MUSIC THERAPY FOR TEENS
Adolescence is a vital, yet complex and often turbulent stage in a person’s development. Due to various contributing factors some may find this transition to adulthood a particularly challenging period in their life and may benefit from therapeutic support such as music therapy.
Teenagers are known to have a natural gravitation towards music. In fact, the average teenager living in the developed world spends approximately two and a half hours per day listening to music. Music is used intuitively by teenagers as:
“a mirror of their public self and as a window of their private selves”. Katrina McFerran, author of ‘music, music therapy and adolescents’
Teens are often quickly drawn into music therapy compared to more traditional talking therapies as it provides a unique and effective way of developing self-awareness and encouraging self-expression and emotional release.
Music therapy can support adolescent health by using music therapeutically to develop a young person’s:
- Identity formation and self-acceptance
- Self-esteem and competence
- Emotional regulation and resilience
- Relationships, sense of belonging, and connectedness
Music Therapy Lambeth provides individual and small group-based music therapy to young people in need of support within their school setting.
Music therapy can benefit students who:
- Struggle with Autism, ADHD and other neurodiverse conditions
- Have learning difficulties or language and communication difficulties
- Experience anxiety, depression and other mental health difficulties
- Have experienced loss or trauma
- Have been through big life changes at school or home (e.g.):
- Bereavement or loss
- Physical or mental illness (personal or in the family)
- Adoption/Foster care system
- Find attending school difficult
- Experience issues around Gender identity
John, our music therapist at Harris Academy, works closely with the safeguarding and Special Educational Needs and Disabilities (SEND) teams. As well as the usual referral routes John has set up a successful drop-in service which gives young people the agency to self-refer, often flagging students in need to the school.
The therapy at Harris Academy is student led and person-centred, facilitating students to reflect and express themselves through verbal and non-verbal means. John also makes use of art and play in sessions, allowing for students to access different creative mediums in the therapy
2 anonymised case examples:
Year 7 student with anxiety, also being assessed for Autism.
Mary found the transition to secondary school very difficult and at the beginning of term was a persistently absent pupil. The Designated Safeguarding Lead (DSL) was worried about Mary and referred her to music therapy to provide support. At first Mary was unsure of the sessions but began to explore musical improvisation with the therapist. She would reflect on the music and the feelings it brought up, which would often relate to things happening in Mary’s life. Through the non-verbal medium of music she was able to express herself and process some of her emotions and as part of a trusting therapeutic relationship this helped these feelings become more manageable. The regularity and predictability of the weekly sessions also helped Mary feel safe and adjust to her school routine. Mary’s attendance subsequently increased to between 85-90%.
This group of year 9 students with Special Educational Needs including communication and language difficulties were referred to music therapy to work on:
peer interaction and communication;
creative self-expression.
The group took part in turn-taking activities on the drums, verbal check-ins with the assistance of visual aids and free improvisation. Over time, the therapist noticed an increase in eye contact and playfulness during drum activities and group members were more able to communicate and share difficult feelings. In earlier sessions Mehmet and Kevali could often clash but during free improvisation they were able to play together and share the space. By the end of the therapy provision if one was absent, the other would reflect on missing them. Music helped the group come together and they left music therapy as friends.
The therapeutic relationship
Central to music therapy is the relationship between the young person and the therapist. This is developed gradually over the course of sessions through live musical and verbal interaction in a safe and confidential therapeutic environment. Using a wide range of musical styles and instruments, including music technology, the young person is encouraged to express themselves creatively by improvising with the therapist. Other adolescent-focused techniques such as singing, listening to pre-composed songs and reflecting on lyrics, as well as experimenting with original composition and song-writing, are also ways in which a young person may use the therapy time and relate to the therapist.
Follow Us!