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Florida State University Libraries 2016 Music Therapy and Music Medicine Assessment in Mental Health and Medical Research with Children and Adolescents: An Integrative Review Dawn M. Pufahl Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] FLORIDA STATE UNIVERSITY COLLEGE OF MUSIC MUSIC THERAPY AND MUSIC MEDICINE ASSESSMENT IN MENTAL HEALTH AND MEDICAL RESEARCH WITH CHILDREN AND ADOLESCENTS: AN INTEGRATIVE REVIEW By DAWN M. PUFAHL A Thesis submitted to the College of Music in partial fulfillment of the requirements for the degree of Master of Music 2016 Dawn M. Pufahl defended this thesis on April 15, 2016. The members of the supervisory committee were: Lori F. Gooding Professor Directing Thesis Jayne M. Standley Committee Member Dianne Gregory Committee Member The Graduate School has verified and approved the above-named committee members, and certifies that the thesis has been approved in accordance with university requirements. ii TABLE OF CONTENTS List of Tables ................................................................................................................................. iv List of Figures ..................................................................................................................................v Abstract .......................................................................................................................................... vi 1. INTRODUCTION ......................................................................................................................1 2. METHODS .................................................................................................................................7 3. RESULTS AND DISCUSSION ...............................................................................................13 APPENDICES ...............................................................................................................................42 A. DATA COLLECTION FORM .................................................................................................42 References ......................................................................................................................................43 Biographical Sketch .......................................................................................................................47 iii LIST OF TABLES Table 1. Electronic Search Strategy for Studies on Music Therapy and Music Medicine Assessments used in the Treatment Mental Health Symptoms of Children and Adolescents, 2000 – 2015...............................................................................................................................................9 Table 2. Assessment used by Music Therapists with Children .....................................................15 Table 3. Assessment used by Music Therapists with Children and Adolescents ..........................17 Table 4. Assessment used by Music Therapists with Adolescents ................................................22 Table 5. Assessment used with Children and Adolescents in Music Medicine Research .............23 Table 6. Assessment Type used by Music Therapists with Children ...........................................25 Table 7. Assessment Type used by Music Therapists with Children and Adolescents .................28 Table 8. Assessment Type used by Music Therapists with Adolescents ......................................34 Table 9. Assessment Type used with Children and Adolescents in Music Medicine Research ... 36 Table 10. Number of Assessments used by Type ......................................................................... 38 iv LIST OF FIGURES Figure 1. Database search results ...................................................................................................12 Figure 2. Types of Assessment used ..............................................................................................37 Figure 3. Number of Standardized Assessments used ...................................................................37 Figure 4. Number of Times each Assessment Design was used....................................................38 v ABSTRACT The purpose of this review was to identify and describe assessments used in music therapy and music medicine used with children and adolescents with mental health symptoms. After database searches were completed and studies screened for inclusion a total of 28 studies were included in this review. Of the studies meeting inclusion 6 examined the use of assessments used to assess mental health symptoms exhibited by children in music therapy treatment. In addition, there were 12 studies that addressed assessments used with both children and adolescents, and 7 that assessed only adolescents. Music medicine studies meeting criteria for inclusion in the review were 3 in total. Some commonalities in the assessment design employed within specific population groups were found. In addition, commonalities were found within the types of assessment used within each population group, and in some cases, across different population groupings. While findings from this review indicate some commonalities one should be hesitant in making the decision to use them in clinical practice due to the small number of participants included in most of the studies. Further research or researchers may want to further limit the scope of review in order to focus primarily one diagnosis or set of symptoms. In addition, they may want to look at the use of one specific type of assessment used within mental health settings. vi CHAPTER 1 INTRODUCTION An assessment can be defined as a systematic approach to determining a person’s strengths and weaknesses which involves observation within specific parameters (Hanser, 1999). Cohen and Gericke (1972) defined a true therapeutic assessment as one that is not developed through trial and error, but is specific, goal oriented, and comprehensive (as cited in Crowe, 2007, Chapter 2). In addition, Hanser (1999) conveys the need for a discriminating assessment tool which will (a) identify a client’s strengths and weaknesses, (b) give evidence that coincides with the suitability of the goal, (c) helps to determine target behaviors as well as specific objectives needed to guide therapy (d) to uncover other potential therapy goals, (e) to identify information regarding the target behavior and any prerequisite skills needed, and (f) to identify what a person can and cannot do. A music therapy assessment judges functioning not only in musical behaviors, but also non-musical behaviors that occur outside of music therapy (Crowe, 2007). Assessment is an integral part of music therapy treatment. As such, client assessment is included as part of the American Music Therapy Association’s (AMTA) professional competencies (American Music Therapy Association Professional Competencies, 2013). AMTA standards of practice state that clients will be assessed for music therapy services by a Music Therapist (American Music Therapy Association Standards of Clinical Practice, 2013). The standards of practice then go on to specify that a music therapy assessment will include these general categories: (a) psychological; (b) cognitive; (c) communicative; (d) social; (e) physiological functioning in alignment with a client’s needs as well as their strengths (AMTA, 2013). In addition to these general categories an assessment will “determine the client’s responses to music, music skills and music preferences” (AMTA Standards of Clinical Practice, 2013). Assessment is further specified in that it must not only explore a client’s culture, including but not limited to race, ethnicity, religion/spirituality, socioeconomic status, family experiences, sexual orientation, gender identity or expression, and social organizations, but must also be a method appropriate for the client’s chronological age, diagnoses, and functioning level (AMTA Standards of Clinical Practice, 2013). Music therapy assessments not only measure a client’s need for music therapy, but may also indicate a need for other services, which according 1 to the AMTA Standards of Clinical Practice (2013), must be addressed by referral to the appropriate service. In the most recent workforce survey by AMTA 19% of music therapists’ state that they work within the mental health population and 12% stated that they work in a mental health setting (American Music Therapy Association, 2015), and as such music therapists working within these settings require the use of assessments that take into account the needs of individuals with mental health issues. Music therapy assessments for clients with mental disorders should utilize multiple methods (informal, formal, and standardized) of assessment Chase, 2002 (as cited in Crowe, 2007, Chapter 2). Chase emphasized that informal processes of music therapy assessment do not have written accountability (as cited in Crowe, 2007, Chapter 2). Formal music therapy processes are systematic processes, and therefore, require the assessment be administered in a similar manner each time it is given (Crowe, 2007). Types of assessments that can be used in the assessment process include: (a) interviews with clients and/or family members; (b) observation; (c) review of client records; (d) standardized assessments (Crowe, 2007, Chapter 2). Music therapy assessments within the mental health population should include a client’s current diagnoses and history, and will address these specific

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