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Music
Therapy and the young autistic person: the use of music therapy with an
autistic client approaching young adult life.
Author:
Peter Whelan
Abstract:
This paper is the culmination of work submitted in fulfilment of a MPhil
Research Project at Bristol MusicSpace/University of West of England. A
qualitative single-case study, it attempts to explore a young autistic
person’s experience of developing into adulthood and the role of music
therapy when supporting this transition. An understanding the nature of
our music therapy relationship, the music therapy process and the role
of music therapy when supporting his developmental, transition is sought.
The relationship between the music therapy process and the developmental
process of becoming a young adult is explored in particular discussing
the process of regression and merging in transitional development. A
micro analysis of three stages of the therapeutic process took place by
collecting three random samples from three distinct stages in therapy
and analysing through western musical notation and also, English prose
reminiscent of Tovey. Each stage of the therapeutic process is examined
from four perspectives: subjective reflection of the therapy experience
(T1); objective advice from the clinical supervisor viewing the video
material at that time (T2); new musical and written analysis of the
video material through musical analysis in the present (R1) and in the
role of researcher (R2) comparing T1, T2, R1 and R2 with one another.
Further triangulation of the data material occurs by considering data
from psychodynamic, psychological and social construct theories, to
consider how meaning was constructed at the time of each session;
testing validity. A macro analysis is developed by juxtaposing each
perspective of the musical data with one another seeking any new
meanings and a better understanding of reasons for interpretations. Some
traditional theories suggest that merging and regression are detrimental
to the autistic person. The data analysis and conclusion offer new
perspectives on old interpretations and suggest reasons why merging
occurs, might it be important within the dual processes of music therapy
and adolescence and how it used effectively.
Biographical details:
Peter Whelan is senior music therapist in the largest special school in
the UK catering for pupils aging from 3 to 19 years old with a wide
range of needs. He also works at the Clinical for Dissociative Studies
with people with DID/MPD and he has a private practice. He has just
completed his MPhil Research Degree with Dr. Bunt and Dr. Daykin at the
University of the West England.
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