Definitions: Model, Method, Procedure, Technique, Intervention, Approach, & Strategy

MODEL A comprehensive and systematic approach to Assessment, Treatment, and Evaluation (i.e., the treatment process) which includes theoretical principles, clinical indications and contraindications, goals, methodological guidelines and specifications, and the characteristic use of certain procedural sequences and techniques. Examples: CMT, AMT, GIM.

METHOD A type of music experience used for Assessment, Treatment, and/or Evaluation. A type of music experience used for Assessment, Treatment, and/or Evaluation. There are four main types- and numerous different ways of designing and implementing experiences within each METHOD to address client needs. There are four main types- and numerous different ways of designing and implementing experiences within each METHOD to address client needs. No particular theoretical orientation is inferred in a method. Therapists impose their own particular theoretical beliefs on an experience when they design and implement it. For example, the receptive method variant of song discussion has no inherent grounding in a theoretical orientation. However, when a therapist engages clients in listening to music with a particular listening set and then verbally processes the experience of the music with the intent of understanding how clients perceive and or project their own ideas and feelings onto the song material, the experience is being implemented through a psychodynamic framework. If another therapist facilitates the experience with the aim of observing how long the clients sit to listen to the music or how many times each interrupts the others while listening to or discussing the music, the experience is being implemented through a behavioral framework. No particular theoretical orientation is inferred in a method. Therapists impose their own particular theoretical beliefs on an experience when they design and implement it. For example, the receptive method variant of song discussion has no inherent grounding in a theoretical orientation. However, when a therapist engages clients in listening to music with a particular listening set and then verbally processes the experience of the music with the intent of understanding how clients perceive and or project their own ideas and feelings onto the song material, the experience is being implemented through a psychodynamic framework. If another therapist facilitates the experience with the aim of observing how long the clients sit to listen to the music or how many times each interrupts the others while listening to or discussing the music, the experience is being implemented through a behavioral framework.

PROCEDURE(S) An organized sequence of operations and interactions a therapist uses in taking a client through an entire music experience. Procedures are the building blocks of a Music Therapy session. They are the various things a therapist DOES to organize and implement the method. Therapists use specific PROCEDURAL STEPS when engaging clients in music experiences.

TECHNIQUE A single operation or interaction that a therapist uses to elicit an immediate reaction from the client or to shape the ongoing immediate experience of the client. There are a variety of TECHNIQUES that may be used within any PROCEDURE. A Procedure may be viewed as a series of Techniques.

INTERVENTION A clinically purposeful and benevolent interruption. To act upon someone in order to change their existing situation or condition and thereby alter the course of events. To purposefully come between or mitigate the various forces in a persons life that affect her/his health. The elements which act upon the client during a given intervention are most often the music, the therapist, or both.

APPROACH A broad way of dealing with a clinical concern or problem. For example, my approach to treating children with autism may be to attempt to control their stereotypic behaviors to the greatest extent possible – or my approach may be to provide a safe environment wherein they may experience the freedom to interact with musical instruments, me, and my music as their impulses guide them. In other words, my approach may be directive or non-directive. A specific method is not implied, but a particular set of techniques will likely come into play as I attempt to intervene between the client and her/his pathology. The procedures I use will be determined by the delimitations of the methodological variant in which I engage the client.

STRATEGY A plan of action designed to achieve an overall aim.

Terms in Context My approach to working with a child with autism is to be minimally directive. I only enforce specific ways of acting when the child exhibits potential for harming her/himself or others. Otherwise, I attempt to maintain contact with the child through encouraging her/him to play musical instruments, wherein I listen and respond to help the child be as fully engaged in the music as she/he possibly can, moment to moment. My approach to working with a child with autism is to be minimally directive. I only enforce specific ways of acting when the child exhibits potential for harming her/himself or others. Otherwise, I attempt to maintain contact with the child through encouraging her/him to play musical instruments, wherein I listen and respond to help the child be as fully engaged in the music as she/he possibly can, moment to moment.

My strategy with such a child may be to first observe her/him within a continuum of structured to non-structured experiences. Depending on how the client responds to these situations, I may wish to plan treatment emphasizing experiences on one end of the structure continuum or the other. My theoretical beliefs lead me to plan this strategy because I believe that the child needs to experience certain things in order to progress in therapy. My strategy with such a child may be to first observe her/him within a continuum of structured to non-structured experiences. Depending on how the client responds to these situations, I may wish to plan treatment emphasizing experiences on one end of the structure continuum or the other. My theoretical beliefs lead me to plan this strategy because I believe that the child needs to experience certain things in order to progress in therapy.

The music experiences I design and implement within the different methods will be facilitated with particular procedural steps in order to engage the client fully, so that she/he can receive the benefit of music engagement. I choose a particular method due with the intent of matching the nature of the demands that each method places on the child in specific domains of functioning with the limitations, deficits, or others needs that the child revealed during assessment. Some of the procedures I use are necessary for beginning all music experiences, but some are designed specifically to help this child become engaged in the music. The music experiences I design and implement within the different methods will be facilitated with particular procedural steps in order to engage the client fully, so that she/he can receive the benefit of music engagement. I choose a particular method due with the intent of matching the nature of the demands that each method places on the child in specific domains of functioning with the limitations, deficits, or others needs that the child revealed during assessment. Some of the procedures I use are necessary for beginning all music experiences, but some are designed specifically to help this child become engaged in the music.

I may believe that helping the client engage in certain types of music experiences provides a means for me and/or the music to intervene in the childs pathological way of being and to thereby help her/him to find and practice new ways of functioning. I may believe that helping the client engage in certain types of music experiences provides a means for me and/or the music to intervene in the childs pathological way of being and to thereby help her/him to find and practice new ways of functioning.

As the child responds, I use my judgment about the therapeutic quality of the responses and my sense of how these may be improved. Then I initiate specific techniques to maximize the potential of the childs experience. Some techniques are musical, some are verbal, and some are gestural in nature. As the child responds, I use my judgment about the therapeutic quality of the responses and my sense of how these may be improved. Then I initiate specific techniques to maximize the potential of the childs experience. Some techniques are musical, some are verbal, and some are gestural in nature.

There is no established model for the decisions I made in the above scenario. However, if my way of working is successful, I could develop a model by keeping track of all the events that occur during the treatment process- including my theoretical beliefs and thinking, my decision making processes techniques used during all phases of treatment, and all of the clients responses within the treatment process. I would then organize this information and share this model with others by publishing my ideas. There is no established model for the decisions I made in the above scenario. However, if my way of working is successful, I could develop a model by keeping track of all the events that occur during the treatment process- including my theoretical beliefs and thinking, my decision making processes techniques used during all phases of treatment, and all of the clients responses within the treatment process. I would then organize this information and share this model with others by publishing my ideas.

An example from the literature It is important at this stage to clarify what is meant by method and what is meant by technique. Therapeutic methods are the approaches chosen by the therapist to achieve therapeutic change and can be understood as the method of work. Conversely, techniques are the tools and strategies, musical activities and concrete therapist- initiated musical experiences which are integral to the success of the applied method. There are many examples of therapists who have developed protocols, procedures, and methods in their approach to using songwriting… (p. 248) It is important at this stage to clarify what is meant by method and what is meant by technique. Therapeutic methods are the approaches chosen by the therapist to achieve therapeutic change and can be understood as the method of work. Conversely, techniques are the tools and strategies, musical activities and concrete therapist- initiated musical experiences which are integral to the success of the applied method. There are many examples of therapists who have developed protocols, procedures, and methods in their approach to using songwriting… (p. 248)