Resources & references

The aim of this study is to test the feasibility and acceptability of an online mode of delivery for a Parkinson’s singing intervention (ParkinSong) as well as remote data collection procedures. This mode of delivery aims to increase the accessibility of singing interventions.

The objective of this study was to explore the effects of an interdisciplinary singing-based therapeutic intervention (ParkinSong) on voice and communication in people with Parkinson’s disease. The results show that ParkinSong is an engaging intervention with the potential to increase loudness and respiratory function in people with mild to moderately severe PD.

The primary purpose of this study was to understand family members’ perceptions of music therapy experienced by a relative in palliative medicine or hospice. Patient self-reported scales and music therapist assessment of change were also investigated. Patients reported statistically significant improvement in pain, depression, distress, and mood scores. Family members of patients in palliative medicine and hospice settings reported an immediate positive impact of music therapy on the patient and on themselves.

This paper explores perspectives on musical competence for seven people with borderline personality disorder participating in an 8-week music therapy program using group improvisation. Participants’ perceived changes in musical competence appear to have facilitated relational insights and learning from which they derived therapeutic benefits. As participants’ musical competencies expanded, emotionality decreased, and a healthier self-concept emerged.

A music therapy group program was provided in a day program for adolescents with eating disorders. They came to group sessions once per week after lunch for one school term. Group members helped choose the content for the sessions which mainly involved music-based games. Working with young people to design session content may help build a positive relationship and music games may be useful for reducing distress.

Music-based interventions (MBIs) are emerging as a new potential treatment strategy for neurologic and psychiatric patient populations, as they are safe, economic, and can be creatively tailored to meet specific functional goals. MBIs are typically selected and delivered by a credentialed music therapist based on empirically supported models and can involve active (improvisation, singing, clapping, or dancing) and/or receptive (purposeful music listening to identify emotional content emerging from music) techniques. Mechanistically, MBIs appear to engage both cortical and subcortical areas governing attention, working memory, planning, and flexibility and can modulate these areas over time.

As community spaces for LGBTQ+ individuals continue to expand and evolve, a variety of music and art-based programs have begun to develop. This article seeks to present a therapy program developped by an art therapist and a music therapist, targeted towards transgender, nonbinary, gender creative, and questioning youth, age 10-14, who are seeking support in navigating their gender identity and the challenges of identifying outside of the “norm” of cisgender. At a crossroads between traditional clinical mental health services and community-based approaches, it addresses the intentionality behind “queering” this program development as well as a spectrum of challenges and opportunities faced in piloting the program.

This article explores how music therapy can serve as a self-care management resource for improving self-efficacy and mediating the relationship between vulnerability factors and health outcomes for patients with sickle cell disease. Accordingly, it is important for appropriate patient reported outcomes to be used within practice and research to capture these important domains and improve our understanding of how music therapy can help individuals with chronic pain achieve meaningful outcomes.

The Canadian Music Therapy Podcast celebrated two years of episodes in February 2023. Hosted by music therapist Adrienne Pringle and business leader Cathy Thompson, the bi-weekly podcast shines a bright light on the impact and work of music therapists across Canada. This reflective article features Adrienne’s and Cathy’s personal explorations of themes and ideas that emerged from a close examination of the podcast transcripts from the first 40 interview-based episodes. 

 This article introduces an adaptation of the music therapy and autism specific AQR-instrument. The author developed this adaptation following the requirement to report on the outcomes of his work at a school for children with autism. After introducing the AQR-instrument, the author describes how his adaptation enables him to produce bar charts illustrating client progress. 

The purpose of this theoretical paper is to examine current literature in developmental psychology in order to discuss how music therapy can foster resilience in early childhood. Music therapy can help prepare young children and their families for handling adversity, increase parental sensitivity, and create multiple opportunities for families to develop adaptive interpersonal interaction patterns.

Music as therapy for autism spectrum disorder (ASD) has traditionally focused on social interaction, communication skills, and social-emotional behaviors. However, recently, there has been an increased research focus on the role of motor and attention functions as part of the hallmark features of ASD, which may have significant implications for the role of music as an intervention for individuals with autism. The purpose of this article is to provide a critical appraisal of new research developments for therapists and researchers to potentially reassess the role of music and expand the current clinical scope of practice in music therapy for autism. Our argument is based upon compelling research evidence indicating that motor and attention deficits are deeply implicated in the healthy neurodevelopment of socio-communication skills and may be key indicators of structural and functional brain dysfunction in ASD.