ABSTRACT
Drawing on primary research undertaken in a special school in Belarus, this book provides fresh perspectives on supporting the optimisation of relationships between teaching staff and hard-to-reach children with complex needs through learning and experience based in musical interaction, creativity and play.
The book explores sustainable approaches to intercultural music therapy consultation research and sets out a practice-based framework to which relationships between researcher and participants, based on mutual respect and trust are central. Findings and implications are discussed from within wider debates regarding cultural diversity in negotiating collaborative partnerships in music therapy research.
Featuring case studies and practical examples, the book offers an insightful and informative resource for academics, scholars, and post-graduate students in music therapy and music education. Those working in the arts, psychological therapies, and undertaking teacher training will also benefit from this volume.
TABLE OF CONTENTS
chapter |16 pages
Introduction
part 1|72 pages
Approaching intercultural music therapy consultation research
chapter 1|20 pages
The impact of sociocultural context on the classroom practitioner–pupil relationship
chapter 2|21 pages
Reflexivity in intercultural music therapy consultation research
chapter 3|29 pages
A new staff development programme for international settings
part 2|56 pages
The lived experience of learning and change in intercultural music therapy consultation research
chapter 4|19 pages
Transformative processes in the evolution of the intercultural music therapy consultation group
chapter 5|19 pages
Potential spaces for relationship between classroom practitioners and children with complex needs
part 3|30 pages
Sustainability and development of intercultural music therapy consultation research