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Record W322592864

Music, Music Therapy and Trauma: International Perspectives

2007· article· en· W322592864 on OpenAlexaboutno aff
Lillian Eyre

Bibliographic record

VenueCanadian journal of music therapy · 2007
Typearticle
Languageen
FieldPsychology
TopicMusic Therapy and Health
Canadian institutionsnot available
Fundersnot available
KeywordsContext (archaeology)Music therapyPsychologyPerspective (graphical)Subject (documents)PsychoanalysisPsychotherapistVisual artsHistoryLibrary scienceArt
DOInot available

Abstract

fetched live from OpenAlex

Music, Music Therapy and Trauma: International Perspectives Julie Sutton, Editor (2002). Jessica Kingsley Publishers, wwwjkp.com ISBN: 1-8843100-27-4.Reviewer: Lillian Eyre, MM, MTA (McGill University Hospital Centre).Although today, music therapists may work with clients divergent populations who exhibit cluster symptoms resulting trauma, the application of music therapy in the treatment of trauma has not been specifically or consistently articulated in the music therapy literature. When a conference in Belfast in 2000 brought together music therapists who were working with people affected by traumatic events, Julie Sutton seized the opportunity to make these presentations available to a larger audience. The appearance in 2002 of Sutton's edited book of these conference proceedings, Music, Music Therapy and Trauma: International Perspectives, was a timely and welcome publication of music therapy trauma-related literature.Divided into four main sections or the book consists of an introduction, short biographies of contributors, 12 chapters, an afterword, and separate subject and author indexes. Part I, Trauma perspectives, presents two chapters. The first, by Sutton, sets the context for the following chapters by presenting general DSM criteria for chronic PTSD and Acute Stress Disorder (ASD), and then providing a perspective for thinking about trauma. Sutton points out the difficulties in defining trauma and offers a perspective for thinking about it by referring to psychodynamic and object relations attachment theories as well as to Damasio's neurological theories of primary thinking (fight or flight) and secondary thinking (learned patterns of behaviour) that are implicated during trauma. The chapter concludes with a clinical example of the author's work and a discussion of the impact of trauma work on the therapist and others who come into close contact with survivors of trauma.Chapter 2, the neurology of trauma, is by Michael Swallow. As a neurologist and a musician with knowledge of music therapy, Swallow is well situated to present research on the effects of trauma and its associated emotions on brain responses, and the use of music in trauma-related difficulties. The author cites recent neurological research on the relationship between music and movement revealed in studies on Parkinsons Disease (PD), and explores music and communication the perspective of music processing functions in the brain. In reference to the biological basis of the brain's response to trauma, various theories about the limbic system and the anatomical basis of emotions are briefly referred to, as well as possible effects of emotion on the brain and on memory during trauma. In the last few pages of the chapter, the author attempts to examine music and music therapy within the context of the neurology of trauma. Swallow states, from a physical point of view we have difficulty in explaining just how music works as a therapeutic agent (p. 51). Certainly, this is true, yet it is this reviewer's belief that the author could have made some connections between neurological functions, music, and trauma, as he did at the beginning of the chapter with PD. It is also surprising that Swallow did not include references to recent literature on trauma. Perhaps a work such as Peter Levine's and Ann Frederick's Waking the tiger: Healing trauma: The innate capacity to transform overwhelming experiences (1997), which examines the role of the nervous system in storing and healing the traumatic event, would have contributed to an understanding of neurological processes in the context of the relationship of music to emotion and instinct, body and brain (see also van der Kolk, McFarlane, & Weisaeth, 1996).Part II, also two chapters, is entitled Cultural, society and music perspectives. In Chapter 3, Mary Smyth presents the results of a survey on the impact of living under the traumatic conditions of ongoing conflict on persons in Northern Ireland. …

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesInsufficient payload (model declined to judge)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Other design · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.783
Threshold uncertainty score0.984

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0010.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0210.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.081
GPT teacher head0.328
Teacher spread0.247 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designOther design
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations0
Published2007
Admission routes1
Has abstractyes

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