kevin hahn, mt-bc supervising rehabilitation therapist supervising music therapist

Structured and Spontaneous Lyric Analysis:Facilitating Effectively While Managing “Clinical Realities”

Kevin Hahn, MT-BCSupervising Rehabilitation Therapist

Supervising Music TherapistAtascadero State Hospital

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Session IntroWelcome

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Session Format•Experiential and didactic workshop to:

▫Identify, define, and consider applications of “structured” and “spontaneous” lyric analysis experiences

▫Provide tools to entry-level MTs to refine lyric analysis technique

▫Practice and discuss strategies for handling challenging moments that require MT to be spontaneous

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Relation to Scope of Practice

•CBMT Scope of Practice (2010)II-A-1. Develop a therapeutic relationship

II-A-5-e. Employ active listeningII-A-5-g. Use creativity and flexibility in meeting client’s changing needs

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Relation to Scope of Practice

•CBMT Scope of Practice (2010)II-A-5-l. Mediate problems among clients within the session

II-A-5-s. Apply receptive methodsII-A-5-z. Empathize with client’s music experience

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Relation to Scope of Practice

•CBMT Scope of Practice (2010)

II-A-5-aa. Observe client reactions

III-B-1. Identify information that is relevant to client’s treatment process

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Relation to Scope of Practice

•CBMT Scope of Practice (2010)III-B-2. Differentiate between empirical information and therapist’s interpretation

III-B-3. Acknowledge therapist’s bias and limitations in interpreting information

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What Brings You Here?•I’d like to get to know you▫Who are you?▫What do you hope to gain from this group?(I’ll answer, too)

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What Brings Me Here?•I am here as the result of my:

▫Clinical experienceWork with ‘difficult’ populationsInternship supervisor observations

▫Interest in quality of practice issuesPersonal reflections on methodologyDesire to understand approaches and processes in lyric analysis

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What Brings Me Here?•I am here as the result of my:▫Interests in research

▫Desire to connect with Western RegionHi

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A Disclaimer•This is not the outcome of a legacy of good scientific research

▫(As if lyric analysis isn’t hard enough to study already…)

•This is however an attempt to “understand” from the viewpoint of a working clinician

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A Disclaimer (Continued)

•These are essentially my opinions as supported by clinical evidence:▫Observations of trends (practice-based evidence)

▫Critical thinking about music therapy practice

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A Disclaimer (Continued)

•My ideas are fallible:▫Would love to design the research for you to test

▫But seriously: Only way to achieving EBP in music therapy is throughcollaboration and communication

14Contextualizing Lyric Analysis

What’s the big picture?

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Music Therapy Methods•Bruscia’s four methods▫Improvisation▫Re-creation▫Composition (creation)▫Receptive Experiences

Gardstrom, S. C., & Hiller, J. (2010). Song discussion as music psychotherapy. Music Therapy Perspectives, 28(2), 147-156.

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Receptive Methods

•MT uses live or recorded music

•Client listens and responds to music in some capacity

Gardstrom, S. C., & Hiller, J. (2010). Song discussion as music psychotherapy. Music Therapy Perspectives, 28(2), 147-156.

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What’s in a Name?•Several intervention names ▫Lyric analysis▫Song discussion*▫Music communication▫Unconscious song recall▫Song Choice

Gardstrom, S. C., & Hiller, J. (2010). Song discussion as music psychotherapy. Music Therapy Perspectives, 28(2), 147-156.

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What’s in a Name?•Several intervention names ▫Song lyric discussion* ▫Song sharing▫Music discussion▫Song analysis▫Song reminiscence

Grocke, D., & Wigram, T. (2007). Receptive methods in music therapy. Philadelphia, PA: Jessica Kingsley Publishers.

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“Lyric Analysis” and

“Song Discussion” are

the most commonly

used names in current

MT literature

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Receptive Methods in MT

External Process

Lyric Analysis/Song Discussion

Drawing to music

Internal Process

Imaging Relaxation

Gardstrom, S. C., & Hiller, J. (2010). Song discussion as music psychotherapy. Music Therapy Perspectives, 28(2), 147-156.

Adapted from:

Hierarchy of Receptive Exp.

(Example Interventions)

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Lyric Analysis/

Song Discussion

Music Communicatio

n

Unconscious Song Recall

Song Sharing

Song Analysis

Song Reminiscence

Song Choice

But… Huh?

(Example of Types of Lyric Analysis Interventions)

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Although we have

several intervention

names that fall under

lyric analysis, their

differences may seem

relatively subtle

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Lyric Analysis/

Song Discussion

Music Communicatio

n

Unconscious Song Recall

Song Sharing

Song Analysis

Song Reminiscence

Song Choice

Now Even More Complicated

Client picks music to express something

Both based on “here and now”

(Can clients analyzefree of external influences?)

Clients reflecting on

past experiences to some degree

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(Only?) One Common Thread

•Three stages of the process:

▫Music is chosen

▫Music is heard or performed

▫Music is discussedGrocke, D., & Wigram, T. (2007). Receptive methods in music

therapy. Philadelphia, PA: Jessica Kingsley Publishers.

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Rather than investigate

these subtle differences,

what if we considered

how we approach the

lyric analysis

experience?

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Receptive Methods in MT

External Process

Lyric Analysis/Song Discussion

Drawing to music

Internal Process

Imaging Relaxation

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Main Differences in Approach

Structured Spontaneous•Pre-planned approach•Example indicators:

▫Prepared questions or prompts

▫Therapist selecting music

▫Client selecting music before session

▫More time to prepare supplementary materials

•Responsive approach

•Example indicators:▫Questions prepared

on spot▫Therapist responds to

‘live’ choices by clients

▫Less time (or none) to prepare supplementary materials

▫Possibly less formal structure

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Receptive Methods in MT

External Process

Lyric Analysis/Song Discussion

Drawing to music

Internal Process

Imaging Relaxation

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Receptive Methods in MT

External Process

Lyric Analysis/Song Discussion

Structured Approach

Spontaneous Approach

Drawing to music

Internal Process

Imaging Relaxation

30Defining Lyric Analysis

(Can we?)

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An Attempt to Understand

•How can music therapists facilitate lyric analysis (LA) both effectively and ethically?

•What are the components and mechanisms involved in LA?

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Steps Toward Defining LA•Understanding ethical boundaries and considerations

•Using the “Five W’s” to formulate as inclusive a definitionas possible

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Integrity and Fidelity•How music therapists strive to facilitate as ethically as possible: ▫AMTA Code of Ethics▫HIPAA▫Group agreements as safeguard▫Professional boundaries and supervision

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Group Agreements (ideas)

•Confidentiality▫How will it be implemented?▫When will it not? How/why?

•Respect and individual needs▫How to handle various preferences?

▫Encourage clients to participate?

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Where do we facilitate LA?

•Context affects preparation ▫Group therapyClosed groups Open groups

▫Individual therapy

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Who facilitates LA?•Music therapists▫Board-certified, licensed, etc.▫Supervised students

•Who else can facilitate LA? •Thoughts and concerns about other professionals and individuals facilitating LA?

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What positive outcomes could occur through LA?

•Improved self-awareness•Emotional release and growth•Positive peer relationships•Personal insight and fulfillment

Gardstrom, S. C., & Hiller, J. (2010). Song discussion as music psychotherapy. Music Therapy Perspectives, 28(2), 147-156.

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Why does LA work for clients?•Lyric analysis as

a wheel▫A vehicle that we help establish for our clients so they can make progress in treatment

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Why does LA work for clients?

•Theoretical framework of ‘ideals’•An effective LA experience…▫Seeks or maintains safety▫Inspires hope ▫Sets the stage for success or growth

•…allowing the client to move forward in treatment

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Client Progress

Seek/Maintain

Safety

Inspire HopeSet Stage for Success

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What affects LA experiences?

•What external and internal variables could affect a client’s experience in lyric analysis?▫Values? Hopes? Biases? Goals? ▫Experiences? Thoughts? Feelings?▫Family? Vocation? Education? ▫Music Preference? Taste? Dislikes?

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What affects LA experiences?

•“Psychological Processes”▫Identification▫Empathy▫Projection

Gardstrom, S. C., & Hiller, J. (2010). Song discussion as music psychotherapy. Music Therapy Perspectives, 28(2), 147-156.

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What affects LA experiences?

•Intentionally selected components of our intervention:▫Music components▫Therapy components▫Music therapy components

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What affects LA experiences?

•Intentionally selected components of our intervention:▫Music components include…Rhythm and meterMelody and harmonyTimbre and qualityGenre and form

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What affects LA experiences?

•Intentionally selected components of our intervention:▫Therapy components include…Active listening and counseling skillsCritical thinking and respondingAwareness of therapist biases, limitations, transference issues, etc.

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What affects LA experiences?

•Intentionally selected components of our intervention:▫Music therapy components include…Design of LA experience / session planBlend of music/lyrics to elicit specific intended outcomes

Presence and presentation of materialsProfessional boundaries

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Although we may

intentionally plan

individual components of LA,

in the MT experience

these components appear to

work in conjunction

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Components of a LA Experience

Desired Therapeutic Outcomes

Music Therap

y

Music

Therapy

If only it were so easy…

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Components of a LA Experience

Music Therapy

Music

Therapy

We may set up the individual components…

But when the session starts, these work in conjunction with one another…

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Client Progress

Seek/Maintain

Safety

Inspire HopeSet Stage for Success

Music Therapy

Music

Therapy

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How can we guide clients in LA?

•Common themes in how we can help move clients forward

•“Tools” for lyric analysis ▫“Rock the High Cs!” themeSeven “Considerations”Acknowledgement

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Tools for Staying On-Task in LA

•“Seven Cs and an A”▫Context▫Congruence▫Contrast▫Conversation▫Censorship▫Confrontation▫Closure▫Acknowledgement

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How we use our “tools” for LA

will depend on which

component of the session we

are tweaking

as well as the LA approach

being utilized in the moment

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Definitions and Examples•Context: Awareness of variables related to current situation▫Music: History of song▫Therapy: Client’s background, life experiences, progress in therapy

▫Music Therapy: Selecting intervention to match group needsHelpful websites:

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Websites for researching

songs:

www.songfacts.comwww.songmeanings.net

www.snopes.comwww.wikipedia.org

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Definitions and Examples•Congruence: Alignment (or nonalignment) of various parts of a greater whole▫Music: Sound differs from title or words▫Therapy: Client behavior does not match affect; affect does not reflect thoughts

▫Music Therapy: Music selection does not match what client states Audio Example:

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“Wonderful” - Everclear(Na na na na na na na)

Please don't tell me everything is wonderful now

I go to school and I run and playI tell the kids that it's all okayI like to laugh so my friends won't knowWhen the bell rings I just don't wanna go home

Go to my room and I close my eyesI make believe that I have a new lifeI don't believe you when you sayEverything will be wonderful someday

YouTube Link

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“Wonderful” - Everclear

Promises mean everything when you're littleAnd the world is so bigI just don't understand howYou can smile with all those tears in your eyesWhen you tell me everything is wonderful now

(Na na na na na na na)

I don't wanna hear you tell me everything is wonderful now

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Definitions and Examples•Contrast: Differentiation between two or more entities▫Music: Different sections of songs▫Therapy: Emotions associated with different behaviors

▫Music Therapy: Feeling/descriptive words to identify differences in songsAudio examples:

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“Landslide” Two Ways(Instrumental Solo)Well, I've been afraid of changin'Cause I've built my life around youBut time makes bolderChildren get olderAnd I'm getting older tooWell, I'm getting older tooSo take this love and take it downYeah, and if you climb a mountain and you turn aroundAnd if you see my reflection in the snow-covered hillsWell, the landslide brought it downAnd if you see my reflection in the snow-covered hillsWell maybe...

YouTube Link - Dixie Chicks

YouTube Link - Stevie Nicks

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Definitions and Examples•Conversation: Flow of therapy experience that is comfortable and inclusive of client input▫Presence and openness to experience

▫Connecting client comments▫Setting the stage for clients to take the lead in their treatment

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Definitions and Examples•Censorship: Intentional suppression of ‘undesirable’ or ‘objectionable’ content▫Know your facility/business policies▫Know personal limits/boundaries▫Your clients know the real words ▫‘Radio edits’ are not always enoughAudio Example:

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Rihanna – “S and M”Feels so good being badThere’s no way I’m turning backNow the pain is my pleasure cause nothing could measure

Love is great, love is fineOutta box, outta lineThe affliction of the feeling leaves me wanting more

Chorus

Cause I may be bad, but I’m perfectly good at itSex in the air, I don’t care, I love the smell of itSticks and stones may break my bonesBut chains and whips excite me (x2)

YouTube Link

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Definitions and Examples•Confrontation: Clashing of ideals; “to face in challenge”▫Could be censorship in experience▫Raising awareness of incongruence

▫Occurs in further stage of treatment

▫How well do you know this client?

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Definitions and Examples•Closure: Sense of finality when terminating session or experience▫Summarize what happened▫Tie ‘themes’ together across clients

▫Don’t leave your clients “hanging”

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Definitions and Examples•Acknowledgement: Therapeutic reinforcement of positive gains in treatment▫Validates client experience▫Could be represented with music▫What are you acknowledging?▫Specificity and recency are key

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Tools for Staying On-Task in LA

•“Seven Cs and an A”▫Context▫Congruence▫Contrast▫Conversation▫Censorship▫Confrontation▫Closure▫Acknowledgement

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Client Progress

Seek/Maintain

Safety

Inspire HopeSet Stage for Success

Music Therapy

Music

Therapy

Congruence

Context

69Structured Lyric Analysis

Preparation and Practice

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Recommended Readings for

structuring LA experiences:

Gardstrom and Hiller (2010) MTP

Grocke and Wigram (2007)

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Group Role Play•Song will be presented•Group will discuss elements of the song as well as possible questions they could prepare for a structured lyric analysis

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Additional Group Processing•What are the salient music elements?•What are the salient text features?•What goals or outcomes could be measured using this song?

•What themes are present in the song?•What populations are indicated or contraindicated?

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Spontaneous

Lyric Analysis

Preparation and Practice

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A Few Caveats•(Especially for students, but good reminders for ourselves as well)▫Unstructured LA ≠ unplanned LA

Based on your facility/group structure; therapist still selects guiding themes, etc.

“Primum non nocere.” Music therapists should “do no harm.”

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A guiding principle for

facilitating Spontaneous LA

experiences:

“Think critically,

Act clinically.”

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Practicing Spontaneous LA•Exposure to many types of music and the normative culture▫Example: Hip-hop culture and musical “references”

•(Continue to) educate yourself about context of selected songs

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Group Role Play•Group will listen to song and discuss possible questions and responses

•Facilitator will give feedback and provide possible client responses

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“Smiling Faces Sometimes”Undisputed Truth

YouTube Link

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Small Group Role Play•Split into small groups•One person will be the therapist•One person will be the main client

•Others will be observers•Listen to and discuss song as it relates to theme of “life changes”

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“Thank U” – Alanis MorissetteYouTube Link

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“Let the Rain” – Sara BareillesYouTube Link

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Even during

structured LA experiences,

we may encounter times

that require us to be

spontaneous and flexible

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Some “What if…?” Moments•Song is only loosely tied to song title•Title is only part that reflects theme•Person is hogging the conversation•Off-task behaviors•Uncomfortable response to music•Strong religious associations/group with differing religious affiliations

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Some “What if…?” Moments•Song is perceived to enable behavior

•Content is more offensive than you originally expected

•Substance abuse theme•You don’t know what to say or do

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Handling “What if…?” Times•Remember to be ethical (“Think critically, act clinically”)

•Know your boundaries•Seek supervision•Be genuine

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Also- Don’t Forget Your LA Tools!

•“Seven Cs and an A”▫Context▫Congruence▫Contrast▫Conversation▫Censorship▫Confrontation▫Closure▫Acknowledgement

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Role Play: Saying No•Setting boundaries with a client can be difficult or uncomfortable

•“Client” will ask therapist to play an ‘inappropriate’ song

•“Therapist” will respond by respectfully declining to do so

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“Unexpected” Observations•“Music video as literal meaning” phenomenon

•In your own experience facilitating spontaneous lyric analysis, what are other issues or “unexpected” observations you have encountered?

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Client Progress

Seek/Maintain Safety

Inspire HopeSet Stage for Success

Music Therap

y

Music

Therapy

Congruence

Context

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Questions?

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Thank You-Kevin Hahn