Dr. Meganne Masko and I will discuss the articles published in the Spring 2016 Journal of Music Therapy (volume 53 number 1). This edition features articles on the Music Therapy Assessment Tool for Awareness in Disorders of Consciousness (MATADOC), Parents and Young Children with Disabilities, a Meaningfulness of Songwriting Scale (MSS), and the Music Attentiveness Screening Assessment, Revised (MASA-R). We will summarize the articles and share our opinions and how we apply this research to our clinical practices.
Journal Club started because I wanted to “force” myself to read the journals that are mailed to me through my membership in AMTA, and to “force” someone to talk about the articles with me, because my point of view can be narrow without the perspective of others to help me see a different point of view. I want to stay informed about research in my field and to have a practical way of applying the research to my practice.
This JMT seems to be the issue for testing measurement or assessment tools, as three out of the four articles are related to that. Articles like these can be difficult to apply to clinical work, but I found some applications.
Magee W. L., Siegert R. J., Taylor S. M, Daveson B. A., & Lenton-Smith G. (2016) Music therapy assessment tool for awareness in disorders of consciousness (MATADOC): Reliability and validity of a measure to assess awareness in patients with disorders of consciousness. Journal of Music Therapy 52(1), 1-26.
For this article, I read the Abstract and the Introduction. I skimmed the Discussion and Conclusion, but I’m not a researcher so I wasn’t that interested in the findings about the reliability or validity, except for the fact that this tool appears to have clinical significance. I liked the introduction because it explained disorders of consciousness (DOC) and the conditions that can be categorized under this disorder. The article explains Vegetative State, Minimally Conscious State, and Unresponsive Wakefulness Syndrome. It also explains what Emerging from DOC means and states that DOC is now referred to as Prolonged Disorders of Consciousness (PDOC). So just by reading the introduction, I have a greater understanding of what these terms mean and what the current terminology is. I’m also aware of the MATADOC and know that if I need to, I can attend a training on how to administer this tool. I can also speak knowledgeably to clients and medical professionals about PDOC and a music therapy assessment tool that can be used for this condition. I’ve worked with people who have disorders of consciousness before, so I had some clinical experience to which I could apply this information.
Yang, Y.H., (2016). Parents and young children with disabilities: The effects of a home-based music therapy program on parent-child interactions. Journal of Music Therapy 52(1), 27-54.
I used to work with parents of hospitalized children and completed my masters thesis studying the effects of music therapy on parent-child interactions. Plus, I’m a parent, so I’m always looking for information about how to help be a good parent, so this one was interesting to me and easy for me to understand an application to clinical work, as well. I read the Abstract and skimmed the rest of the article. I focused on the description of the Independent Variable: The Musical Bonds Program. This section had a detailed example of a session plan, as well as operational definitions for concepts used in parent-child interactions. The operational definitions help me to explain some of the techniques or concepts that I might use when talking with parents or other professionals working with parents. The session plan example helps me to get ideas for my own session planning, and offers an example of how to write a session plan (and operational definitions) for my students.
Baker, F.A., Silverman, M.J., & MacDonald, R. (2016). Reliability and validity of the meaningfulness of songwriting scale (MSS) with adults on acute psychiatric and detoxification units. Journal of Music Therapy 52(1), 55-74.
I read the Abstract and skimmed the rest of this article, as I’m not that interested in psychometrics. However, I have worked on acute psychiatric units before, and supervise students completing their practicum on these units, so I was interested in how the MSS worked and to see if there were any session ideas I could borrow. I didn’t find any session ideas, but I liked the diagram showing proposed components of meaningfulness. I can use these concepts as I plan sessions and strategies or use them to teach students how to plan sessions or strategies.
Waldon, E. G., Lesser, A., Weeden, L., Messick, E. (2016). The music attentiveness screening assessment, revised (MASA-R): A study of technical adequacy. Journal of Music Therapy 52(1), 75-96.
Eric Waldon is on my list of presenters I like to emulate, so I was interested in this article. I imagined that this fulfilled some student project of some kind for his classes at University of the Pacific. I read the Abstract and skimmed the rest of the article. The introduction has some nice information about procedural support. I was able to relate it back to when I worked in pediatric hospitals and did some procedure support. I’ll file this away for when I teach the medical music therapy methods class.