Details on article
|Author||Aitchison K.A.; McFerran K.S.
|Title||Six adolescents’ lived experiences of resource-oriented music therapy assessment in a community-based mental health day program|
Aitchison K.A.; McFerran K.S. Six adolescents’ lived experiences of resource-oriented music therapy assessment in a community-based mental health day program,Arts in Psychotherapy 82
|Keywords||adolescent; anxiety; article; clinical article; female; human; male; mental health; motivation; music therapy; outcome assessment; personal experience; psychotherapy; qualitative research; semi structured interview
|Link to article|| https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145770717&doi=10.1016%2fj.aip.2022.101991&partnerID=40&md5=9fe97e729e1df4f16f33f943eda62fe8
|Abstract||This qualitative study focuses on a previously unexplored question, “how do adolescents experience resource-oriented music therapy assessment (ROMTA) in a community-based mental health day program?” Interpretative Phenomenological Analysis (IPA) was applied to data from semi-structured interviews with six 13–16-year-olds soon after multidisciplinary mental health assessment. Member-checking interviews were conducted close to discharge to ensure the trustworthiness of findings. Participants described apprehension regarding mental health assessment as a result of prior experiences; however, felt supported during assessment at the day program and valued the opportunity to try the program out before committing. Participants also felt unsure about ROMTA and had mixed responses to a psychometric music therapy tool, the Healthy Unhealthy Uses of Music Scale (HUMS). However, participants indicated that ROMTA didn't feel like an assessment, and that they valued the interpersonal focus and musical experiences. Prolonged psychotherapy without improvement can reduce adolescents’ hope and willingness for treatment. Music therapy assessment can provoke anxiety if adolescents think they will be judged or tested, or it can promote therapeutic rapport, enhance engagement, and increase motivation for treatment. Carefully preparing adolescents before assessment, providing information, focusing on the therapeutic relationship, and scaffolding interactions may increase positive outcomes from music therapy assessment. © 2022 Elsevier Ltd