Although practitioners have delivered music therapy via telehealth and researchers have investigated music teletherapy (MTT) using descriptive techniques, there is a lack of knowledge regarding how to implement MTT for people with Alzheimer's dementia (AD). A contextualized understanding of MTT for people with AD from experienced music therapists may help develop guidelines and protocols to increase access to and improve MTT. Therefore, the purpose of this study was to understand music therapists' lived experiences and recommendations providing MTT for people with AD. We conducted individual semistructured interviews with 8 qualified music therapists in the United States who had clinical experience in MTT for people with AD. We analyzed the data using thematic analysis and completed member checks to increase trustworthiness of the data and process. We identified 9 categories: (1) strength-based reconceptualization, (2) service users who can benefit from MTT, (3) clinical objectives in MTT, (4) interventions in MTT, (5) logistical aspects of MTT, (6) procedural implementation aspects, (7) technology considerations, (8) benefits of MTT, and (9) music therapists experienced meaningful fulfillment providing MTT. Categories were supported by 23 subcategories that provide situated context for providing MTT for people with AD. When integrated with an individualized assessment, the findings may help practitioners implement MTT for people with AD. Implications for clinical practice, limitations, and suggestions for future research are provided.

This meta-synthesis investigates the concept of pleasure in music therapy, responding to Stige's (2006) call for a deeper understanding of its role in therapeutic processes. Drawing on qualitative research studies published between 2010 and 2024, the study analyzes consumer perspectives on pleasurable experiences in music therapy within adult mental health and adolescent mental wellbeing contexts. The research employs an interpretivist approach, utilizing pleasure as a sensitizing concept to guide data extraction and analysis. The methodology involves a systematic review of 26 qualitative studies, focusing on participant interviews that reference pleasurable aspects of music therapy. Data analysis incorporates elements of discourse analysis, thematic categorization, and arts-based interpretation. Findings reveal multifaceted dimensions of pleasure in music therapy, including sensorial experiences, emotional activation, and shared affective states. The analysis distinguishes between experiences of individuals with severe mental illness and those in recovery or with milder psychological distress. The study also explores differences in pleasure descriptions between group and individual therapy settings.

Childhood trauma can have devastating impacts and manifest into lifelong morbidities. Recent interest in using music interventions to support children and adolescents exposed to traumatic events has emerged. The aim of this integrative review was to synthesize the current research on trauma-informed music interventions for children and adolescents within educational settings. A total of 1,592 studies were extracted from the database search. Studies were screened according to strict inclusion and exclusion criteria, which yielded 36 qualitative and quantitative articles investigating the effects of trauma-informed music interventions in educational settings for students. This review aimed to provide a comprehensive account of how music is used in educational settings to support students with potential exposure to trauma. Therefore, the interventions included were those facilitated by various professionals, including music therapists, music teachers, teachers, psychologists, and others trained in specific music interventions. Results of the review found that various music interventions (e.g., songwriting, music listening, and performance) are being applied across schools globally to assist children and adolescents exposed to potentially traumatic events. Evidence for trauma-informed music interventions within school settings is limited and still developing, with many studies observed to have methodological concerns, such as small sample sizes or exploratory research methods (e.g., qualitative case studies). However, a growing trend toward experimental studies and randomized control trials has emerged over the last 7 years in this area. Encouraging results were found for group drumming, particularly in reducing antisocial behaviors in adolescent males exposed to potentially traumatic events.

Hope is an increasingly important topic within health care due to the rising incidence of mental illness. Hope is identified as a primary protective factor in suicide prevention. Music therapists work with vulnerable populations that experience a wide range of emotional, physical, psychological, and spiritual challenges. The purpose of this scoping review was to synthesize the current music therapy literature on hope. Articles included were peer-reviewed music-based intervention studies with adults, targeting hope as an outcome, provided by music therapists, and published between 1950 and 2023. Databases searched included Google Scholar, Health Source: Nursing/Academic Version, PsychINFO, Psychology and Behavioral Sciences Collection, and PubMed using the search terms "music therapy" and hope. Search strategies identified 229 studies. These results were uploaded to Covidence and reviewed. After 52 duplicates were removed, 177 were screened for title and abstract. Initial screening included 61 studies for full-text review. Nine studies identified for data extraction were coded by the author and a research assistant. Any conflicts were discussed and resolved. Hope was identified in themes of five qualitative studies and three mixed-methods studies. One quantitative study addressed hope through group treatment. The results suggest music-based interventions targeting hope demonstrate promise for music therapy as a treatment option. Qualitative themes resemble aspects of existing theories. Reviewing the current state of published music interventions is a first step in a phased research agenda to promote hope as a foundation of music therapy.

More assessments in the area of music therapy and autism are needed to determine whether a change in the use of music in everyday life has occurred and demonstrate psychometric validity. This study explores the convergent validity of the Music in Everyday Life (MEL) assessment by considering the relationships between the scores of the 2 MEL subscales (Joint Activities using Music [MEL-JAM] and Routine Activities using Music [MEL-RAM]), the scores of the 5 subscales of the Autism Diagnostic Observation Schedule (ADOS) and the 5 subscales of the Social Responsiveness Scale (SRS). Data from 106 participants across four countries were analyzed using the Spearman Rank Correlation inferential test. The MEL subscales and ADOS scores were positively correlated, ranging from low to moderate. However, these correlations may need to be more clinically meaningful, given the heterogeneity between the assessment tools. No correlations were found for the MEL subscales and the SRS. Future studies should consider whether diagnostic assessments that measure symptom severity are relevant in establishing the validity of music therapy assessments. Conducting other forms of validity for the MEL assessment is warranted, such as factor analysis.

The significance of time in music therapy has been discussed by a few researchers (e.g., Abrams, 2011; Aigen, 2013; Hadar & Amir, 2021; Robbins & Forinash, 1991; Ruud, 2008); however, it has mostly been overlooked in the field. The current study focused on unpacking Nordoff and Robbins's (NR) uses of music's temporality in their clinical improvisations with the children they worked with. Embedded in a grounded theory approach, the first author coded the recordings of full-length courses of therapy with 7 children who met with NR for regular music therapy treatment, and 3 additional courses of therapy that were only partially analyzed. The analysis revealed NR's extensive use of temporality to engage a child musically and achieve various therapy goals. The integration of all temporal techniques gave rise to a four-position time model for understanding clinical improvisation, including (a) Augmented Time Frame (e.g., moments when NR were expanding the musical form with musical rests); (b) Playing in Synchronization (e.g., moments when NR were inviting the clients to play simultaneously within a pre-determined tempo); (c) Emotional Time (e.g., moments when NR were inviting the client for a time-free exploration of their inner selves); and (d) Synchronization Discrepancies (e.g., moments when NR were enabling a free negotiation over the improvisation's tempo). The authors also make theoretical links between temporal positions and therapy goals, and practical recommendations are provided.

Challenges in social responsiveness and social communicative behaviors are often observed in autistic children. It is imperative to develop effective treatment methods to enhance social communication and reciprocity in autistic children. This study examines the efficacy of two particular treatment methods to improve social communication including Reciprocal Communication Training (RCT) and Reciprocal Communication Training through Music (RCTM). Ten autistic children participated in this study and engaged in musical and nonmusical interventions that addressed greeting, receptive communication, imitation, initiation, and emotional congruence with facial expression, emotion identification, and emotional attunement. To analyze the impact of these interventions, the study included dependent samples t-tests to explore the differences in reciprocal communicative behaviors of autistic children between RCT and RCTM. A paired t-test analysis indicated that there were significant differences between RCT and RCTM on greeting, imitating behavior, initiating behavior, and emotional (happy vs. sad) congruence. The results indicated that participants who underwent RCTM demonstrated enhanced reciprocal communicative skills, particularly evident in the participants' improved greeting and imitation behaviors. This improvement was observed across both early and late intervention stages. Moreover, the study suggests that RCTM had a positive influence on various aspects of reciprocal and affective communication, optimizing the effects of music to create a sensory-rich environment for enhanced engagement. RCTM emerges as a promising method for fostering social communication skills in autistic children, offering potential benefits for their educational and therapeutic outcomes.

Music therapy can address various clinical objectives related to recovery in acute mental health inpatient settings. However, there is a gap in the literature investigating if group-based songwriting can impact mental health confidence/self-efficacy. Therefore, the purpose of this study was to determine the effects of a single-session recovery-oriented group-based songwriting protocol on adults hospitalized in an acute care mental health unit as measured by mental health confidence. Over 48 sessions, 128 participants were cluster-randomized to songwriting or control conditions. The songwriting condition addressed motivations for and pathways to recovery. To avoid testing fatigue in this single-session study, songwriting participants received the intervention and then completed the Mental Health Confidence Scale (MHCS) while control participants completed the MHCS and then received a music intervention that did not address recovery. Results indicated significant between-group differences in optimism, coping, and advocacy subscales as well as total mental health confidence. In all measures, the songwriting group had more favorable mean scores than the control group. Effect sizes were in the small and medium ranges. Despite the temporal limitations associated with single-session treatment germane to acute mental health settings, results were statistically significant and clinically relevant. Implications for clinical practice, limitations, and suggestions for future research are provided.

Virtual music therapy services became common during the COVID-19 pandemic and have remained a viable option for communities with access barriers. Parent coaching is a specific intervention where primary caregivers learn evidence-based strategies to support their children's development. Virtual music parent coaching has initial evidence of feasibility for families of autistic children. In this study, we used quantitative and qualitative measures to evaluate an 8-week parent coaching program. Feasibility aspects included parental demand, retention, learning, and satisfaction, interventionist's fidelity to the coaching program, and primary caregiver perspectives of outcomes, challenges, and benefits. Results indicated that caregivers learned about the research opportunity mainly through social media, with much lower response to email invitations. Eleven participants enrolled in the study, but 7 completed the program, for a 64% retention rate. Main reasons to drop out were time constraints and other responsibilities. Parents reported a high level of satisfaction and appropriate learning, as well as meaningful changes in their child's communication, understanding their child better, and valuing the accessibility and flexibility of the virtual modality. An interventionist with limited specialized training in autism but appropriate clinical experience achieved fidelity in the parent coaching model quickly. Caregivers' recommendations for improvement included providing recorded examples of the music and tailoring the written materials to each family. Suggestions for future research and practice include prioritizing social media as recruiting medium, evaluating parental disposition and time availability before initiating the program, considering siblings' needs, investigating cost effectiveness, and emphasizing the interventionist's collaborative approach with the parent.

Recovery-oriented mental health care emphasizes hope, empowerment, personally defined recovery, and the importance of systemic change and action on the social determinants of mental health and wellbeing. It has been argued that music therapy is highly compatible with recovery principles. This critical interpretive synthesis explores published music therapy assessments designed for use with children and adolescents experiencing mental health challenges, including assessment development, contextual influences, and potential applications in recovery-oriented mental health settings. Database searches, citation tracking, and hand searching identified nine relevant publications (1988-2019), reflecting eight separate assessments. Publications describe the assessment of multiple domains to inform planning; use a range of quantitative rating scales and qualitative descriptions; focus on information sharing and enhancing credibility; and reveal the influence of verbal psychotherapeutic models. Some assessments use terminology that was common in the era that they were published but are not considered congruent with recovery-oriented care. An emphasis on clinician dominance and duplication of information collected by other professionals in interdisciplinary settings is also apparent, potentially affecting usability in mental health services. Exploration of musical phenomena is evident in all assessments and may offer a unique contribution to interdisciplinary processes. Although a significant focus on individual pathology is evident, consumers' resources and contexts are explored in many of the music therapy assessments. This synthesis reveals a need to explore and develop music therapy assessment practices that align with recovery-oriented principles to meet consumer needs and improve integration in interdisciplinary contexts.

Despite the growing number of people living at home with dementia, there is a lack of home-based music intervention, especially in Chinese-speaking societies. This study implemented a music care program and assessed its impact on the relationship between caregivers and people living with dementia in Taiwan. We recruited family caregivers of people with dementia for a non-randomized controlled trial. The experimental group participated in a 12-week Music Care Training Program for Dementia Caregivers and practiced music activities at home. Meanwhile, the control group provided standard care to their care recipients. The Mutuality, Positive Aspects of Care, and Rewards of Caregiving scales and the WHO-5 Well-being Index were implemented before and after the intervention. We used the scales' pretest scores as covariates and performed an analysis of covariance to compare the differences between the two groups. The experimental group consisted of 14 caregivers aged 43-76 years (with only one male), whereas the control group consisted of 11 caregivers aged 50-75 years (all female). After the intervention, ANCOVA results indicated the experimental group showed significantly higher scores than the control group on the Positive Aspects of Care scale and minor positive changes in the WHO-5 Well-being Index. In conclusion, caregivers' scores on the Positive Aspects of Care scale improved following the Music Care Program, which might suggest the program's potential effect on fostering positive experiences and improving relationships between caregivers and care recipients.

The perspective of parents and their expectations of music therapy have been previously reported in the literature. However, research into parent perceptions of long-term family-centered music therapy is lacking. This qualitative study delves into the experiences of mothers with autistic children who engaged in a minimum three-year-long, family-centered music therapy program. Through semi-structured interviews with seven mothers, employing Reflexive Thematic Analysis, this study aims to comprehend the nuanced ways these parents experienced long-term music therapy for their child and family. Two main themes emerged from the analysis, each with related subthemes. Theme 1-Long-term music therapy fosters subjective well-being in the child and family, includes three subthemes: (a) sharing joy through musical interactions supports well-being; (b) an opportunity for the child to be themselves; and (c) music as a support for daily life. Theme 2-Parent perceived changes to their child's development, includes six subthemes: (a) focusing on the whole child; (b) supporting cognitive development; (c) supporting social skills; (d) supporting emotional skills; (e) supporting body awareness; and (f) developing child strengths and resources. These mothers shared that long-term music therapy sessions with their child supported them to experience a sense of relief and catharsis, which they considered helped them to cope with the challenges they faced when adapting to the different developmental path of their children. Additionally, the analysis of the parent interviews reveals their perceptions that long-term music therapy can bolster family well-being by facilitating emotional expression and capitalizing on the child's strengths. This qualitative study therefore highlights the potential multifaceted benefits of long-term music therapy, providing valuable insights into its possible role in enhancing the lives of autistic children and their families.

Therapist attributes are known to contribute to positive therapeutic outcomes and are important to effective training and clinical practice. Although well researched in psychology and play therapy, few studies have directly explored music therapist attributes. To explore and understand these descriptions, we conducted a secondary analysis of parent interview data from a multisite trial investigating a music therapist-delivered intervention for young children with cancer and their parents. We used qualitative descriptive analysis to identify music therapists' attributes as described by parents who participated in the intervention. Our inductive analysis of 28 interviews revealed 135 descriptors of music therapists. We discovered that these descriptions grouped naturally using essential therapist attributes of supportive, attuned, and nonjudgemental, as identified in the extant literature. This analysis highlights music therapists' attributes perceived as central to their work with parents and young children in cancer settings.

In the recent multinational cluster-randomized Music Interventions for Dementia and Depression in ELderly care trial, group music therapy (GMT) was one of two music-based interventions for care home residents with dementia and depressive symptoms received for 6 months. In this study, we assessed the quality of intervention delivery and treatment fidelity of video-recorded GMT sessions. A randomly selected sample of video recordings (n = 53) from 19 music therapists across five countries were analyzed by two independent raters using a fidelity checklist. The average session duration was 40 min with four residents attending. Essential session components Introduction with welcome song (90.6%), Song singing and reminiscence (96.2%) and Closing with a farewell song (85.4%) were commonly carried out, in contrast to optional components Improvisation on instruments (69.8%) and Movement to music (37.7%). The inter-rater agreement showed an assessment of checklist items related to Song singing and reminiscence was challenging. Twelve categories of rater comments (n = 606) were identified, including: clarifying coding choices, therapist-related observations, expressing doubt in coding, and order of components. Six categories were identified for 82 significant moments described by the raters, including observations related to residents' (re)actions, interaction, music activity, music therapist, care staff, and disruption of session. Agreement between raters showed that it was feasible to provide GMT using a pre-established session structure, where music therapists could tailor session content to current needs of individual residents. Assessment of intervention delivery and treatment fidelity based on video-recorded sessions is challenging yet valuable for increasing understanding of efficacy and implementation of music-based interventions. Trial registration: ClinicalTrials.gov NCT03496675.

The Journal of Music Therapy and Music Therapy Perspectives are journals sponsored by the American Music Therapy Association (AMTA). In recent years, the journal leadership teams have been focused on issues of inclusion, access, equity, and social justice, as they relate to the journals. This focus aligned with AMTA's reorganization process that began in the early 2020s, where principles of social justice were centered as part of the association's statements related to organizational change. The purpose of this mixed methods study was to gather data related to readers' use and perceptions of the journals, including perceptions regarding the integration of diversity and social justice. Board-certified music therapists (N = 409) met inclusion criteria and completed an online survey; these data were used to inform focus group questions. We then conducted five focus groups (N = 16 participants) to gather more personal and in-depth responses. Survey data indicated varying opinions related to the use of the journals and inclusion of social justice principles, whereas the focus groups were more unified in their assessment that more work is needed in this area. Participants in the focus groups brought forward issues related to inclusion and access. The readership indicated that the journals currently incorporate some aspects of these principles; however, many readers would like to see more intentional integration of these principles across the journals. Focus group members also provided a variety of action steps for consideration as the journals move forward.

The cost-effectiveness of an intervention is an important factor in health care decisions about which health care services should be publicly funded and/or approved as an eligible intervention for private insurance coverage. Music therapy as a health profession lacks substantial research on the cost-effectiveness of its services and there is no overview of existing data. We therefore conducted a scoping review. To contextualize and focus the scope, we describe different types of economic evaluations (EEs) and characterize four types of music interventions. Following the PRISMA extension for scoping reviews, we systematically searched six databases (EBSCOHost, ProQuest, Web of Science, APA PsycNet, Scopus, and Prospero) in January 2023, and, after screening the initial 1,041 hits, 26 references were included in the review. The results consist of 19 completed and 7 planned EEs published between 1999 and 2022, mainly in the United States. The results show a heterogeneous picture with regard to: (a) the health economic methods used, ranging from cost analyses to cost-effectiveness analyses (CEAs), and one social return on investment analysis; (b) the service users involved, ranging from neonatal intensive care patients to persons with dementia and care staff; (c) the outcomes and cost components examined in the respective studies; and (d) the type of study and the conclusions drawn from the results. Accordingly, this scoping review provides an up-to-date overview of health economic studies and identifies research gaps in the field of music interventions for health-related goals and aims to contribute to the discussion on this topic.

Music therapy can be a form of preventive or early intervention. It strengthens and utilizes women's own resources to build resilience, aids relaxation, reduces symptoms of anxiety and depression, promotes parent-infant attachment, and adapts to physical and psychological challenges during the perinatal period. The inclusion of music therapy in Irish maternity services has the potential to improve the quality of healthcare delivery provided to parents and infants. Recent studies demonstrate that the prospect of music therapy is welcomed by parents and perinatal healthcare professionals in Ireland, but such services are yet to be formally embedded in maternity care. Building on a cross-sectional survey, this qualitative study employed 6 semi-structured interviews with women and perinatal healthcare professionals in Ireland to understand their perspectives on developing music therapy in Irish maternity care services. Four themes were identified from the thematic analysis of these interviews: (1) music has multiple functions during the perinatal period; (2) music programs contribute to holistic perspectives and approachability in perinatal care; (3) music therapy provides specialist support; and (4) further development of music therapy services is challenging. The findings offer important insights and practical considerations on the key components of the music therapy programs and strategies in developing music therapy in Irish maternity settings. This information can directly inform music therapy researchers and practitioners in designing music therapy programs and developing relevant services in collaboration with maternity care professionals and policymakers.

This study examines the uniquely situated characteristics of music therapists' musicianship. Undertaken through the lens of post intentional phenomenology, music therapy sessions and interviews with 11 music therapists were integrated into musicianship profiles that included identification of core musicianship constructs and music skills. These core constructs and skills were subsequently organized across profiles into 4 categories: (a) qualities and values of the music therapist, (b) session preparation, (c) session intention, and (d) musical engagement. Music therapy musicianship is a complex, multidimensional phenomenon that exists in the shared musical space between therapist and client(s)-it is a way of being in the world musically with another person(s). Study findings have significant implications for music therapy education and training and invite careful re-evaluation of musicianship competencies identified by the American Music Therapy Association and National Association of Schools of Music.