How a music therapist can support families of pre-school children with complex learning support needs to use music therapeutically at home

The field of family-centred music therapy is well established. Music therapists working in this field emphasise the importance of families incorporating music activities and music therapy strategies beyond music therapy sessions. However, there is a paucity of research focussing on the sustainable therapeutic use of music by families in the home environment.

This thesis focussed on my work as a music therapist, supporting families of pre-school children with complex learning support needs to use music therapeutically at home. There were four participant families. I facilitated nine music-making sessions with the child and a person nominated as ‘caregiver’ in their home. The first four sessions were fortnightly, the following four were monthly, and the final session was two months later to assess the long-term impact of the work. During the sessions, I collaborated with families to explore how they might utilise their strengths and resources to use music therapeutically with their child. The research employed an interpretivist multiple case study design. Data consisted of pre-and post-session interviews, clinical notes, a reflexive journal, and participant diaries. The data was analysed using thematic analysis.

The four case studies suggest that situating a collaborative, strengths-based music-making approach within the family’s ecosystem enables sustainable outcomes. Working alongside a family begins by understanding the various contexts that influence the family. These include the family’s musical, disability, and cultural contexts. Recognising and sharing my own experiences relevant to our work helped instil trust and mutuality to support the development of our partnership.

The work was valued when it was carried out from a collaborative, strengths-based approach. The collaboration started with the family as an observer, followed by discussions and active participation. The family and I were partners in this process, with both parties using their respective strengths to find child-centred solutions. This process was supported by personalised, easy to use home-found or therapist supplied resources.

Music was identified as a family-friendly, inclusive activity involving the whole family. Our sessions especially enhanced relationships between siblings. The findings are discussed in the context of the ongoing practice of music therapy in early intervention in New Zealand.