Presented by Jeffrey Friedberg MT-BC, LCAT

Music Therapy in the Preschool Classroom (6 credits)

Course Description

This in-depth interactive workshop will present a comprehensive overview to the hows, whats and whys of providing music in the preschool setting. Discussion will cover the following:

building a developmentally appropriate repertoire to engage the children
building a positive working relationship with your students
meeting educational and therapy goals
structuring sessions to best meet goals
managing challenging behavior
integrating the class into a preschool institutional session
avoiding burnout

You will be given a homework assignment of designing 4 x 30 minute sessions to meet specific goals. After completing the Course Evaluation Form you will be emailed a certificate of completion.

Learning Objectives

Will state 10 songs/activities to use in the pre-school classroom
Will recall 4 elements to include when designing structure of classes toengage and build skills
Will compare 4 techniques to manage behavior and simultaneously buildtherapeutic relationship
Will summarize 4 strategies on how to successfully integrate music therapy into the educational setting

Schedule

30 minutes – Introduction and Overview

30 minutes- Therapeutic Preschool Environment:

Discussion of the realities of being a music therapist in a therapeutic preschool environment. Review of scheduling, staff support, access to information. equipment and treatment planning.

30 minutes- Needs, Challenges and Strengths:

What are the needs and challenges as well as strengths of children in therapeutic preschool environment? What are goals and objectives attainable in this environement?

30 minutes Class Structure: How to structure class to maximize engagement and learning of skills.

1 hour- Repertoire building: Discussion of traditional, adapted and original songs and how they can be used to meet therapy goals.

1 hour- Behavior Management and The Therapeutic Relationship: Building a therapeutic relationship is essential in helping children learn and grow. Discussion on how to re-direct challenging behavior in ways that both help build relationship and achieve therapy goals.

30 minutes Q & A

1 hour self study assignment

CBMT Domain areas:

"III.A.Task Statement 33 Utilize evidence-based techniques, including presence, authenticity, and respect, to establish and maintain trust and rapport with the client"

"III.A.3 Treatment modification within and across sessions based on the client's response and growth (e.g., alternate applications of music, appropriate music selection, adaptation of the physical/virtual session space);

III.A.6 Theoretical frameworks for music therapy treatment implementation (e.g., educational, developmental, neurological, psychological); III.A.11 Effects of music elements and music experience (e.g., psychological, emotional, physical); Task Statement 36 Engage the client in individualized music therapy experiences to address the client's established goals and objectives within multiple domains of health and well-being (e.g., psychosocial, physiological, spiritual, musical)"

"II.D.1 Collaboration with the client and/or family/care partner and other professionals for treatment planning (e.g., goals, treatment preferences)"

III.A.4 Collaboration with other professionals to promote accessibility and support client progress (e.g., therapist, social worker, educator)

"II.D.Task Statement 30 Select appropriate equipment, physical/virtual space, musical elements, repertoire, and instruments consistent with the treatment plan"

II.D.1 Collaboration with the client and/or family/care partner and other professionals for treatment planning (e.g., goals, treatment preferences); 2 Individualized treatment planning using evidence-based practices (e.g., professional expertise, research evidence, client preferences); Task Statement 29 Design experiences to facilitate generalization or transferability of skills across clinical/non-clinical contexts when appropriate

III.A.1 Therapeutic pacing, sequencing, transitions, and intensity; II.D.3 Service delivery model and schedule (e.g., imminent needs, length of service, travel distance, telehealth).

III.A.1 Therapeutic pacing, sequencing, transitions, and intensity; Task Statement 26 Evaluate the role of music therapy, considering the frequency, intensity, duration, and service delivery model, when developing a treatment plan

"III.A.7 Music therapy methods used to support therapeutic outcomes (e.g., improvising, recreating, composing, listening, moving)"

music therapy

continuing education

Music Therapy in the Preschool Classroom is approved by the Certification Board for Music Therapists (CBMT) for 6 CMTEs-Continuing Music Therapy Education credits. The Spiegel Academy, CBMT Approved Provider #P-106, maintains responsibility for program quality and adherence to CBMT policies and criteria.

Class Description