Benefits of Music Therapy for Autism Disorder

Benefits of Music Therapy for Autism Disorder Using relevant theories and examples, analyse how music therapy can help to treat autism disorder Outline Introduction: Music therapy is rooted in the work of psychoanalysts (Freud, Jung, and Watzalwick), music teachers (Willems, Dalcroze) allied with in-depth music studies (Schaeffer, Sachs). Definition Although there are different conceptual models in music therapy, it is possible to distinguish the music practices intended only for sick patients from music practices used as a tool for personal development and are therefore accessible to all. Music therapy is a â€Å"non-verbal psychotherapy that uses corporo sonoro nonverbal expressions to develop a relationship between the therapist and those who need support to improve the quality of their lives and reintegrate into society. It also aims to produce social, cultural and educational changes in the ecosystem and to act on the primary prevention of community health. â€Å"(The Benenzon model). Music therapy comes against psychoanalytic theory which conceives language as essential to the revelation of the unconscious. It is based in fact on the development of the relationship and the therapeutic process through non-verbal communication called analogue communication by Watzalwick. Music therapy is conceived as psychotherapy, that is to say a relationship between two individuals, one of whom, by his knowledge and experience, will try to transform the other by influencing him. -The development of music therapy (historical perspectives) Most traditions all over the world in a way or another say: In the beginning was the Word. If science speaks of a big bang theory to describe the birth of the universe, it is not pure coincidence. In the Egyptian history, the god Thoth had created the world with a loud cry. In the Old Testament, it is the sound of trumpets that destroyed Jericho. From the earliest times, the sound is described as a creative or destructive element. Some of Plato and Pythagoras ideas had created a real focus on a system based on philosophical harmony. In their concept, music was part of integrated mathematics. In the Greek civilization, music therapists already existed and they were suggesting various instruments to influence the mood of people. According to the evil, they chose the aulos (old musical instrument) in an ecstatic and moving game or the sweet and harmonious lyre. Patrick Alderman (1981) Music and Medicine Stock Music. In Chinese philosophy, Confucius stated: Enjoy music, it is the formation of inner harmony.† This practice is still used by the Tibetan lamas. In Africa, traditional music, very rhythmic and loud, is used for ceremonies but also to generate altered states of mind. And since World War 1, science is having a new look at the effects of music. This research is shown mainly in the works of Anglo -Saxon authors such as Schoen and Gatewood (1927), Hevner (1936) , Carpuco (1952) and Cattell ( 1953). In parallel, several French authors focused on the meaning of music and some of them attempted to develop a theory. These include Frances, Imberty, Jost, Pratt, Simon and Werbick. Music therapy and mental illness (music as a special way of communication can help to explore the inner world of people with mental disorder?) In hospitals and retirement homes, we approach more and more people losing their autonomy with methods of music therapy. Musical instruments have a power of attraction on real people and are used more frequently to encourage older people to break their isolation by participating in musical activities in a group. People suffering from severe psychological problems respond very well to music too. Often aggressive behaviours are absorbed through music. Children with intellectual disabilities have shown to develop, it seems that music arouses in them an unexpected receptivity and currently science is exploring all avenues to develop its curative powers. -Music therapy and autism Music therapy is a relatively new method of treatment for autistic patients, but often forgotten when different options are discussed. Music therapy Patients often show improvements in temperament and learning. Music connects to the non- verbal part of our brain, making it an ideal treatment for disorders in which the patient has difficulty communicating, such as autism. Music therapy is effective because it can be used in conjunction with social skills training. Many games can be made using music to help improve the social and behavioural skills. By encouraging eye contact while singing or using instruments, music therapy can help autistic children to break down social barriers with people. Music therapy can help children and older autistic patients to develop speech skills. Music is a way to connect verbal and nonverbal functions in the brain. Autism may have various forms of speech disorders. Some can only hum, grunt, or make other noises, while others are carried to repeat absurd sentences, babbling and screaming. Others again come to develop sentences to communicate with the world, although they generally lack emotion. People with autism are known to speak in a monotone. However, no matter how the individual behaves with speech, he or she can participate in a music therapy, tapping rhythms or humming. Autism patients are generally considered particularly suitable for music therapy. Some, for example, have a very high pitch. Others may play very well a particular instrument, with little instruction. Even if your child shows no capacity to be a musical genius, you will often find that the autistic person has musical abilities beyond his other abilities. A music therapist can use music as a way to link this type of learning with other types of learning, not only for the development of language and social behavioural development as previously discussed, but also as a means to communicate their emotions and develop memory. Using these techniques in conjunction with other therapies, music therapy can do wonders with autism. Skilled professionals can use music to teach children and others how to communicate non-verbally, which makes learning easier for patients. Therapeutical approaches to autism: Music Therapy Studies have reported positive effects of music therapy with children and adolescents in the treatment of autism. The reported benefits include increased vocalizations, verbalizations, and gestures, understanding vocabulary, and attention-related task, acts of communication, symbolic play skills and personal care, as well as decreased echolalia (automatic repetition of phrases as we understand them). Researchers also observed improved body awareness and coordination, and decreased anxiety. However, results have been inconclusive in respect of the effect on the behaviour problems. It also remains important to clearly define the long-term benefits. To plan an intervention, music therapists choose their activities from a myriad of approaches and possible musical experiences (improvisation, listening to music, instrumental performance, cognitive learning through music, etc. . .) according to the autism patient. With respect to the material used, the therapist can compose music or songs himself, or draw on the repertoire of music for children; it is rich in simple ditties, has regular repeats that facilitate teaching exercises. As for musical instruments available to the participants, it can be, in addition to those used by the therapist, synthesizer, various percussion, wooden xylophone, flutes, a â€Å"rain stick â€Å"etc. . . Once the person is comfortable, the therapist can include various instruments in the exploration of the environment made by the child. Gradually, once there is a non-verbal communication through instruments, the speaker can begin to encourage a form of verbal communication directly related to the music, if the case is suitable. Favourite music can be used for a wide range of cooperation activities in order to work on social behaviour. In a group, to get a ball from one child to another, the sound of music or playing the drum set would be, for example, the means used to generate interaction. We can also practice problem solving using a dotted history of sound effects and music, etc. . . . Gradually, new measures are introduced (walking, sitting, sleeping, etc. . .) And the speaker gradually decreases its own participation. Once the music is completely eliminated, the child has been able to construct sentences in response to questions What is it? and what is the doll doing ? this learning was probably facilitated by the presence of music and the view of another associated object . Note also that, even if the words of some songs do not always appear important for everyday use, the simple fact of the match is an important step in teaching some children. According to Myra J. Staum (1997), following an interve ntion, if a student forgets the words or sentences acquired, it is conceivable to remind him by making him hear the song again. The discovery of his own body and the space around it is another aspect in which music therapy can be useful in the autistic individual. Some therapists use e.g. marches and bring the children to walk to the beat of the latter; music and a different rate is then used to ensure that subjects develop a repeating pattern when walking . Many autistic children are also invited to dance: by doing so, they are encouraged to trust the speaker, to develop a better eye contact and a greater awareness of physical contact. Similarly, dancing to different styles of music, the individual can learn to become familiar with change and synchronization, etc. . . . As a sum-up, we can see there are dozens of ways in which music can be used for therapeutic purposes for children with autism. Many aspects, from the birth of a collaboration till extended periods of attention through language acquisition or socially acceptable behaviour, are likely to be among the objectives achieved in a music therapy program ; To achieve this, you just need patience, time and a skilled speaker. improvising (group and individual) With music therapy in autism, It is not just about â€Å"playing a tune† to entertain the patient. It is a work on the sound, the waves and the vibration. It should have a large array of improvisation in all its forms, and include the greatest possible number of musical aesthetics. This includes Western and non-European modes , rhythms and varied tempos, classical sounds of the instrument and voice or sounds using harmonics, different noises , many major keys , minor , traditional , pentatonic modes , exatoniques , atonal music, a wide range of frequencies of the most serious to the most acute of the instrument etc. Active musical therapy consists of expressions with suitable music instruments. It can be self-expression or specific exercises that each has a function. We can thus work on the exchange and communication, frustration, recovery of personal image, memory and concentration improvement in cognitive abilities, body awareness, imagination and creativity, fine motor skills and body address, autonomy. dance and movement Reflection in and on the physical, emotional and subtle body is an essential element of dance therapy and movement. Through improvisation and creation, it determines new body experiences in a wider field of motion perception by more precise specificities. This practice promotes the direct expression, preverbal, nonverbal and verbal communication and the environment. It manages the senses problems and diseases based on experience, stimulating the capacity to act and personal creativity. The dance therapy and movement brings the person to a healthy dynamic. As explained Nicole Harbonnier-Topin, Professor of motion study and director of senior cycle programs of the Department of Dance at the University of Quebec at Montreal, dance therapy involves several systems of neurological function: the awakening and rest, emotional regulation, implicit and explicit memory, the mirror system and the integration of the right brain versus left brain. As the sympathetic and parasympathetic systems are involved in the process of movement, resulting in regulation of emotions that can help counteract the anxiety and some types of depression. There is indeed a body consciousness that brings us into intimate relationship with ourselves. So when we dance, there is a release of tensions and pressures which are in our body’s memory. Autism: Individuals with autism, when they apply the instructions in dance therapy sessions, find the concentration needed and make the right moves, and with an assurance that they do not necessarily have daily life. (Please use relevant theories and example to explain why these musical interventions are effective treatment for autism disorder) Criticism of music therapy So far, music therapy proved to be beneficial. It did not show any harm or any recession of the patients. Dance therapy can approach our problems gently and carefully. It is a powerful for physical and mental wellness tool. Talent is secondary to take pleasure to dance. Dance therapy Figures are diverse and this therapy has been one of the methods used in taking care of sick people and has multiple indications: the ordinary neurosis with autism, through anxiety, depression, addictions, psychosomatic diseases, psychiatric disorders, light and deep, motor and mental disabilities. All dance genres are possible. Including: bio-dance gestures based on touch and feel, reviving the notion of tenderness primitive dance succession of repetitive movements promoting relaxation of the mind. shamanic dance inspired from rituals of primitive societies. Conclusion: Music is a versatile tool for intervention with autism Music therapy has been proven beneficial in several areas: in the past it has shown its positive influence on blood pressure, pain perception, respiratory problems, stress, etc. . In the specific case of autism and people with pervasive developmental disorders, music is certainly an interesting option for several reasons. First, the music is a form of nonverbal communication; it is an ideal way to get in contact with children experiencing difficulties in communicating, which is a very common feature in autism. Non-verbal and non-threatening nature of the medium is also an asset. On the other hand, the music acts as a natural reinforcer, which can help students develop skills that are not musical; almost everyone is likely to respond positively to at least one kind of music. It is a versatile tool that can reflect the individual skills of each individual. In another area, it has been noted repeatedly that autistic individuals often have a particular sensitivity to music. Some will react to certain sounds; others however have an â€Å"absolute† ear for music, a property that would make many musicians envious! In summary, several reasons make music an interesting therapeutic tool for autism. Music captivates and holds attention- it stimulates and uses several areas of the brain. Music structures time in a clear and understandable way (â€Å"this is the song of goodbye, the session is almost over!) It provides a pleasant and meaningful context for rehearsals necessary for some learning It creates a safe and structured social context for the verbal and nonverbal communication This is a very effective memory aid It supports and encourages movement It facilitates interaction and promotes self-expression It embeds itself in memory and emotions It often promotes a sense of community since it unites people of all skill levels, all able to participate in a way or another. Bunt, L. (1994) Music Therapy: An Art beyond Words. London: Routledge.

HRM&D

Training and development activities begin when a new employee enters the organization usually in the form of employee orientation and skills training. Employee orientation is the process by which new employees learn important organizational values and norms, establish working relationships, and learn how to function within their Jobs. The HARD staff and hiring supervisor generally share the responsibility for designing the orientation process, conducting general orientation sessions, and beginning the initial skills training.Skills and technical training programs then narrow in scope to teach the new employee a particular skill or area of knowledge. Once new employees have become proficient in their Jobs, HARD activities should focus more on developmental activities specifically, coaching and counseling. In the coaching process, individuals are encouraged to accept responsibility for their actions, to address any work-related problems, and to achieve and to sustain superior performan ce.Coaching involves treating employees as partners in achieving both personal and organizational goals. Counseling techniques are used to help employees deal with personal problems that may address such issues as substance abuse, stress management smoking cessation, r fitness, nutrition, and weight control. HARD professionals are also responsible for coordinating management training and development programs to ensure that managers and supervisors have the knowledge and skills necessary to be effective in their positions.These programs include supervisory training, Job rotation, one-day seminars, or college and university courses. 1. 1. 2 Organization Development (DO) the well-being of its members through planned interventions that apply behavioral science concepts. DO emphasizes both macro and micro organizational changes: macro changes are intended to ultimately improve the effectiveness of the organization, whereas micro changes are directed at individuals, small groups and teams . The role of the HARD professional involved in an DO intervention is to function as a change agent.Facilitating change often requires consulting with and advising line managers on strategies that can be used to effect the desired change. The HARD professional may also become directly involved in carrying out the intervention strategy, such as facilitating a meeting of the employees responsible for planning and implementing the actual change process. 1. 1. 3 Career development Career development is an ongoing process by which individuals' progress through a rise of stages, each of which is characterizes by a relatively unique set of issues, themes, and tasks.Career development involves two distinct processes: career planning and career management. Career planning involves activities performed by an individual, often with the assistance of counselors and others, to assess his or her skills and abilities in order to establish a realistic career plan. Career management involves taking the necessary steps to achieve that plan, and generally focuses more on what the organization can do to foster employee career development. There is a throng relationship between career development and T activities. 1. Other HARD Roles and outputs for HARD Professionals HARD professionals perform nine distinct roles, which are described below: The HER strategic adviser consults strategic decision makers on HARD issues that directly affect the articulation of organization strategies and performance goals. The HER systems designer and developer assist HER management in the design and development of HER systems that affect organization performance. The organization change agent advises management in the design and implementation of change strategies used in ransoming organizations.The organization design consultant advises management on work systems design and the efficient use of human resources. The learning program specialist (or instructional designer) identifies needs of the learn er, develops and designs appropriate learning programs, and prepares materials and other learning aids. The instructor/facilitator presents materials and leads and facilitates structured learning experiences. The individual development and career counselor assists individual employees in assessing their competencies and goals in order to develop.The performance consultant (or coach) advises line management on appropriate interventions designed to improve individual and group performance. The researcher assesses HARD practices and programs using appropriate statistical procedures to determine their overall effectiveness and communicates the results to the organization. Strategic management involves a set of managerial decisions and actions that are intended to provide a competitively superior fit with the external environment and enhance the long-run performance of the organization.It involves several distinct processes, including strategy formulation, strategy implementation, and co ntrol. In particular, HARD executives and professionals should demonstrate the strategic capability of HARD in three primary ways: 1 . First, HARD executives should contribute information, ideas, and recommendations during strategy formulation and ensure that the organization's HARD strategy is consistent with the overall strategy. 2.Second, HARD professionals should provide education and training programs that support effective strategic management. Training in strategic management concepts and methods can help line managers to develop a global perspective that is essential for managing in today's highly competitive environment. Finally, HARD professionals must ensure that all training efforts are clearly linked to the goals and strategies of the organization. 1. 4 Supervisor's Role in HARD Supervisors play a critical role in implementing many HARD programs and processes.Many organizations rely on line supervisors to implement HARD programs and processes such as orientation, traini ng, coaching, and career development. The HARD executive/manager has primary responsibility for all HARD activities. One of the important tasks of the HARD executive is to promote the value of HARD as a means of insuring that organizational members have the competencies to meet current and future Job demands. 1. 5 HARD process HARD programs and interventions can be used to address a wide range of issues and problems in an organization.They are used to orient and socialize new employees into the organization, provide skills and knowledge, and help individuals and groups become more effective. To ensure that these goals are achieved, care must be given when designing and delivering HARD programs. Designing HARD intervention involves a process, which includes a four-step sequence: needs assessment, design, implementation, and evaluation. Needs Assessment phase HARD interventions are used to address some need or gap within the organization.A need can either be a current deficiency, such as poor employee performance, or a new challenge that demands a change in the way the organization operates. Employee performance. This information can be used to: Establish priorities for expending HARD efforts Define specific training and HARD objectives Establish evaluation criteria. Design phase The second phase of training and HARD process involves designing the HARD program or intervention. The following activities are typically carried out during this phase:Selecting the specific objectives of the program Developing an appropriate lesson plan for the program Developing or acquiring the appropriate materials for the trainees to use Determining who will deliver the program Selecting the most appropriate method or methods to conduct the program Scheduling the program The design phase also involves selecting and developing the content of the program. This means choosing the most appropriate setting for the program (e. G. On the Job, in a classroom), and the materials to be used in delivering the program (workbooks). Implementation phaseThe goal of the assessment and design phases is to implement effective HARD programs or interventions. This means that the program or intervention must be delivered or implemented, using the most appropriate means or methods. Evaluation phase Program evaluation is the final phase in the training and HARD process. This is where the effectiveness of the HARD intervention is measured. Careful evaluation provides information on participants' reaction to the program, how much they learned, whether they use what they learned back on the Job, and whether the program improved the organization's effectiveness.This information allows managers to make better decisions about various aspects of the HARD effort, such as: Continuing to use a particular technique or vendor in future programs Offering a particular program in the future Budgeting and resource allocation Using some other HER or managerial approach to solve the problem It is im portant that HARD professionals provide evidence that HARD programs improve individual and organizational effectiveness. Armed with this information, HARD managers from other areas of the organization when discussing the effectiveness of their actions and competing for resources. Unit questions:Management development is one of the most common HARD activities. Although management development has been defined in many ways, the following definition best captures the essence of management development as it can and should be practiced in organizations: â€Å"an organization's conscious effort to provide its managers (and potential managers) with opportunities to learn, grow, and change, in hopes of producing over the long term a cadre of managers with the skills necessary to function effectively in that organization†. This Unit will address Management, Organizational as well as Career development in detail.

Definitions of Extended Essay Samples History

Definitions of Extended Essay Samples History The Extended Essay Samples History Trap There are many online companies which can secure you the support that you demand. If you're ever searching for an experienced online essay writer there are a lot of places from where you are able to receive all the information which you want. So should you need help with any writing task, don't hesitate to get in touch with our expert services. Should you need papers on some superior history essay topics and you truly feel overwhelmed, don't hesitate to enlist the help of a premium writer on the services. New Ideas Into Extended Essay Samples History Never Before Revealed If you aren't certain of who you want to be your advisor, I would start by producing a list of your top 3 choices. Talking over your favorite topic with your supervisor should hopefully avoid choosing a poor topic. Typically, many of the writing agencies mentioned previously will also give bespoke services to students. 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Ethical Decisions. Ethical Dilemmas Are A Common Incidence

Ethical Decisions Ethical dilemmas are a common incidence in the nursing practice. Many ethical dilemmas can arise in medical settings because of the conflict between patients, patient’s family, and institutions (Black, 2017). Since there are so many situations that are caused within the clinical settings, nurses have to think and make right decisions for patients to be safe by following the Code of Ethics. When nurses need to decide for the medical dilemmas, they have to think what values they have to consider the most. Values are important preferences that influence the behavior of individuals. Each person has different values that is shaped through their beliefs, purpose, attitudes, qualities, and objects of a child’s early†¦show more content†¦Families and nurses also cannot easily give up the patient so the nurse has to be faced an ethical dilemma. Of course, a nurse has to follow the patient’s will, considering everyone’s positions about thi s situation and the data of the patient will not be able to form a conclusion. The second step that a nurse has to gather additional data, which can help with further considerations. To clarify the ethical dilemma, the nurse has to collect more data that is related to the patient. Moreover, the nurse needs to be up to date on any legal cases or precedents related to the situation because ethical and legal issues often overlap(Black, 2017). If the nurse collects more facts about the patient, it will be easier for them to ask family that if the patient wanted to live a longer life. However, the patient is in this kind of situation where the DNR order files has been filled out so nurse will see if what the patient wants. After collecting extra data regarding patient, the nurse should identify the options that can be made for the patient. When a nurse must make decisions, most ethical dilemmas have multiple solutions, which offer many acceptable ways to address the dilemmas. A nurse has to come up with every possible way of solving an ethical dilemma. (Black, 2017) In this scenario, there are two options that could be chosen. The first option can be following solely what is said on the file and the second would be accepting theShow MoreRelatedThe Ethical Dilemma Associated With Vaccinations1412 Words   |  6 PagesThe Ethical Dilemma Associated With Vaccinations Some of the most important things in life is our health and family. Individuals cherish their family and try to provide the best life afforded to them. When their family’s safety or health is in jeopardy, the individuals will try to protect and ensure the proper measures are taken to safeguard their recovery to a healthy state. When this effects the child, the parents will do anything to ensure these beliefs by any means necessary. 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