapy can be effectively used to improve the psychological well-being of individuals with sustainability. The information related to health awareness and practice for strategic health management is also necessary for the clinical patients to improve their psychological well-being.

Autism is an abnormality in functioning that influences how people interact with others, communicate, learn new things and behave. According to the WHO, autism already occurs in 1 in 100 children. Although it affects people of all ages it is mostly diagnosed in children. This makes the essence of autism management to support the child's development. Autism Syndrome Disorder (ASD) has become a target of research and interest in modern medicine, especially psychiatry pediatrics and psychology. Help and support during the development of a child with ASD have big influence in alleviating symptoms and developing functioning. The multitude of modern therapies makes it available to provide comprehensive care for the child. According to a recent analysis, therapies such as music therapy have positive effects. They can boost a child's communication, interpersonal, social and language skills. They improve the child's overall functioning which converts into his quality of life in adulthood. The profits of occupational or individual therapies are a new case in the context of people with ASD. It requires more extensive randomized studies, but it offers great hope and optimism for the improvement of therapies and a multifaceted support system for children with ASD. [ABSTRACT FROM AUTHOR]

Objective: To observe the effects of music therapy on negative psychology, sleep, and quality of life in elderly patients recovering from cerebral infarction accompanied by depression and anxiety. Methods: We performed a retrospective analysis of 160 patients with convalescent cerebral infarction diagnosed between December 2022 and December 2023 in the Affiliated Brain Hospital of Nanjing Medical University. Cases from the control group (n = 76) were treated with conventional rehabilitation training. Meanwhile, the music therapy group (n = 84) cases were managed with standard and music therapy. Various measures, including polysomnography, the general quality of life questionnaire-74 (GQOL-74), the self-rating anxiety scale (SAS), and the self-rating depression scale (SDS) were collected at baseline (admission) and 4 weeks post-admission. Results: After 4 weeks, the music therapy group exhibited higher GQOL-74 scores, lower SAS scores, and lower SDS scores (P < 0.001). Furthermore, compared with the control group, the music therapy group had shorter sleep latency, longer sleep duration, higher sleep efficiency, lower wake time, fewer wake times, shorter S1 stage, longer S3 + S4 stage, and longer REM period (P < 0.001). Conclusions: Music therapy appears to be effective in improving negative psychology, sleep quality, and quality of life in elderly patients with comorbid depression and anxiety during recovery from cerebral infarction. [ABSTRACT FROM AUTHOR]

IntroductionMild to moderate depression, anxiety, and stress imbalances are prevalent emotional issues among college students and are primary factors leading to deficiencies in social-emotional skills within this population. Without timely intervention, these mild to moderate emotional issues may escalate into more severe conditions. Social-Emotional Learning (SEL) programs are effective for building social-emotional skills. However, current research on SEL programs has not adequately addressed the issue of high-quality teacher-student interactions for students who suffer emotional problems. To tackle this issue, this study proposes a curriculum approach that integrates mindfulness with rhythmic music? and evaluated the emotional changes of students after mindfulness with rhythmic music curriculum.MethodsThis study adopted a pre-post experimental design. Two hundred and ninety-four firefighting universities students participated in a one-semester “online mindfulness combined with music rhythm SEL course”. The study used the Beck Anxiety Inventory, Center for Epidemiologic Studies Depression Scale and Perceived Stress Scale to measure the anxiety, depression and stress levels of the participants before and after the course, and used the participants' self-reflection reports as a method to explore the students' emotional transformation patterns.ResultsThe research findings indicate that: (1) eighth-note, quarter-note, and sixteenth-note rhythmic music significantly improve the emotional wellbeing of students with depression, anxiety, and stress imbalances, respectively. (2) The degree of emotional improvement has a certain impact on academic performance. (3) Students with anxiety require more instructional support focused on attention concentration during the early phases of the course; students with depression should not be scheduled for social skills learning modules in the short term and need long-term instructional guidance; individuals experiencing stress imbalances require attention to their personal music preferences and benefit from additional listening activities and exercise.DiscussionThese findings assist teachers in accurately identifying emotional changes among students with emotional problems and managing the patterns of these emotional transitions, thereby providing effective instructional support and promoting high-quality interactions between teachers and students.

The health and development of refugee children can be significantly impacted by adverse experiences and prolonged stress. Although previous research and practice have demonstrated the potential benefits of music therapy for children in this situation, there is a lack of research focusing on the perspectives of refugee children themselves. This study aims to explore the participation of refugee children in music therapy within a Norwegian primary school context. The empirical material was collected through semistructured interviews conducted with seven refugee children (aged 8–12) who had been resettled in Norway. Thematic analysis was employed to analyse the interview transcripts. The analysis resulted in three main themes: Accessing Musical Development, which illuminates how music therapy provided opportunities for musical learning with emphasis on socially relevant music; Appropriating Music Therapy as a Social Resource, which illustrates how music therapy sessions facilitated connection with peers; and Experiencing States of Wellbeing which focuses on the children’s descriptions of emotional changes and fun. Findings are discussed in the context of situated learning theory and the impact of adverse experiences on children’s affect regulation capacity. Additionally, the discussion includes reflections on how music therapy can provide resources for regulating affect.

Día de los Muertos plays a significant role in Mexican American culture and has implications for how communities in the borderlands process experiences of death and dying. This article will describe the socio-historical context of this annual celebration, outline recommendations for establishing a community ofrenda in music therapy programs, and discuss culturally informed music experiences for individual and community-based music therapy treatment.

Music therapy stakeholders may benefit from a more comprehensive understanding about international students and their process for becoming music therapists in the U.S. The purposes of this paper are to: (a) articulate the international student process from home country to credentialed music therapist in the U.S., (b) outline common concerns and difficulties of international students studying in the U.S., and (c) share best practices obtained from the research literature to support international students through the process from student to professional. The process for international music therapy students from home country to professional includes pre-departure tasks related to information, finances, and student visas; mid-coursework requirements related to clinical practice, curricular degree, and full-time status; and post-coursework aspects of curricular practical training, board certification, optional practical training, and applying for a work visa. Common challenges of international music therapy students include culture shock and racism, academic challenges, financial and psychological issues, and developing music skills and repertoire. Best practices identified from the literature encourage international students to improve language competence, utilize campus support, develop social networks, and increase culture competence. The authors discuss implications for music therapy education and training, provide suggestions for students, and share recommendations for key stakeholders.

Research on the health and well-being benefits of participating in music therapy initiatives such as group singing and drumming is steadily increasing. Community music therapy aims to render such initiatives more accessible to people who are marginalised due to race, gender, age and socio-economic status for example. This study focuses on people who are reluctant to participate in such musical initiatives because of negative self-beliefs about their musical identity. Previous studies have investigated the reasons behind these negative self-beliefs among certain populations, but there is a lack of research surrounding music therapy interventions that address this issue. This study aimed to explore reasons behind people’s negative self-beliefs about their musical identity among an Irish population. This study further aimed to investigate whether an intervention involving a Kodály-inspired community music therapy approach could produce a shift in those negative self-beliefs. Data gathered from seven participants during semi-structured preliminary and exit interviews and a 3-week focus group intervention was analysed using thematic analysis. It was found that negative self-beliefs about one’s musical identity were constructed from negative early experiences of music education and through adopting Irish society’s tendency to polarise people into musical and non-musical categories. These factors have contributed to many Irish people’s reluctance to participate in active music-making opportunities. Findings also revealed that participating in a Kodály-inspired community music therapy intervention produced a positive shift in people’s musical identity and a potential to consider participating in future active music-making opportunities. A Kodály-inspired community music therapy model of practice is proposed.

IntroductionEating disorders (ED) are characterized by serious and persistent disturbances with eating, weightcontrol, and body image. Symptoms impact physical health, psychosocial functioning, and can be life-threatening. Individuals diagnosed with an ED experience numerous medical and psychiatric comorbidities due to issues caused by or underlying the ED. Therefore, it is vital to address the complex nature of an ED, as well as the comorbid and underlying issues. This necessitates a psychotherapeutic approach that can help to uncover, explore, and support working through unresolved emotions and experiences. Guided Imagery and Music (GIM) is an in-depth music psychotherapy approach utilizing therapist-programmed music to support the client in uncovering and examining underlying and unresolved issues. The literature surrounding the use of GIM with clients in ED treatment is anecdotal and comprised primarily of clinical case studies.MethodThis secondary analysis, based on a descriptive feasibility study that integrated GIM sessions into the client’s regular ED treatment and examined 116 transcripts from a series of sessions of eight clients.ResultsThematic analysis of the transcripts identified nine subthemes and three themes that emerged. These themes include emotional landscape (feeling stuck, acknowledging emotions, and working through unresolved emotions), relationships (self, others, and eating disorders), and transformation and growth (finding strength, change, and empowerment). A short series of GIM sessions helped ED clients identify and address issues underlying the ED and to gain or reclaim a sense of self that enabled them to make choices for their life that support their recovery and sense of empowerment. Intertextual analysis revealed imagery indicative of the Hero’s Journey.DiscussionFurther, how engagement in this embodied aesthetic experience stimulates perceptual, cognitive, and affective brain functions which are key in fostering behavioural and psychological change is explicated as it relates to ED treatment and recovery.

IntroductionParents of preterm infants face a stressful life event which might have long term impact on the parent–child relation as well as on the infant’s cognitive and socio-emotional development. Both music therapy (MT) and physical contact (PC) are stress-reducing interventions for parents and preterm infants on the neonatal intensive care unit (NICU). Meanwhile, especially close PC is considered as standard care (SC) in most NICUs. However, the effect of live performed MT with PC on parental perceived stress and cortisol levels has barely been investigated. We hypothesized that MT with PC leads to reduced stress levels and lower salivary cortisol concentrations compared to SC in parents of preterm infants during the first 4 weeks after birth.MethodsRandomized-controlled trial enrolling the parents of 99 preterm infants (MT n = 50, SC n = 49 infants). The infants received either MT with PC or SC only. Perceived stress was measured with the perceived stress questionnaire 20 (PSQ-20) after birth and 4 weeks later. Salivary cortisol levels were obtained and measured weekly after birth for 4 weeks.ResultsForty-two mothers and eight fathers of the intervention group (MT with PC) as well as n = 43 mothers and n = 6 fathers of the control group (SC) were enrolled. For the intervention group, salivary cortisol was reduced 4 weeks after birth [mothers 5.5 nmol/l (confidence interval (CI) 3.6–7.5); fathers 8.3 (CI 7.2–9.4)] compared to the control group [mothers 10.3 nmol/l (CI 5.4–15.3); fathers 14.8 (CI 8.9–20.7)]. Overall perceived stress scores decreased in the intervention group (mothers −17.6; fathers −12.6) and increased in the control group (mothers +6.1; fathers +21.4) over 4 weeks.DiscussionLive-performed MT with PC in preterm infants might be an effective, non-invasive intervention to reduce parental stress and cortisol levels. Future studies should investigate the long-term effects of this intervention on the parent-infant relation as well as on the infants’ cognitive and socio-emotional development.Clinical trial registrationhttps://drks.de/search/en/trial/DRKS00025755 identifier [DRKS00025755].

IntroductionThis study explores the effectiveness of music therapy in repairing psychological trauma in bereaved families, aiming to provide a comprehensive understanding of its potential therapeutic impact. It begins with an analysis of the current situation faced by bereaved families, identifying the psychological challenges they experience.MethodsThe research design included the recruitment of participants from bereaved families, who were then divided into an experimental group and a control group. An optimized Long Short-Term Memory (LSTM) network model was constructed to analyze music therapy data, tailored specifically to capture the nuances of this therapeutic process. The experimental procedure detailed the specific operations involved in the music therapy sessions and established a clear comparison framework between the two groups.ResultsThe performance of the proposed LSTM model demonstrated high accuracy (0.85), precision (0.86), recall (0.84), and F1-score (0.85), indicating its effectiveness in predicting treatment outcomes. When compared to the Self-Reporting Inventory-90 (SCL-90) scale, the model captured the trend of treatment effects with a high level of accuracy and reliability. Notably, participants numbered 2, 6, and 8 in the experimental group showed substantial improvement rates of 67.21%, 71.45%, and 75.67%, respectively, in their psychological health issues.DiscussionThe comparative analysis between the experimental and control groups confirmed that the music therapy approach, as guided by the proposed LSTM model, led to a more significant improvement in psychological health issues for bereaved families. This suggests that the model offers a promising avenue for enhancing the effectiveness of music therapy in this context.

The transdisciplinary as well as practical nature of music therapy profession makes it challenging for music therapy educators to design courses and curricula that prepare students to integrate theory and practice, balance the art and science of music therapy, and become independent learners. Existing literature on educational approaches focuses on specific areas such as clinical musicianship and research skills and does not provide holistic views or conceptualizations through which educators can design courses and curricula. In this paper, four conceptualizations and teaching strategies that may aid current educational practices are explored: building a culture of learning, life-long learning, self-directed learning, and teaching diversity and multicultural contexts. Educators’ roles are also provided in cultivating learning environments where students feel safe to explore new ideas and music therapy methods, develop cognitive and social skills as life-long learners, utilize internal motivation to learn and grow with autonomy, and cultivate self-awareness in order to approach clients with cultural humility and knowledge.

In an increasingly linguistically diverse society, music therapists in the United States are working with individuals who may not speak the dominant English language (Davenport, 2024). It is important that music therapists collaborate with language interpreters when language discordance occurs, that is, when the music therapist and patient do not have a shared proficiency of the same language. There are many ways of working with interpreters, but the topic is not widely researched in the music therapy profession. In this reflection paper, I discuss the ways in which music therapists and language interpreters can collaborate, highlighting the importance of the cultural broker stance and inviting interpreters into the therapeutic space.

The mental health recovery movement recognises the importance of expertise by experience held by service users alongside healthcare practitioners. Recovery has gained attention in music therapy but a situation prevails where practitioners and researchers set research agendas. A group of music therapists recognised the absence of service user voices in music therapy research, and in 2017 they established a network called the Alliance for Recovery Research in Music Therapy (ARRIMT). In 2020, they started to develop a multi-national platform to explore mental health recovery in relation to research. Service users and music therapists were invited from three countries including Ireland, Norway, and the United Kingdom (UK). Local meetings were held to introduce stakeholders from each country, followed by three online meetings. Music was central to each meeting and each built upon content from previous meetings. Our conversations opened up new possibilities for working together. Four priorities for practice and research were identified: Music as a connector; music between sessions; music technology; and, online music therapy. This report will share our process and what we learnt from working together. We contextualise our work within concepts of foregrounding and mattering and view this work as a crucial step towards meaningful co-production. We reflect upon the role of music in building group identity alongside the importance of careful curation. Finally, we present ideas for future music therapy and mental health research. Group Description In 2018 the Alliance for Recovery Research in Music Therapy (ARRIMT) was founded as an international group of music therapy service users, researchers and practitioners from Australia, Ireland, Norway, and the United Kingdom. Fundamental to this group is the concept of recovery where those who use and those who provide mental health services work together to share knowledge and experiences that can have a positive impact on mental health service delivery. Key to this is listening carefully to the voices of those who use music therapy so that their views and experiences influence how music therapy is offered in mental health services. The founders and coordinators of the group are Tríona McCaffrey, Hans Petter Paulen Solli, and Catherine E. Carr. Other members of the group are Cornelia Bent, Darmuid Boyle, Oda Bjørke Dypvik, Kenneth Dybdahl, Tommy Hayes, Lauren M. Hickling, Jane Fernandez, Anne Malerbakken, Brendan Ruddy, and Torgrim Vågan.

This clinically oriented article reflects on music therapy with patients with a personality disorder diagnosis, focusing on music improvisation and the advantages and challenges it may provide for both patient and therapist. The method used is reflexive and based on a combination of many years of clinical experience and theoretical reflection. The article has four parts. The first part describes our approach to music therapy. The second part presents our view on challenges in music therapy with patients with a personality disorder (PD) and specifically borderline personality disorder (BPD) issues. The third part presents our view on the advantages of music therapy with this client group and the fourth part is a discussion. The discussion has three topics: 1. Does this article present a more nuanced picture of music therapy with a more diverse understanding of challenges and advantages? 2. What is the relationship between challenges/advantages and rupture/repair? 3. How does music therapy relate to common factor theory?

This paper is related to aspects of supervision in music therapy, specifically focused on Argentine music therapists working in the context of autism. A supervision approach is described for music therapy in this context. Some reflections regarding the themes identified and worked on during the supervision process are presented. The reflections and guidelines are based on the author´s experience as a music therapist supervisor in this field. Acknowledgments I am very grateful to my colleagues from Argentina and Latin America for their trust in my contribution as a supervisor during the supervision process. Not only for their willing to improve their services and their professional role in this context, but for giving me the opportunity to grow and nurture myself as a professional and as a human being. Editor’s Note: The Article Editor thanks Alex Kratchman for their additional assistance with English-language editing. Resumen El presente escrito está relacionado con los aspectos de la supervisión en musicoterapia, específicamente focalizado en el trabajo clínico realizado por los/las musicoterapeutas argentinos/as actuando en el contexto del autismo. Se describirá un abordaje de supervisión en musicoterapia para este contexto. Se expondrán algunas reflexiones vinculadas a las temáticas identificadas y trabajadas con los/las musicoterapeutas durante el proceso de supervisión. Dichas reflexiones y lineamientos están basados en la experiencia de la autora, como supervisora de musicoterapeutas trabajando en este campo de aplicación. Agradecimientos Agradezco a los/las colegas de Argentina y Latinoamérica por su confianza en mi aporte durante el proceso de supervisión. No sólo por su búsqueda en mejorar sus servicios y su rol profesional en este contexto, sino por darme la oportunidad de crecer y nutrirme como profesional y como ser humano. Nota del editor: el editor del artículo agradece a Alex Kratchman su ayuda adicional con la redacción en inglés.

This study aimed to assess the efficacy of various music therapy interventions in ameliorating depressive symptoms in dementia patients, utilizing a network meta-analysis approach. We rigorously selected randomized controlled trials focused on music therapy for dementia with depressive symptoms from major electronic databases. The primary outcome measured was the impact on depressive symptoms, with the secondary outcome evaluating dropout rates across different intervention groups and standard care control groups. The research protocol has been duly registered with PROSPERO (Registration ID: CRD42023393059). Our network meta-analysis incorporated 14 randomized controlled trials involving a total of 1080 participants and examined a range of interventions, including active music therapy, listening to music, rhythmic music therapy, singing, and tailored music interventions. The analysis revealed that active music therapy combined with singing emerged as the most effective intervention, demonstrating a significant improvement in depressive symptoms in dementia patients (Standardized Mean Difference [SMD] = −0.89, 95% Confidence Interval [CI]: −1.48 to −0.30). In contrast, listening to music alone showed a smaller effect (SMD = −0.26, 95% CI: −0.71 to 0.20). This study was particularly noteworthy for not showing higher dropout rates compared to standard care, indicating its feasibility and acceptability in clinical settings. The findings of our study indicate that active music therapy combined with singing is an effective approach to reducing depressive symptoms in dementia patients, potentially due to enhanced social interaction. These results offer new perspectives for dementia care, suggesting a promising direction for further research and clinical application.

This research was aimed to determine the effectiveness of music therapy to reduce anxiety by using a meta-analytic method through a literature review of 13 international research journals between 2010 until 2021. Some studies have shown that the types of music used to reduce anxiety are relaxing, classical and traditional music. That researchers are interested in take a research with three types of music. There were 1288 participants of 649 experimental groups and 639 control groups. Based on data management M, SD, and N the value of effect size hedge’s g=0,201 (CI-0,255-0,657) with I2 (inconsistency)=88,95% and Egger Bias P= 0,521. The result that classical music is also effective to reducing anxiety with d=1,85. Concluded, that music therapy with music using three types was significantly less effective in reducing anxiety. Penelitian ini bertujuan untuk mengetahui efektivitas terapi musik untuk menurunkan kecemasan dengan menggunakan metode meta-analisis melalui review literatur 13 jurnal dengan penelitian internasional antara tahun 2010 hingga 2021. Beberapa penelitian dapat diketahui jenis musik yang digunakan untuk menurunkan kecemasan adalah musik relaksasi, klasik dan tradisional. Sehingga, peneliti tertarik untuk melakukan penelitian dengan tigas jenis musik tersebut. Pastisipan sebanyak 1288 yang terdiri dari 649 kelompok eksperimen dan 639 kelompok kontrol. Berdasarkan pengelolaan data M, SD dan N dihasilkan nilai effect size hedge’s g = 0,201 (CI-0,255-0,657) dengan I2 (inconsistency) = 88,95% dan Egger Bias P= 0,521. Terapi musik yang efektif untuk menurunkan kecemasan adalah musik relaksasi dengan nilai d sebesar 2,79 dari penelitian Chirico et al. (2020). Hasil lainnya menunjukkan bahwa musik klasik juga efektif dalam menurunkan kecemasan dengan nilai d sebesar 1,85. Demikian hasil menunjukkan effect size medium dan tidak bias publikasi. Hal ini dapat dikatakan bahwa terapi musik dengan melalui tiga jenis musik secara signifikan kurang efektif untuk menurunkan kecemasan

Objective: The aim of the present investigation was to draw a comparison between the efficacy of story therapy and music therapy in alleviating anxiety among primary school students in the city of Ilam. Methods: The present study employed a semi-experimental approach, utilizing a pre-test-post-test design with a control group. The target population for this research consisted of second-year students attending elementary schools in Ilam in the year 2022. The sample size comprised 63 individuals, selected through accessible sampling, and were randomly assigned to three groups (21 students per group, with two experimental groups and one control group). The anxiety questionnaire developed by Najarian et al. (2014) was utilized as the research instrument. The experimental groups underwent eight sessions of story therapy training and twelve sessions of music therapy, while the control group did not receive any intervention. The data were analyzed using analysis of covariance (p < 0.05) with the assistance of SPSS software. Results: The findings revealed that both story therapy and music therapy were effective in reducing students' anxiety. Also, according to the findings, there is no significant difference between the effectiveness of the two interventions on reducing anxiety. Conclusions: Consequently, these findings hold valuable implications for educators, child psychologists, and families.

Abstract Background Physical and psychological distress may occur in patients facing an onco-haematological diagnosis and undergoing complex therapies such as intensive chemotherapy, stem cell transplantation, and immunotherapy. Studies have shown the need for incorporating different therapeutic modalities to respond to patients’ physical and psychosocial needs. Aims The purpose of this study was to evaluate the effectiveness of music therapy treatment on mood, anxiety, depression, and physical discomfort in hospitalized onco-haematological patients. Methods Forty patients were included in this music therapy study from November 2021 to May 2023. Treatment consisted of individual weekly music therapy sessions. Participants completed the following evaluation instruments before and after the intervention: the Hospital Anxiety and Depression Scale (HADS), Profile of Mood States—Short Form A-Version (POMS-A), and European Organization for Research and Treatment of Cancer-Quality of Life Core Questionnaire-30 (EORTC QLQ-C30). A three-item numerical rating scale (NRS) for anxiety, sadness, and physical discomfort was administered at the beginning and end of each session (pre-/postsession). Results Differences (p

Copyright of ICT in Muzical Field / Tehnologii Informatice si de Comunicatie in Domeniul Muzical is the property of Tehnologii Informatice si de Comunicatie in Domeniul Muzical / ICT in Musical Field and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The following microanalysis helps analyze an essential aspect of a music therapy session with a child diagnosed with autism. This detailed analysis highlights how essential music is in this little girl’s life, both in expression and communication. Microanalysis in music therapy aims to critically analyze the therapy process, focusing even on the smallest elements from a musical and therapeutic view. The music therapy sessions with this client and the analysis are based on the theory of communicative musicality developed by Trevarthen and Malloch. Just as Malloch argues that communicative musicality between mother and infant has three essential parts - pulse, timbre, and narrative - so it is observed that the analyses of the segments chosen were based on these principles. The narrative of the musical interaction between the client and therapist points to the fact that it expresses innate motives for sharing emotion and experience with other people and creating meaning in shared activity. It allows two people to share a sense of passing time and to create and share the emotional framework that evolves through this shared time. [ABSTRACT FROM AUTHOR]

PurposeDepression and anxiety are prevalent mental health challenges among college students. Music therapy has shown effectiveness in addressing depressive symptoms and enhancing psychosomatic functioning. This study aimed to evaluate the effectiveness of a 4-step structured music therapy program in improving mood and reducing symptoms of depression and anxiety among medical school students.Materials and methodsThe self-controlled study involved 45 medical school students (21 men and 24 women) aged 18–24 years to examine the prevalence of depression and anxiety, common mental health issues among medical school students. Participants underwent psychological assessment using the Symptom Checklist-90 (SCL-90), Self-Rating Anxiety Scale (SAS), and Self-Rating Depression Scale (SDS). An 8-week music therapy intervention, comprising four steps—sociality, interaction, music lessons, and creative expression—was administered.ResultsBefore-intervention, 55.6% and 15.6% students were identified as suffering from depression and anxiety respectively. Post-intervention, significant reductions in psychological distress, particularly in the Global Severity Index (GSI) and Positive Symptom Total (PST) on the SCL-90 scale, were observed (P < 0.05). Male students exhibited notable improvements in various psychological symptoms compared to females. Junior grade students demonstrated greater improvements, and clinical medicine students exhibited significant enhancements in specific areas post-intervention.ConclusionThe structured music therapy program showed promising results in improving mood and regulating emotions among medical school students. Music therapy holds potential as a holistic approach to address mental health challenges in this demographic.

BackgroundStudies have shown that music therapy can be used as a therapeutic aid for clinical disorders. To evaluate the effects of music therapy (MT) on language communication and social skills in children with autism spectrum disorder (ASD), a meta-analysis was performed on eligible studies in this field.MethodsA systematic search was conducted in eight databases: PubMed, Embase, Web of Science, Cochrane Library databases, the China National Knowledge Infrastructure (CNKI), Wanfang Data, the Chinese Biomedical Literature (CBM) Database, and the VIP Chinese Science and Technology Periodicals Database. The standard mean difference (SMD) values were used to evaluate outcomes, and the pooled proportions and SMD with their 95% confidence intervals (CIs) were also calculated.ResultsEighteen randomized controlled trial (RCT) studies were included, with a total of 1,457 children with ASD. This meta-analysis revealed that music therapy improved their language communication [SMD = −1.20; 95%CI –1.45, −0.94; χ2 (17) = 84.17, I2 = 80%, p

The discipline of music therapy is practiced differently across the globe and over the years, in all regions of the world, the number of music therapy training programs has expanded. As such, there is a need to reflect on the differences between education and training programs, which vary according to the local culture, educational needs, theoretical background, and scope, among others. Music therapists work in a variety of environments including hospitals, community centres, regular or special education schools, speciality clinics, private practice, and long-term care homes, etc. Music therapists are tasked with navigating policies in their workplaces and balancing the needs of their clients/consumers/service users. This article written together by educators and a student aims to present brief highlights of the work of the authors whose collaboration resulted in a presentation at the European Congress of Music Therapy in June 2022. This presentation focused on the challenges and issues faced by the discipline of music therapy and health in general, based on the analysis of systemic issues in education and training, social issues, and significant issues such as multiculturalism, equity, and race around the world. These were identified as important issues for the authors who desired to raise awareness on these topics to further open ongoing dialogue. Our aim is to contribute to the establishment of dialogues between music therapy educators, allied health professionals, researchers, and students for the implementation of new courses and the updating of existing programs, expanding views on possible music therapy interventions in contemporary times. Acknowledgement Marisol Norris and Hyun Ju Chong were also part of this working group, and we want to thank them for their contributions to our work. Editorial note: This acknowledgement was unfortunately omitted from the version of record of the publication.

Dr. Rosemary Ganzert Fischer (1932-2021) was a pioneer of Canadian music therapy. She began the Bachelor of Music Therapy programme at Wilfrid Laurier University (WLU), Waterloo, Ontario in 1986. This article describes her contributions to Canadian music therapy. It also contains memories of our time working and teaching together and the inspirations we shared. Rosemary’s legacy to Canadian music therapy should be remembered. The dedication she brought to her work and teachings at WLU inspired a generation of music therapists who are now actively working and standing on the shoulders of her contributions to the field.

Introduction: Impaired emotion regulation in children with autism spectrum disorder (ASD) significantly affects their interactions. Aim: The aim of this study was to develop a rehabilitation program based on vibroacoustic and virtual reality techniques and evaluate its effectiveness on the emotional profile of children with ASD. Method: The research employed a single-subject ABA design. The population included all children with ASD attending the Zehn ara Rehabilitation Clinic in Tehran in the second half of 2021, from which 5 participants were purposively selected. Initially, the combined program was implemented for 10 sessions of 30 minutes each on two randomly chosen participants from the sample, and after validating the program, three additional participants were included in the study. The Sensory Profile 2 questionnaire (2014) was used in this research. During the baseline phase, at the end of each intervention session, and during a one-month follow-up period, the questionnaires were completed. Data analysis involved visual analysis, percentage of improvement, and percentage of overlapping and non-overlapping data. Results: The results indicated that based on the obtained effect sizes, the intervention had a significant impact on emotional regulation in participants 1 to 5, with 90%, 80%, 80%, 100%, and 90% certainty, respectively. Furthermore, the percentage of improvement resulting from the interventions for participants 1 to 5 was 20.08%, 28.75%, 28.24%, 27.24%, and 21.02%, respectively. Conclusion: Based on the findings, the combined rehabilitation program was effective in improving the emotional profile of children with autism. Therefore; this approach can be recommended as an appropriate intervention for individuals with ASD.

Abstract Background Music-based interventions are promising for cognitive rehabilitation in Parkinson’s disease; however, systematic reviews covering the topic are scarce. Objective To analyze the effectiveness of music-based interventions for cognitive rehabilitation in PD. Method Systematic review study based on PRISMA criteria. The descriptors Parkinson’s disease, Parkinson’s disease, idiopathic Parkinson’s disease, music-based interventions, music therapy, music training, auditory stimulation, music, rhythm, rhythmic, cognition, and cognitive were used. Five databases were searched PubMed/MEDLINE, PsycInfo, Scopus, Web of Science, and Cochrane in May 2022. Only randomized controlled trials with no limit on publication date or language were included. Risk of bias was assessed following Cochrane Collaboration criteria for development of systematic intervention reviews. Results Nine hundred nineteen articles were found by the descriptors; 266 were excluded for being repeated; 650 for not meeting the inclusion criteria. The remaining three articles were included and analyzed. The interventions consisted of practices with emphasis on rhythm and were conducted in groups. Risks of important biases were observed, such as lack of blinding in the allocation of participants and in the assessment of outcomes, as well as incomplete data for some outcomes. Conclusion Overall, the results showed no evidence of efficacy of music-based interventions for cognitive outcomes in PD.

The modern stage of reform and qualitative changes in modern university education in Ukraine are related to the implementation of conceptual ideas of higher education, which depends on the ability of scientific and pedagogical universities staff to professional development, readiness to implement innovative technologies, active creative actions, generation of productive original ideas in new changing and dynamic professional and life situations. From this point of view, the interest in global science and practice in solving the problems posed by the modern socio-cultural space is constantly increasing. Thus, the growing flow of information, the accelerated pace of the contradictory life of a modern member of society, and the intensity of communication ties affect the psychological health of the personality of teachers and students, their quality of life, mental balance and well-being, composure and harmony, the skills to overcome stress, support ability to work in various spheres of life and professional activity. One of the effective ways to overcome these problems in the educational space is the use of technologies that create comfortable objective and subjective conditions for emotional and psychological self-regulation, ensure the person’s emotional stability, prevent the syndrome of “emotional burnout” and are an important factor in achieving success in training, development and professional activity. The purpose of the article is to solve the identified problems, which contribute to the use of music therapy in the modern university space, for which it is necessary to implement the highly qualified training of personnel in music therapy and educational projects and programs which concordant with universities programs in Europe and the USA. During the 20th and 21st centuries in Europe and the USA, music therapy began to be intensively introduced into university education to activate cognitive and intellectual activity, model a health-saving educational environment, meet the special needs of student youth in inclusive education, and create a STEAM learning environment. Tasks and methods of research: today scientists of Ukraine have systematized only certain aspects of scientific knowledge about music therapy, which is introduced into the content of modern university education in Europe and the USA. In this way, the leading international experience on the issue of involving student youth in music therapy classes at the world’s leading universities has not been summarized, the system of measures for attracting education seekers to these classes has not been substantiated, and data on the specifics of the content of music therapy classes have not been systematized. Therefore, there is a need for research and comparative analysis of foreign experience of introducing music therapy into modern university education. This article is devoted to the introduction of music therapy into the content of modern university education in Ukraine. It examines the theoretical and practical aspects of using music as a means of improving the mental and emotional state of students, as well as increasing the effectiveness of the educational process. The article examines scientific studies that confirm the usefulness of music therapy for mental health and improving human cognitive functions. The author also offers specific recommendations for the introduction of music therapy into the educational process, in particular, the use of music in lectures, seminars and other forms of classes. The experience of using music therapy in universities around the world, studies that confirm its effectiveness and the feasibility of introducing such an approach to education in Ukraine are briefly analysed. Based on the results of the research, the author concluded about the need to introduce music therapy into university education in Ukraine.

BackgroundMusic is well-known for its stress-reducing effects. Little is known about the potential effect of music interventions in fostering internal coping resources for stress management among undergraduate students in Hong Kong.ObjectivesThis pilot study aimed to examine the efficacy of the Group-based Focus Music Imagery Program (GFMI) in promoting a stress-is-enhancing mindset, sense of coherence, and self-compassion among undergraduate students.MethodsWe used a two-arm parallel randomized controlled trial (RCT). The experimental arm received 6 weeks of GFMI with measures taken at two time points after completing baseline assessments (Weeks 6, 10). The control arm received 6 weeks of an active control program and completed the outcome measures at time points similar to the GFMI group. Data were collected using the Chinese versions of the Sense of Coherence Scale (C-SOC-13), the Self-Compassion Scale-Short Form (C-SCS-SF), the Stress Mindset Measure (C-SMM), the Perceived Stress Scale (C-PSS-10), and the Generalized Anxiety Disorder scale (C-GAD-7).ResultsSixty-four participants were randomly assigned to either the experimental group (n = 32) or the control group (n = 32) between July 2021 and September 2022. The experimental group exhibited a retention rate of 71.9% at T1 (23 out of 32 participants), which slightly decreased to 65.6% (21 out of 32) at T2. The control group displayed a retention rate of 75% (24 out of 32) at T1, which dropped to 43.8% (14 out of 32) at T2. The GEE analyses showed insignificant differences between groups at any time point in C-SOC-13, C-SCS-SF, and C-SMM. Instead, the control group had a higher reduction in stress scores (C-PSS-10) at T1, and anxiety (C-GAD-7) at T2 than the experimental group.ConclusionThe pilot trial provided valuable information in examining the feasibility of the trial design and intervention. Future studies with larger samples are needed to validate if GFMI can reliably promote coping resources to manage stress and anxiety in undergraduate students.Trial registration numberhttps://www.researchregistry.com/, researchregistry8209.

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Person-centered dementia care has been extensively integrated into music therapy practice; its central aim being to meet the core psychological needs of people with dementia, uphold personhood, and contribute to enhanced quality of life. Furthermore, Kitwood's model has been widely referenced as the theoretical framework underpinning multiple studies with people with dementia. However, few studies explore it in more concrete terms, expand on how it is implemented in practice, or describe how "positive person work" can be facilitated in music therapy with this population. This paper aims to address these lacunae, by presenting a comprehensive overview of Kitwood's model; identifying how it has informed music therapy practice, and highlighting current applications of "person-centered music therapy" in relation to meeting the core psychological needs of people with dementia. Furthermore, the authors present practical considerations on facilitating "positive person work" in music therapy, drawing on their experiences of providing music therapy in dementia care. [ABSTRACT FROM AUTHOR]

Is engaging with music good for your mental health? This question has long been the topic of empirical clinical and nonclinical investigations, with studies indicating positive associations between music engagement and quality of life, reduced depression or anxiety symptoms, and less frequent substance use. However, many earlier investigations were limited by small populations and methodological limitations, and it has also been suggested that aspects of music engagement may even be associated with worse mental health outcomes. The purpose of this scoping review is first to summarize the existing state of music engagement and mental health studies, identifying their strengths and weaknesses. We focus on broad domains of mental health diagnoses including internalizing psychopathology (e.g., depression and anxiety symptoms and diagnoses), externalizing psychopathology (e.g., substance use), and thought disorders (e.g., schizophrenia). Second, we propose a theoretical model to inform future work that describes the importance of simultaneously considering music-mental health associations at the levels of (1) correlated genetic and/or environmental influences vs. (bi)directional associations, (2) interactions with genetic risk factors, (3) treatment efficacy, and (4) mediation through brain structure and function. Finally, we describe how recent advances in large-scale data collection, including genetic, neuroimaging, and electronic health record studies, allow for a more rigorous examination of these associations that can also elucidate their neurobiological substrates.

Background: The purpose of this inquiry was to test the new ‘Music Therapy Assessment for Older Adults’ (MTAOA) tool in Canada and the United States, and to establish its content and predictive utility. Methods: A pilot study using an explanatory descriptive methods design was chosen; n = 18 music therapists completed an online survey about their experiences in administering the assessment and 50% (n = 9) were invited for a follow-up interview. Results: The results indicated that the MTAOA was a beneficial assessment tool that contained relevant domains (89%) to develop a music therapy treatment plan; 89% of music therapists also noted they would continue to use and recommend the MTAOA. The data produced beneficial information that were used to revise the assessment form to ensure inclusive language and reduce any potential inherent or unconscious biases. Conclusions: Future research is needed to assess the utility of the revised MTAOA in other global regions where music therapists work with older adults.

The process of building rapport with clients varies across cultures. There are roles, values, and social expectations that music therapists must be aware of to establish a meaningful therapeutic alliance. As music therapy becomes more accessible along the Texas-Mexico border, we must consider how cultural values present in this community may impact therapeutic alliance with clients and families. The purpose of this article is to describe how familismo, confianza and personalismo values have been observed in the context of music therapy in this Mexican American community and how they have shaped both the therapeutic relationship and the role of a music therapist. Through two composite vignettes, this article seeks to (1) recognize the cultural and psychosocial needs of this community; (2) initiate discourse for a culture-centered framework of music therapy practice in the Rio Grande Valley and South Texas regions; and (3) provide clinical considerations for building therapeutic rapport with clients in this community.

Introduction: Most of the existing literature on the therapeutic relationship in music therapy rests on the researcher’s point of view. Hence, there is a limited amount of research that focuses on what creates a helpful client-therapist relationship from the client’s perspective. This study aimed to explore what participants from various psychiatric units at different hospitals in Norway find to be helpful characteristics in the client-therapist relationship in music therapy. Method: Four participants were interviewed using in-depth semi-structured interviews focusing on their perspectives on what creates a helpful client-therapist relationship in music therapy. Through the use of interpretative phenomenological analysis, two superordinate themes, each with four following subordinate themes, were developed. Results: Two super-ordinate themes were developed, namely “Power relations” and “Feeling safe and being challenged.” The participants expressed that “to not feel judged,” “the use of layman’s language,” “informality, flexibility, and collaboration in treatment,” as well as “trust” and “honesty” are important elements for a helpful client-therapist relationship. Discussion: The findings presented in this article, are discussed in relation to theory from psychology, music therapy, and previous studies from the field of mental healthcare. All participants spoke about previous experiences of power imbalance in mental health care. The findings suggest that a relationship that is based on equality and mutual respect contributes to a feeling of trust – all of which are proposed as helpful characteristics in the client-therapist relationship in music therapy.

The main objective of this article is to describe the process of improving the quality of life of a middle-aged woman who states that she suffered sexual abuse in childhood, by a close relative, and psychological abuse in her youth by her ex-spouse. Through a process of music therapy over a period of one year (September 2020 to September 2021), the person is helped to channel states of anxiety, and feelings of loneliness and low selfesteem, caused by the traumas experienced during their childhood and youth. For the study, the Rosenberg self-esteem scale (EAR), the Hamilton anxiety scale (HAS), and the loneliness scales from the University of California-Los Angeles (UCLA) were used.

Premature birth imposes considerable challenges on the preterm infant, but also challenges the mother, who may not yet be prepared for motherhood and encounter psychological stress during the post-partum period. This secondary analysis of a prospective randomized controlled trial (RCT) aimed to investigate how mothers perceive their preterm infants. We surveyed 33 mothers of preterm infants born before 32 weeks of gestation, who were participating in an RCT on music therapy. We employed the neonatal perception inventory (NPI), an instrument designed to assess the mother’s perception and expectations regarding her infant immediately after birth. Infants were randomly assigned to either standard care (control group) or standard care plus music therapy (intervention group). Eighteen mothers from the intervention group participated in the survey (mean age 34.1 ± 4.6 years) and 15 mothers from the control group (mean age 29.6 ± 4.2 years). At the time of the infant’s hospital discharge, mothers rated their expectations of how they felt a baby should behave (NPI I) and how they perceived their own infant (NPI II). The NPI score difference was calculated by subtracting the NPI II from the NPI I. Mean NPI I scores were comparable between both groups, but NPI II scores in the intervention group were better [18.0, 95% confidence interval (CI) 16.6–19.4] than in the control group (19.1, 95% CI 18.0–20.3). The relative probability of mothers rating their own baby as better than average was 1.94 (95% CI 1.00–3.79) for mothers whose infants received music therapy. These findings suggest that music therapy in the neonatal intensive care unit can positively influence mothers’ perception of their hospitalized preterm infant.

ObjectiveReal-life research into the underlying neural dynamics of improvisational music therapy, used with various clinical populations, is largely lacking. This single case study explored within-session differences in musical features and in within- and between-brain coupling between a Person with Dementia (PwD) and a music therapist during a music therapy session.MethodsDual-EEG from a music therapist and a PwD (male, 31 years) was recorded. Note density, pulse clarity and synchronicity were extracted from audio-visual data. Three music therapists identified moments of interest and no interest (MOI/MONI) in two drum improvisations. The Integrative Coupling Index, reflecting time-lagged neural synchronization, and musical features were compared between the MOI and MONI.ResultsBetween-brain coupling of 2 Hz activity was increased during the MOI, showing anteriority of the therapist’s neural activity. Within-brain coupling for the PwD was stronger from frontal and central areas during the MOI, but within-brain coupling for the therapist was stronger during MONI. Differences in musical features indicated that both acted musically more similar to one another during the MOI.ConclusionWithin-session differences in neural synchronization and musical features highlight the dynamic nature of music therapy.SignificanceThe findings contribute to a better understanding of social and affective processes in the brain and (interactive) musical behaviors during specific moments in a real-life music therapy session. This may provide insights into the role of such moments for relational-therapeutic processes.