How Does Music Therapy Promote Positive Mental Health And...

The Holyoake DRUMBEAT (Discovering Relationships Using Music, Beliefs, Emotions, Attitudes, Thoughts) program is as suggested by its name a program that uses music therapy in the form of hand drumming to engage participants in the exploration of music as way to combat the negativities of substance misuse. The program aims to reduce a variety of problems associated with drug and alcohol misuse, such as poor or impaired peer relationships, disassociation from family, school, work or other community groups and assists in promoting positive mental health and wellbeing. The program consists of 10, one hour sessions with 10 to 12 participants, with activities covering topics of self-responsibility, emotional expression, peer relationships, values, identity, harmony and teamwork. The structure of the program offers a cognitive behavioural approach where fun and experiential learning using hand drumming techniques are used to draw analogies between the participants’ connections of th eir experiences in the drum group, and their real world experiences. The program is non-competitive and is not focused on the problems or behaviour of the individuals, but aims to build on the strengths of the participants through teamwork. DRUMBEAT is used across Western Australia in a range of settings with a diverse set of client groups deemed at risk from drug and alcohol abuse. A wide range of people have successfully undertaken training to become facilitators of the DRUMBEAT program. The threeShow MoreRelatedMusic Therapy2135 Words   |  9 PagesResearch Paper: Music Therapy Abstract There are many different ways that we benefit from music. Music can inspire better self-esteem, and confidence. It’s a great way to set the mood, and a wonderful tool. Music therapy is the clinical and evidence-based use of music interventions to accomplish individualized goals within a therapeutic relationship by a credentialed professional who has completed an approved music therapy program (Gram, 2005). Music therapy can reach out to anyone, ageRead MoreCognitive Behavioral Therapy And Music Therapy1629 Words   |  7 PagesCognitive Behavioural Therapy and Music Therapy Music Therapists (MTs) borrow from a range of non-music based therapy models in their development of Music Therapy-specific treatment models. Many widely used Music Therapy (MT) techniques have their roots in psychological theories and treatment models. Cognitive Behavioural Music Therapy (CBMT) draws on the widely-used and extensively researched psychology approach, Cognitive Behavioural Therapy (CBT), to address CBT goals through MT interventionsRead MoreHow Does Participation Affect Health And Wellbeing?2747 Words   |  11 Pages How does participation in performance contribute to health and wellbeing? In this essay I will examine the ways in which participation in performance can contribute to health and wellbeing. I will argue that participation in performance helps to influence health and wellbeing in a positive way. 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These studies consistently show that sleep plays a vital role in promoting physical health, longevity, and emotional well-being. This explains why, after a good nights sleep, we feel better, our thoughts are clearer, and our emotions are less fragile. WithoutRead MoreThe Factors That Can Influence Communication and Interaction with People with Dementia14323 Words   |  58 Pagesbooklet. 2 DEMENTIA CARERS CONTENTS Introduction What is dementia Coping with change 02 04 12 Understanding behaviours that challenge 17 Communication Medication Caring for the carer Caring for yourself Helping Wellbeing through occupation Relaxation for wellbeing Diet and wellbeing Driving End stage dementia Practical planning for the future Recommended books Contacts 22 26 28 34 36 44 46 51 53 57 59 60 You will also find a separate sheet accompanying this booklet. The back of the book containsRead MoreEffects Of Epilepsy On Children And Their Development Essay2173 Words   |  9 Pagescontinual episodes of seizure, which they have little or no control over even with medication and therapy, which makes it a very disabling impairment (Epilepsy Foundation, 2015). Epilepsy can be very physical disabling and there are quite a few physical impacts of epilepsy. Some of these are lack of energy, fatigue, headache, nausea, weight loss, weight gain and pain in diverse places of the body (About Kids Health, 2016). Children from early to late childhood experience these physical symptoms and can continueRead MoreChapter 1912158 Words   |  49 Pagesknow 1.1 Describe the benefits to individuals of engaging in learning or development activities 1.2 Analyse the purpose of a range of learning or development activities in which individuals may participate 1.3 Explain how individual needs and preferences may influence how learning and development activities are accessed or delivered Chapter 19 AC What you need to do 2.1 Support the individual to communicate their goals, needs and preferences about learning or  development activities 2

FDFinalEssay 1 - 1578 Words

Perennial throughout all history, man’s adoration and abuse of power inevitably evokes his personal corruption. At creation, Adam and Eve succumbed to vices as they lusted for the power of wisdom. Similarly, in current civilization, men idolize money as it enhances their fame and influence on humanity. Ultimately, when a man’s ability surpasses any societal limitations, greed, lust, and pride tempt his morality which usually fails to persist. In his novel, the Narrative of the Life of Frederick Douglass, an American Slave, Frederick Douglas reminisces on personal experiences as a slave while concurrently investigating the paradoxical nature of Southern slaveholders. He delves into the mystery of a white man’s ability to suppress†¦show more content†¦Though not prohibiting slavery, it warns slaveholders to manage their lesser men with an upmost vigilance recalling that they themselves are similarly suppressed by an even higher being. Nevertheless, Christi an slave holders are deemed to be most unusually cruel. They alter the bible’s teachings in order to support their own practices. â€Å"Religion of the South is a mere covering for the most horrid crimes,—a justifier of the most appalling barbarity,—a sanctifier of the most hateful frauds†¦ [It is the] dark shelter under, which the foulest, grossest, and most infernal deeds of slaveholders find their strongest protection† (Douglas, 117). By conjuring the most abstruse interpretations of Christian teachings, they justify their actions thus allowing for their purposeful ignorance. During his bondage under Captain Auld, Frederick Douglas observes his master consoling â€Å"religious sanction for his cruelty† (Douglas, 98). When he relentlessly whips a lame young woman and then exhibits her lacerated nude body for countless hours, he justifies his bloody deed with the Scripture quote: â€Å"He that knoweth his master’s will, and doeth it n ot, shall be beaten with many stripes† (Douglas, 99). This girl’s supposed disobedience, however, actually proves to be helplessness, as she is impaired with the inefficacy of her hands which were burnt in a fire. Captain Auld finds religious vindications promoting his punishment of the girl’s inabilities while,

Planning To Meet The Needs Of Learning Free Essays

At my place of work – Include, we do not have ILP’s, this is because we run a twenty week, roll on roll off programme and we wouldn’t have the time. We do however set goals, at the start and during monthly reviews, using simplified paperwork.. We will write a custom essay sample on Planning To Meet The Needs Of Learning or any similar topic only for you Order Now Our sister company that teach pre- sixteen’s do, and I have looked at these documents to reflect on anything that would be transferable to my teaching and offer improvements. The role of initial and diagnostic assessments is key for producing individual learning goals. It is essential to find out exactly where the student wants to go, why they are wanting qualifications, eg for a particular course at college, and what is realistic bearing in mind their diagnostic assessments. Initially all students are tested using BKSB to find the level they are and what they might achieve with help and teaching from the Functional skills tutor. We carry out Initial Assessments, (A) and Foundation Learning agreements (B) which note career progression aims, some objectives, qualifications to be taken, while with us as well as other documentation gathering personal details, health, education and drug and alcohol misuse. Our Initial assessment covers previous learning experiences, learning styles, personal and social skills, health and personal circumstances as well as the support we can provide to help the student reach his goals. We also carry out a monthly review, one of the most important ways we can check how the student is performing, his progress, whether he is on track and more importantly whether he feels he’s learning, achieving his goals, and whether he feels supported in his learning. This review time, is also a time when the student can tell us what he wants and where we and he could improve outcomes. During the review we can find out how the last few weeks lessons have gone, and together we will set SMART targets, and any behavioural problems, late arrivals, not joining in class etc. are addressed and support that would be helpful, worked out together for the next month . We also discuss where he would like to go to work experience and try hard to find the correct match, as this is often a spur to his learning. After goals have been decided and any support worked out the student will sign the review sheet which is filed in their learner file, and a copy is given to the student to refer to each day, to remind them of goals and targets. After the Initial Assessment and reviews, our student profile (C) is updated (weekly) and this is used with our current session plan as a pointer as to how our students need supporting. I also carry out tutorials, usually towards the end of each unit when students discuss and work with me on any any unfinished or not understood criteria, before completing. The two sessions I have chosen, are on Independent Living (D E). When planning sessions I must be sure that the work I set covers the criteria set by the exam board and balance this with the needs and understanding of my students. I must also bear in mind my minimum core document. â€Å"The minimum core will support all teachers in developing inclusive approaches to learners with literacy, numeracy and IT needs and raise achievements of learners on their learning programme† LLuk (2007) Obviously I must embed English, numeracy and IT into session planning, bearing in mind that I may well have students as varied in abilities as E1 through to Level 1 or even Level 2. Most of the units I teach are available in E3 or L1, so I will differentiate between the students as to what level they work at As I frequently have a number of foreign students speaking very little English when they join, I must remember to include LA1. 3, LA1. 6, LA2. 1 and LA2. 3 . 4. At the reviews the Functional skills tutors will feed in literacy and numeracy problems and goals to be addressed during the month, these I need to include in my lesson planning eg L needs to develop spelling and punctuation skills, so when planning the next lesson, I look to see if I can incorporate something to build on these eg word searches, or reminding him to be careful with punctuation in his writing. The student in the Initial Assessment (A) needs help and support with reading and writing, so a support worker needs to be written into every session plan to help. In many of the units I teach, class participation in discussions are expected and I must express myself clearly LS1 , LS2, LS3, LL1. I must plan my lesson carrying out LR1 LR2. Embedding numeracy in a non maths lesson can be tricky, but in session (D) researching a flat and tenancy (IT) students had to work out much they would pay out to rent a flat (rent plus deposit etc) and in (E) designed a bedsit, incorporating measurements. Above all when planning a session I must produce a lesson that considers the subject content and criteria, it must be relevant to the students, it must take into consideration, their learning needs and goals and and help stretch their capabilities. In the new session plan forms we have a section where we can list each students individual needs, and the strategy for helping this. This section concentrates my mind during planning and actual delivery, to remember each students needs and goals. There is also a section for differentiation which again reminds me of each students goals. All the time I am teaching I must not be complacent , but continually improve my practice. This will be done by, talking with students during their review about the months learning, what they feel they have/have not learnt. By asking students to fill in anonymous evaluation forms. Discussions with the class about the units and what they learnt or would like to learn in the future. Listening to my IV’er and her feedback on the students work and on the unit levels, which have passed. Reflecting on my teaching is a very important stage in helping me move my lessons and teaching, forward, it is about being more self aware and analysing what happened in my lessons. Schon (1983) suggests â€Å"reflect while you’re doing it† and â€Å"reflect after doing it† I like this straight forward approach. Planning to meet the needs of my learners means I must be continually review my teaching practise, improving on lesson content and find new and different ways of meeting my students needs, raise their self esteem and self worth which in turn helps self regulation and encourages the student to learn in a classroom setting. How to cite Planning To Meet The Needs Of Learning, Papers