Doctor of Philosophy, The Ohio State University, 2012, Music

The purpose of this study was to examine and understand the present status of the field of music therapy by investigating important areas that affect the daily experience of music therapists across the United States and impact the development of the profession. The field of music therapy is in a constant state of change, relentlessly setting new goals in order to advance as a profession and to further its acceptance. Six overarching questions guided the study: 1) what experiences affect the professional growth of music therapists? 2) what are the opinions of music therapy faculty and members of the American Music Therapy Association regarding the undergraduate music therapy education requirements? 3) what are the most important achievements of the music therapy profession and what are its current challenges? 4) what are current research trends in music therapy and are there areas that require further research attention? 5) what are the long-term goals of the music therapy profession? and 6) how is music therapy portrayed in the media? Participants for this study were ten music therapy faculty, seven active leaders of the American Music Therapy Association, and one additional individual who had served the field in a leadership capacity for many years but was currently neither a music therapy faculty nor active leader. Hour-long individual interviews were carried out over the telephone with each of the eighteen participants. The interviews were recorded, transcribed, and mailed for a member check. Results indicated that music therapists' professional growth is directly influenced by their years of formal education, their mentors, and communities of practice. Participants consider the strength of the undergraduate curriculum is that it is built upon articulated competencies. At the same time, most feel the curriculum is very full, leading to students graduating with underdeveloped skills in certain areas. The unification of the National Association for Music Therapy an (open full item for complete abstract)

Committee: Patricia J. Flowers PhD (Committee Chair); Robert A. Gillespie (Committee Member); Jan H. Edwards (Committee Member) Subjects: Music; Music Education

Master of Music (MM), Ohio University, 2011, Music Therapy (Fine Arts)

With the rapidly growing diversity in the United States, understanding cultural influence on human behaviors and becoming competent to work with culturally diverse populations have become important among human service professionals. The present study examined effectiveness and challenges of music therapy undergraduate programs in addressing multicultural competencies listed under AMTA Professional Competencies. A questionnaire was developed and sent to directors of undergraduate music therapy programs to assess their perception of effectiveness and challenges in teaching those multicultural competencies. Results indicated that a majority of directors perceived their programs effective; however, acknowledged the existence of multiple challenges. Although the results of the survey should not be generalized due to a low response rate, it provides insights into how to further develop multicultural education in the field of music therapy. Future research may utilize more objective tools and investigate correlations among different variables to pinpoint influential factors to effective multicultural education.

Committee: Louise Steele MMEd (Advisor); Richard Wetzel PhD (Committee Member); Milton Butler PhD (Committee Member); Kamile Geist MA (Committee Member) Subjects: Fine Arts; Multicultural Education; Music; Therapy

Master of Music (MM), Ohio University, 2023, Music Therapy (Fine Arts)

This study aimed to investigate the perspectives of Board-Certified Music Therapists (MT-BCs) who completed Neurologic Music Therapy (NMT) training(s). The study explored their opinions on the training experience, clinical application experience, and suggestions for future NMT training development. The study employed an online survey with seven distinct sections which comprised a total of 49 questions. Ten participants were involved in the survey, but two incomplete responses were recorded; one participant failed to complete the questionnaire during Section 2, while another left Section 7 unanswered. The results indicated a mixed level of satisfaction with NMT training, reflecting the need for continued development and evaluation of the NMT training. On the other hand, those who completed the NMT fellowship training reported significantly positive levels of satisfaction with the training. The study identified that the NMT techniques were commonly used for various populations, especially for neurological and neuropsychological disorders and reported that the participants had several difficulties in applying NMT techniques to their clinical practice. Lastly, participants provided suggestions for the development of future NMT training, indicating the need for increasing the period of the training. The study's implications suggest continued development and evaluation of NMT training to enhance its effectiveness and efficiency. Future research recommendations include having a larger and more diverse sample size of participants and additional data-gathering methods such as interviews. Finally, the effectiveness of NMT training in neurologic music therapists' clinical application in their practices could be further explored.

Committee: Andrew Holbrook (Advisor); Jessica Fletcher (Committee Member); Erin Spring (Committee Member) Subjects: Fine Arts

Master of Music (MM), Ohio University, 0, Music Therapy (Fine Arts)

The American Music Therapy Association (AMTA) is seeking to clearly define music therapy as a profession. Currently, AMTA is reexamining the educational requirements for a Music Therapy degree and is reviewing the AMTA Professional and Advanced Competencies. As a result of a recent survey through the AMTA, the organization has determined that a reduction in the performance requirements for primary music instrument training in music therapy education may be necessary. The purpose of this philosophical thesis is to present an argument in favor of primary music instrument training to remain as a part of Music Therapy educational training. The author provides evidence through an in-depth examination of the literature related to the benefits of primary music instrument training. The author's argument is supported by evidence in the literature, her own personal musical experiences, and by discussing the relevance of arguments against and barriers related to the continued inclusion of primary instrument training in music therapy education. Although results of a recent survey of a convenient sample of Music Therapists in the United States indicates that those who responded question the need for primary music instrument training, the research reviewed in this paper point to the opposite, in fact, to an overwhelming support for keeping primary instrument training in the curriculum. Training on a primary music instrument provides essential benefits to music therapy training, which includes helping the student form an identity as a musician, providing opportunities to learn nonverbal communication and improvisation, and creating opportunities to use primary instruments in clinical practice. This research evidence supports the author's argument for primary music instrument training to remain in the educational programs for Music Therapy. Additionally, the author provides recommendations for future research, including that AMTA conduct a survey with a random sample of current mus (open full item for complete abstract)

Committee: Kamile Geist (Advisor); Alison Brown Sincoff (Committee Member); Alejandra Ferrer (Committee Member); Ciro Scotto (Committee Member); Garrett Field (Committee Member) Subjects: Music; Therapy

Master of Music (MM), Ohio University, 2019, Music Therapy (Fine Arts)

This study examined the impact of a somatic voice intervention on child witnesses of intimate partner violence and utilized a convergent parallel mixed methods design. Study participants were a convenience sample drawn from the clients of the Peace: A Learned Solution (PALS) Program in Pleasantville, NJ. Participants were cisgender females, who received music therapy at the facility, between the ages of 8-17 years old. Two participants received a somatic voice intervention at the beginning of each weekly music therapy session for six sessions. Quantitative data measures included the Multidimensional Assessment of Interoceptive Awareness and Regulation of Arousal Behavioral Assessment, created by the researcher. Qualitative data sources included post-intervention interviews and observed participant-researcher interactions during the implemented interventions. The results of this study suggest that the somatic voice intervention had a positive impact on interoceptive awareness and regulation of arousal states, which are necessary components of safe trauma processing. The thematic analysis of interviews and observed participant—researcher interactions yielded six themes: Body Awareness, Emotional Awareness, Musical Awareness, Exploration of Boundaries, Expression, and Connection to Past or Outside Experiences. The qualitative results supported the quantitative data, where themes Body Awareness, Emotional Awareness, and Exploration of Boundaries corroborate the overall increase in interoceptive awareness and regulation of arousal that the participants experienced. The remaining themes, Musical Awareness, Expression, and Connection to Past or Outside Experiences, indicate that the somatic voice intervention may provide novel experiences and repeated opportunities for disclosure and exploration of memories. The results of this study suggest that the somatic voice intervention fills a need within music therapy treatment and literature by providing a means by which to addre (open full item for complete abstract)

Committee: Brent Beeson (Advisor); Kamile Geist Dr. (Committee Member); Richard Wetzel Dr. (Committee Member); Debra Rentz (Committee Member) Subjects: Music; Therapy

Master of Music (MM), Ohio University, 2024, Music Therapy (Fine Arts)

This thesis investigated the role of musical fusion in music therapy, emphasizing its impact on therapeutic relationships and cultural responsiveness. Using a narrative inquiry approach, the study explored the experiences of board-certified music therapists who integrate diverse musical styles into their practice. Despite a small sample size, thematic analysis revealed that musical fusion can enhance therapeutic relationships more quickly than non-musical fusion methods. The findings underscored the importance of cultural responsiveness and suggested that continuous training in diverse musical genres is essential for music therapists. Recommendations for future research include examining the long-term effects of musical fusion and comparing its effectiveness with non-musical fusion techniques. This study provided valuable insights into the benefits of incorporating cultural elements in music therapy.

Committee: Sharon R. Boyle (Advisor); Andrew Holbrook (Committee Member); Pascal Younge (Committee Member); Jessica Fletcher (Committee Member) Subjects: Music

Master of Music (MM), Ohio University, 2022, Music Therapy (Fine Arts)

Huntington's disease (HD) is a hereditary neurodegenerative disorder resulting in motor, emotional, and cognitive problems. This disease negatively affects the client's quality of life (QoL), and there is no cure. Music therapy as a non-pharmacological treatment benefits clients' quality of life. However, limited studies have explored the interventions that could be used for clients with HD to improve QoL. The purpose of this study was to pilot a newly created questionnaire about current music therapy assessment and treatment procedures for clients with HD and to investigate which music interventions are most relevant in HD's advanced stages. The questionnaire was first sent to expert and peer reviewers. Based on their suggestions, the questionnaire was revised and then sent to a convenience sample of music therapists who had experience working with clients with HD. Nine participants met the inclusion criteria requirements and completed the survey. The participants were also asked to provide relevant comments to gain feedback about the reliability of the questionnaire. The results indicated that music therapy assessment tools related to HD were not widely used by music therapists (n=9). Common domain areas addressed with music interventions included social skills/avoiding isolation and psychosocial/emotional areas. Most music therapists conduct individual sessions and involve family members and caregivers. It was reported that receptive music listening is a common intervention used to address behavioral and emotional problems for clients with HD. Respondents noted that the barrier they encountered the most when implementing music therapy interventions were the client's communication/inadequate language abilities. Future research recommendations include sending the questionnaire to a larger sample and investigating the client's family members' or caregivers' perspectives to gain deeper insight on the needs of people with Huntington's disease who receive music therapy (open full item for complete abstract)

Committee: Kamile Geist (Advisor); Kamile Geist (Committee Chair); Andrew Holbrook (Committee Member); Breet Beeson (Committee Member); Margaret Kennedy-Dygas (Committee Member) Subjects: Music

Master of Music (MM), Ohio University, 2017, Music Therapy (Fine Arts)

The Great East Japan Earthquake of March 11, 2011 caused thousands of people to evacuate Tohoku due to flooding, earthquake damage, and nuclear contamination. Many evacuees suffer from a variety of psychological traumas and can never return home. Because of their displacement, they seek activities at community centers. The purpose of this study was to observe how a single music therapy session impacted group socialization and traumatic symptom reduction for Japanese adult evacuees. The researcher provided a ninety-minute music therapy group for eight Japanese females from rural Tohoku now in a metropolitan area, and conducted follow-up individual interviews. After content analysis of video and audio recorded data, the researcher concluded that the music therapy group resulted in physical and verbal relaxation, increased group cohesion, and freer expression of their feelings. Further, the evacuees appeared to enjoy the benefits of “recreational” music therapy activities while avoiding the label of receiving therapy.

Committee: Kamile Geist (Advisor) Subjects: Music; Therapy

Ph.D., Antioch University, 2015, Leadership and Change

In the fall of 2003 I was invited to lead a team of music therapists in Bosnia and Herzegovina (BiH), a country that had been recently savaged by two brutal inter-ethnic wars. The program operated out of the Pavarotti Music Centre on the East side of Mostar, a divided city in the southwest region of BiH. My journey over the next four years was epically challenged by my immersion into the complexities of post-conflict recovery, and the cultural confusion that followed the atrocities of those wars. Transformation and change not only characterized the world in which I worked, but also paralleled internal processes proceeding silently within me. As a music therapist I have always worked within a framework of cultural constancy. In post-conflict societies, we become involved in a colossal moving fray of change. This dissertation is an autoethnography that uses heartfelt, reflective writing with the purpose of gaining a deeper understanding of my identity as a leader, as a music therapist, and as a cultural being in these sometimes difficult, but life-enhancing, four years. Together with academic perspectives and performative writing techniques, it explores a trail of thematic material that emerged during a confusing, ambiguous repatriation period in the years following my time in Bosnia. The autoethnography, an evocative expression of phenomenological research, is a conversation with "self" and with distant others who inhabit a time frame in the past, and thus informs an emergent narrative that carves its own path throughout the eight chapters. Ultimately, the dissertation aims toward a deeper understanding of my own culpability as a leader of a small multi-ethnic team in Mostar, BiH, and the implications this may have for arts-based fieldwork practice in post conflict regions. This dissertation is accompanied by seven supplemental files: 1 Mp4 video and 6 blog post pdf files. The electronic version of this Dissertation is at Ohiolink ETD Center, http://etd.ohiolink.edu (open full item for complete abstract)

Committee: Carolyn Kenny PhD (Committee Chair); Laurien Alexandre PhD (Committee Member); Lars Ole Bonde PhD (Committee Member); Susan Hadley PhD (Other) Subjects: European Studies; Psychology; Sociology

Bachelor of Science (BS), Ohio University, 2014, Communication Sciences and Disorders

The purpose of this study was to explore the benefits and challenges of using music to help children with ASD meet their communication goals. Also, roles that augmentative and alternative communication systems have played in Music Therapy were discussed. Finally, information was gathered in order to help Speech-Language Pathologists incorporate music into therapeutic sessions as well as to help make collaboration easier between Speech-Language Pathologists and Music Therapists. Ten Music Therapists, who had been Board Certified for at least 5 years, were currently working with a non-speaking child with an Autism Spectrum Disorder (ASD), and had a high self-rank skill of using Augmentative and Alternative Communication (AAC) participated in an online focus group. Over six weeks, participants discussed topics including the impact of Music Therapy on children with complex communication needs and ASD as well as advice for Speech-Language Pathologists. Thematic analysis revealed seventeen different themes that fell into 5 different categories. These categories included benefits, challenges, roles AAC play, advice, and other. The results of this study focused around the benefits and challenges of using music with children with complex communication needs, the roles AAC plays in therapy sessions, and advice Music Therapists have for Speech-Language Pathologists. Under these four categories, there were seventeen themes, which include: Motivation and Reinforcement, Total Improvement, Neurological, Motor, Life and Social Skills, Capturing the Benefits, Learned Behavior vs. Communication, Generalization, Dividing Attention Between AAC and Music, Serves as an Individual’s Voice, Provides Control, Provides Choices, Keep It Simple, Collaborate Effectively with a Music Therapist, Be Confident, Not Self-Conscious, Maintain Appropriate Expectations and Considerations, Use Resources, and Other. Motivation and reinforcement, along with neurology seem to have a big par (open full item for complete abstract)

Committee: John McCarthy (Advisor) Subjects: Music; Speech Therapy

Doctor of Philosophy, The Ohio State University, 2003, Music

The purpose of this study was to investigate and analyze the status of the use of music in Medicare and Medicaid-certified nursing homes in the State of Ohio. Areas of concern included qualifications of personnel planning activities; sources of ideas for planning; available materials and equipment; frequency and duration of activities; types of activities, trips or performances; intergenerational and community activities; and purposes for including music activities. To obtain this information a questionnaire was sent by U.S. Mail to the activity directors of all Medicare and Medicaid-certified nursing homes in the State of Ohio. Networking, books, and volunteer expertise were the most frequent sources of ideas. Music instruments reported were pianos, rhythm band and small percussion. Electronic equipment and media were cassette tapes, videotapes, compact discs (CDs), and karaoke machines. More large nursing homes reported owning computers than did small homes. Activities occurred between daily and 3-5 times per week and lasted between 30-60 minutes. One third of all facilities reported having outsiders perform weekly. Listening to recorded music, singing, and listening to live performed music were the most frequent activities. These were offered on site with very few trips. While children performed at the majority of facilities, there were few reported intergenerational activities. Homes that employed professional musicians and music therapists reported more than average intergenerational activities. Church and volunteers were the most frequent community groups providing music. Gospel was the most popular genre with slight regional variations. Music therapy sessions involved groups and individuals, relaxation techniques, reminiscence, and sensory stimulation. Success of activities was measured by participation in facilities of all sizes, areas, and certification. Pleasure was the number one purpose for engaging residents in music activities, followed by social inter (open full item for complete abstract)

Committee: Patricia Flowers (Advisor) Subjects:

Master of Music (MM), Ohio University, 2008, Music Therapy (Fine Arts)

The purpose of this study was to identify the impact of live religious music versus live secular music on pre-wandering and wandering behaviors of persons diagnosed with dementia of the Alzheimers type. A pretest-posttest control group design with two dependent variables, pre-wandering and wandering behavior was used. The subjects (n = 18) were residents of four skilled nursing facilities who individually participated in five ten-minute music therapy sessions held on five consecutive days. Each subject was randomly selected to participate in either the experimental or control group. In the experimental group, subjects were engaged in music therapy interventions that utilized only religious music. In the control group, subjects were engaged in music therapy interventions utilizing only secular music. Pre-wandering data was collected by frequency count during each music therapy session. The Revised Algase Wandering Scale: Long-term Care Version was used to compare pretest and posttest wandering behavior for three different subscales: persistent walking, eloping behaviors and spatial disorientation. The Mann-Whitney non-parametric statistical test was applied to analyze whether the religious music or secular music had a greater impact on helping to reduce pre-wandering behaviors. The Wilcoxon Signed Ranks non-parametric statistical test was applied to analyze the differences in the pretest and posttest wandering behaviors on the unit. Analysis revealed no significant difference between religious and secular music in helping to reduce pre-wandering behaviors. However, analysis also revealed that music therapy, regardless of whether it involved religious or secular music, significantly reduced wandering behaviors on the nursing unit. Findings suggest that future research may be warranted to study and compare which music therapy interventions, when paired with religious or secular music, may be most effective at helping to decrease pre-wandering behaviors.

Committee: Anita Louise Steele PhD (Advisor) Subjects: Educational Psychology; Fine Arts; Music

Doctor of Philosophy, Case Western Reserve University, 2005, Nursing

The Effect of Music on Power, Pain, Depression, and Disability: A Clinical Trial Abstract by SANDRA L. SIEDLECKI The experience of chronic non-malignant pain (CNMP) is one of the most frequently encountered problems affecting both men and women during their working years, and is frequently associated with physical, emotional, and behavioral manifestations that affect all aspects of an individual's life. The pathophysiology of CNMP syndromes is poorly understood, and the effectiveness of analgesics may be limited by their side effects. The addition of complementary modalities, such as music, may enhance the effects of analgesics, decrease emotional and behavioral manifestations, such as pain, depression, and disability, promote beliefs of personal power, and thus result in improved quality of life for individuals who suffer from CNMP. Research indicates that music is effective for decreasing acute and chronic pain. However, the effect of music on power, pain, depression, and disability associated with CNMP has not been previously studied nor have the effects of different types of music been compared. This randomized controlled trial was designed to test the effect of listening to music on levels of power, pain, depression, and disability. A second aim was to compare the effects of researcher-provided relaxing music choices with subject-preferred music, selected daily based on self-assessment. Using Rogers' science of unitary human beings and Barrett's theory of power, this was a test of a research model, which posited that music would have a direct effect on power, pain, depression, and disability through environmental field patterning and an indirect effect through enhanced feelings of power. Univariate and multivariate analysis found that the two music groups had significantly higher levels of power and lower levels of pain, depression, and disability than the no music control group; and there were no significant differences on any of the dependent variables betwee (open full item for complete abstract)

Committee: Marion Good (Advisor) Subjects: Health Sciences, Nursing

Ph.D., Antioch University, 2008, Leadership and Change

This dissertation is an arts-based qualitative study in Leadership and Change that describes the qualities of dialogue revealed through the felt experience of Native and non-Native American music composers engaged in a dialogue through music composition. The fifteen co-collaborators who participated in the study range in age from three-years-old to elders. The study is theoretically embedded within Performance Studies, Dr. Carolyn Kenny's music therapy model Field of Play, and aesthetic philosophy. Methodologically, this work is expressed through performance ethnography and autoethnography and privileges textual and non-textual modes of account including photographs, video excerpts, poetry, and music manuscript. The text is written utilizing two elements of music: melody and harmonic rhythm. The ethical guidelines and protocols developed for this study were derived from consideration of Kenny's work and the ideas of other hermeneutic scholars. The interpretation of the dialogues describes qualities of the process of dialogue, considers intervening epistemological qualities, and focuses on the qualities of the sacred musical space. This dissertation includes attached video files. The electronic version of this dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd

Committee: Carolyn Kenny PhD (Committee Chair); Laurien Alexandre PhD (Committee Member); Elizabeth Holloway PhD (Committee Member); Dara Culhane PhD (Other) Subjects: Communication; Composition; Cultural Anthropology; Education; Fine Arts; Multicultural Education; Music; Music Education; Native Americans; Philosophy; Teacher Education; Teaching; Therapy

DMA, University of Cincinnati, 2024, College-Conservatory of Music: Clarinet

While it is common for collegiate music departments in the U.S. to provide an elective course on a single mind-body awareness approach, most have not fully integrated these types of practices into the standard music performance training. Instead, curricula typically focus on developing technical proficiency on an instrument. The lack of training in performance itself suggests to students that performing is a natural ability, leaving many skilled musicians unprepared to perform at their best. Many musicians struggle with Music Performance Anxiety (MPA) or other forms of physical and/or mental distress during performance and the lack of training in how to deal with these common issues encourages them to cope in potentially harmful ways. Much of the existing literature on mind-body awareness in music performance focuses narrowly on theoretical studies or a specific instrument. In this paper, I examine Alexander Technique, Body Mapping, Mindfulness-Based Stress Reduction, and Cognitive Behavioral Therapy in order to provide educators with concrete ways to incorporate mind-body awareness into their curricula and thereby help their students achieve peak performance. By surveying the fundamental concepts of these subjects, adapting approaches from these subjects to suit music performance, and analyzing existing curricula that utilizes mind-body awareness techniques, I argue incorporating mind-body awareness into the coursework of average performance majors is essential to their development as performers. This research will allow teachers and universities to reconsider their curricula and provide students with techniques to practice and perform in healthy, sustainable, and comfortable ways.

Committee: L. Brett Scott D.M.A. (Committee Chair); Barbara Walker Ph.D. (Committee Member); Quinn Patrick Ankrum (Committee Member) Subjects: Music

Master of Music (MM), Ohio University, 2024, Music Therapy (Fine Arts)

This thesis begins the conversation regarding ethical treatment of patients undergoing an acute mental crisis. A survey instrument was used to gain perspectives of board certified music therapists regarding acute patient care. Most music therapists stated they have treated patients undergoing an acute mental crisis. This survey found commonalities in music therapist educational experiences and differences in how music therapists perceive the future needs of music therapy.

Committee: Jessica Fletcher (Advisor) Subjects: Health; Health Care; Medicine; Mental Health; Music

Master of Arts in Music Therapy, University of Dayton, 2023, Music Therapy

Purpose: To conduct a review and evaluation of scholarly and popular press resources related to music therapy and depression in order to positively impact clinical practice for certified music therapists working with adults diagnosed with depression by identifying resources that clearly describe therapists' implementation procedures. Design: A systematic review of five resources. Methods: A thorough search of English language music therapy literature was conducted. From this search, five viable resources were identified for this review. For each resource reviewed, five categories were evaluated: participant age range, recency of the resource, Flesch reading score, currency of language, and application to practice. For application to practice, five subcategories were used for scoring purposes: First, were the implementation procedures clearly articulated? Second, was a clear description of the relevancy of music to the intended therapeutic aim provided? Third, was there mention of contraindications? Fourth, did the resource provide references to further illuminate the method used or offer the clinician other useful sources of information? Finally, were there any mention of cultural implications or considerations? Findings: Although the resources provide helpful information pertaining to working with adults with depression, there remains a dearth of actionable information in the music therapy literature. For example, four of the resources fail to provide information relevant to contraindications for the method variations described. All of the resources failed to mention cultural considerations when planning, designing, or facilitating particular method variations. Three of the resources provided additional references to further assist the reader.

Committee: James Hiller (Advisor); Joy Willenbrink-Conte (Committee Chair); Courtney Belt (Committee Member); Susan Gardstrom (Committee Member) Subjects: Mental Health; Music

Master of Music (MM), Ohio University, 2023, Music Therapy (Fine Arts)

This descriptive study investigated counseling skills training in the field of music therapy. A cross-sectional survey was administered to 371 board-certified music therapists to investigate their educational experiences, level of satisfaction with the education they received, and level of confidence in using counseling skills in their work. Survey questions were in multiple choice and Likert scale format. Results indicated that most participants learned counseling skills through a combination of music therapy coursework, supervision, and clinical experience. On average, participants reported feeling confident using counseling skills, although they reported feeling less confident using a subset of influencing skills. Results were mixed on participants' level of satisfaction in their counseling skills education and training, with the largest number of participants indicating that they were somewhat satisfied and the second largest indicating that they were somewhat dissatisfied. Implications for the field are discussed and recommendations for future research are provided.

Committee: Jessica Fletcher (Advisor); Andrew Holbrook (Committee Member); Yegan Pillay (Committee Member) Subjects: Music; Therapy

Master of Arts in Music Therapy, University of Dayton, 2023, Music Therapy

This study sought to identify dimensions of a song that might suggest its clinical relevance to the music therapy method-variation of song discussion as employed with adolescents with behavioral health needs. Additionally, I aimed to explore how those dimensions of a song interact with an individual and their unique clinical profile and thus may contribute to indications and contraindications for the use of this method-variation in treatment. Because much of the published literature on song discussion points to its efficacy, it seemed fitting that the next step would be to detail the various salient aspects of a song that a music therapist must give attention to when evaluating its relevance for a discussion experience. I carefully reviewed the music therapy literature on song discussion, reflected on my own process of choosing songs for discussion in my clinical practice with children and adolescents, and I consulted other music therapy professionals on their process of choosing song material for song discussion and incorporated this information into my considerations. In this report, I outline the 30 relevant dimensions I have identified as crucial to consider when examining a song's potential for use in song discussion. The list of dimensions related to the lyric, musical, and nonmusical aspects of song selection for song discussion is intended to provide a general roadmap for music therapists and is not necessarily the ultimate or only resource that therapists may consult.

Committee: Susan C. Gardstrom, Ph.D., MT-BC (Committee Chair); James Hiller, Ph.D., MT-BC (Committee Member); Bryan Bardine, Ph.D. (Committee Member) Subjects: Alternative Medicine; Behavioral Psychology; Behavioral Sciences; Clinical Psychology; Cognitive Psychology; Cognitive Therapy; Counseling Psychology; Health; Health Care; Mental Health; Music; Therapy; Welfare

Doctor of Philosophy, The Ohio State University, 2023, Speech and Hearing Science

Preterm infants are at increased risk for long-term neurodevelopmental sequelae affecting all areas of development. Despite ongoing advances in medical care resulting in infants surviving from increasingly younger gestational ages at birth, the neurodevelopmental implications of extreme prematurity and its requisite NICU stay are not yet fully understood. Furthermore, preterm infants are at increased risk for neural insults, further complicating their developmental progression. Parental involvement in the NICU is a known contributor to improved outcomes; however, barriers to parental presence and involvement often reduce parents' ability to contribute to their infant's care. One potential way for parents to contribute to their infant's care, even if they cannot be present at bedside, is through parent voice recordings, and, particularly, through infant-directed language. However, very little is known about the acoustic properties of infant-directed language to preterm infants, namely infant-directed speech and singing, or how these infants respond to infant-directed auditory stimuli. This dissertation consists of 7 chapters examining infant-directed speech and singing with preterm infants and its potential as an early intervention. The first and second chapters provide a background on challenges associated with preterm birth and current approaches to care in the NICU. Chapter 3 provides the theoretical and neuroscientific basis for the use of infant-directed speech and singing as neurodevelopmental support for preterm infants in the NICU. Chapters 4-6 outline three experiments that sought to better understand how preterm birth affects infant-directed language with preterm infants and their mothers. Chapter 4 focuses on the acoustic features of infant-directed speech and singing of mothers of preterm infants recorded during the perinatal period and discusses those features in the context of well-established acoustic parameters of infant-directed language with (open full item for complete abstract)

Committee: Rachael F. Holt (Advisor); Jennifer P. Lundine (Committee Member); Janet Vuolo (Committee Member); Nathalie L. Maitre (Other) Subjects: Audiology; Music; Speech Therapy