Estado del arte en la medida distribuida de BPS

Gaining confidence

Several students felt that individual music therapy sessions had contributed to helping them feel more confident and capable: ‘I have real trouble with confidence and self-esteem. And through music, like, knowing that what I’ve written in poetry can actually be songs and sung and sound really good - has given me more confidence in myself and my ability to do things’ (362-366). Another said, ‘The thing is, you’ve given me some confidence. Maybe one day to get a band or something like that’ (346-348).

A sense of acceptance within sessions

Some students felt that the music therapy sessions were relaxed and allowed them to be themselves: 'What I really like about it is that … it’s really relaxed and stuff. The thing I really hated … about schools, with music class – they all tell you to do the chords and stuff. Here, we can just jam. …You can be yourself. (285-291). A related point was made by another participant later in the interview: ‘And even with writing songs, even if they’re real deep, you could use them metaphorically when, in other therapies, it’s like you can’t say ‘the sun is burning’ – as in you’re being burnt with everything. Everyone will just think you’re completely crazy’ (456-459).

An opportunity to learn new skills that might assist in transition

Similar to the first student interview, most students seemed to have appreciated the opportunity to learn more about an instrument they may have been interested in: ‘I’ve learnt a lot of stuff on the guitar. It’s awesome. I love it’ (50). Another student – in common with one of the participants in the first student interview, felt this aspect of the sessions could help during transition: ‘…. I think it’s pretty good learning the guitar. I can use that in guitar groups at [transition school]. You know, make friends there …’ (85-87). He returned to this point later in the interview, placing emphasis on the value of learning ‘…everything technical about the guitar … it means I can perform that bit better in a group and get along well .Cos, you know what I mean, if I’m not doing very well, it’s not going to be very helpful’ (410-413).

A different way of coping with stress

helped some participants in developing different ways of dealing with negative emotions: ‘Like usually when I’m upset or something, or just like dissed out, I get lost in the music. I completely forget what I was thinking about, and I just come out ‘ahhh’ [relaxed]’ (331-333). Later this student added ‘When I didn’t know what music therapy was, I didn’t ‘use’ music. I used other stuff that wasn’t helpful’ (351-353).

An opportunity for self-expression

One participant felt that individual music therapy sessions had ‘… got me more confident with my music and able to express… Independent on working with you on one. (45-48). Other participants referred to this aspect of individual sessions: ‘It’s helped me express how I’m feeling when I have a lot of difficulties with it … [through] songwriting stuff. Like, with my poetry and stuff. I find that really hard to talk to people about’ (61-68). Adding to this point, the same participant later stated ‘…. I also do like individual [music therapy], because it’s … time that I wouldn’t usually have to get my emotions out in a proactive way’ (156-157). The non-verbal expression of emotions within music therapy was also hinted at ‘….Even if it’s just banging a drum because you’re angry’ (328).

Relaxation and enjoyment: ‘Making a bit of noise’.

All the students seemed to have enjoyed being able to, in the words of one participant, ‘make a bit of noise’ (174). Another participant said ‘I just like

jamming. I love it. I just do it cos it feels good. Crank out some riffs, together with the bass’ (159-162).

Positive spin-offs of music therapy within the wider setting: ‘listening in’.

One participant revealed an interesting side-effect of the individual music therapy sessions in relation to the wider setting: ‘Also, what I like is … you’ll just be doing your work. But then you’ll hear someone playing the guitar or whatever. They don’t really notice that you’re actually listening to them …But it seems to lighten the mood up. The whole thing seems a lot happier having music … So, it’s really good. Like, because I’ll have a really bad day. Then I’ll hear someone playing some really nice song, and I’m like ‘Oh my gosh, that’s actually made me feel happy’(291-304). A similar point was noted by another participant: ‘Well, you never really hear music in [this participant’s transition school] very much unless it’s an important day or something – cos it’s so big. So you do hear music a lot here, and it’s quite good. Quite good’ (317-319).

5.3. Group vs. individual music therapy: a safe space to challenge yourself.