lullaby 101 05 14 - music therapy association of …. kaplan--05.13.10,camt 1...

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R. Kaplan--05.13.10,CAMT 1

Lullaby'101:'A'Program'for''At3Risk'Expectant'and'Paren?ng'Teens'

and'Adults'

Ronna'S.'Kaplan,'MA,'MT3BC'[email protected]'''

Forest'City'Enterprises'Chair,'Center'for'Music'Therapy'The'Music'SeJlement'''

Cleveland,'Ohio''''''''''''''''

Music'Therapy'Symposium'2014:'''Emerging'Trends'in'Early'Childhood'

Music'Therapy'Associa?on'of'Washington''SeaJle,'Washington'

May'3,'2014'

Learner'Objec?ves'Par?cipants'will…'1.  Become'aware'of'(a)'a'ra?onale'for'singing'lullabies'in'

general'and'with'specific'at3risk'popula?ons'and'(b)'a'logic'model'for'the'program.'

2.  Brainstorm'and'define'lullabies'and'their'characteris?cs.'3.  Be'able'to'iden?fy'guidelines'for'selec?ng'calming'music'for'

babies'and'toddlers.'4.  Be'able'to'list'soothing'ac?vi?es'to'do'while'singing'

lullabies.'5.  Learn'lullaby'repertoire'and'ways'to'personalize'songs'for'

babies'and'parents.'6.  Outline'(a)'aJributes'of'successful,'effec?ve'partnerships'

for'such'a'program'and'(b)'benefits'of'having'a'music'therapist'lead'lullaby'groups.''

R. Kaplan--05.03.14 2

Relaxa?on''

•  Ra?ngs'How'calm'do'you'feel'right'now?''(circle'one)'

•  Progressive'muscle'relaxa?on'with'music'

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Hush,&Li)le&Baby&Hush,'liJle'baby,'don’t'say'a'word.'

Papa’s'gonna'buy'you'a'mocking'bird.'If'that'mocking'bird'don’t'sing,'Papa’s'gonna'buy'you'a'diamond'ring.'

If'that'diamond'ring'turns'brass,'Papa’s'gonna'buy'you'a'looking'glass.'If'that'looking'glass'gets'broke,'

Papa’s'gonna'buy'you'a'billy'goat.'

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Hush,'LiJle'Baby'(cont’d.)'If'that'billy'goat'don’t'pull,'

Papa’s'gonna'buy'you'a'cart'and'bull.'If'that'cart'and'bull'turn'over,'Papa’s'gonna'buy'you'a'dog'named'Rover.'

If'that'dog'named'Rover'don’t'bark,'Papa’s'gonna'buy'you'a'horse'and'cart.'If'that'horse'and'cart'fall'down,'

You’ll's?ll'be'the'sweetest'liJle'baby'in'town.'

Lullaby'brainstorming…'

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What'is'a'lullaby?'

•  Word'“lullaby”'comes'from'two'roots,'“lulla”3to'soothe;'“bye”3sleep'

•  Lull=repe??ve'mo?on,'bye=separa?on'implying'transi?on'of'consciousness'or'awake'to'sleep'state'(Loewy'&'Stewart,'2008)''

•  Slow,'repe??ve,'simple'melody'and'rhythm,'same'volume'

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Characteris?cs'of'a'Lullaby''(Schwartz'&'Ritchie,'2000;'Standley,'2003;'Woodford)'

•  Slow,'steady'tempo'with'liJle'change'(about'60380'beats/minute,'normal,'res?ng'adult'heartbeat)'

•  Regular,'repe??ve'•  Predictable'•  Simple'•  Just'a'few'notes'(narrow'pitch'range)'

•  Sameness'in'form'(like'verse/chorus)'

•  Singer’s'voice'sounds'nice,'soothing'and'loving'

•  No'exci?ng'disrup?ons'in'rhythm'or'melody''

•  Volume'stays'same'•  Most'effec?ve'when'sung'in'low'voice'

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In'General,'Why'Sing'Lullabies?'•  Singing'to'infants'is'considered'a'universal'caregiving'behavior'in'every'

known'culture'(Lewkowicz,'1998;'Trehub,'2001;'Trehub'et'al,'1997;'Trehub'&'Trainor,'1998;'Trehub'et'al,'1993).'

•  Singing'to'infants'may'have'conferred'some'type'of'evolu?onary'advantage'by'promo?ng'behaviors'considered'necessary'for'survival'(Huron,'2003).'

•  Much'research'has'been'conducted'using'lullabies'to'calm'babies'(Caine,'1991;'Coleman'et'al,'1998;'Collins'&'Kuck,'1991;'Flowers'et'al,'1999;'Standley,'1991).'

•  Singing'lullabies'facilitates'relaxa?on'response'in'mothers'and'can'assist'in'their'ability'to'cope'with'demands'of'motherhood'(Mackinlay'&'Baker,'2005).'

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In'General,'Why'Sing'Lullabies?'

•  Usage'of'lullabies'is'reported'to's?mulate'early'language'development'(Loewy,'2004;'Standley,'2005)'.'

•  Infant'behavior'shapes'caregiver'behavior'and'vice'versa'(Kivijarvi'et'al,'2001;'Thompson,'1994;'Crockenberg'&'Leerkes,'2000;'De'L’Etoile,'2006).'

•  Making'music'is'a'social'event'(Wigram'et'al,'2002).'

•  Infants'demonstrated'corresponding'changes'in'aJen?on3related'behavior'in'response'to'two'song'types'(Rock'et'al,'1999).'

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In'General,'Why'Sing'Lullabies?'''Infant3directed'(ID)'singing'

De'L’Etoile,'2006'•  Mother/caregiver'responds'to'

baby’s'behaviors,'baby'directs'type'of'songs'adult'sings,'baby'learns'basic'strategies'to'effec?vely'interact'with'environment.'

•  Music'therapists'may'model'and'guide'mothers'to'effec?vely'u?lize'ID'singing.'

•  “Quality'of'mother3infant'rela?onship'has'cri?cal'implica?ons'for'child’s'development'and'later'competence'as'an'independent'being.”'

Hanson3Abromeit,'Shoemark'&'Loewy,'2008'

•  Infants'can'discriminate'singing'directed'inten?onally'to'them.''

Shoemark,'2011'•  Client'can'be'the'mother3infant'dyad.'Rock'et'al,'1999''•  It'is'possible'that'changes'occurring'

in'infant3directed'singing'may'func?on'as'a'way'to'aJract'infant’s'aJen?on'and'communicate'emo?onal'message'based'on'song'context.'

•  Stylis?c'changes'are'no?ced'by'infants.'

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Importance'of'Lullabies'to'Moms'with'Depression'and'Other'Mental'Illnesses''

•  Obstetrical'risk'in'mental'illness'requires'social'support'(HaJers3Friedman,'2006).'

•  If'iden?fied,'perinatal'depression'can'be'treated'successfully'with'a'variety'of'interven?ons,'including'medica?on,'psychotherapy'and'group'support''(Cleveland'Healthy'Family/Healthy'Start'Perinatal'Depression'Project).'

•  Depressed'moms'and'their'infants'are'more'likely'to'experience'insecure'a/achment'(Goodman'et'al,'1993;'Lyons3Ruth'et'al,'1986'&'1990;'Murray'et'al,'1996;'Rosenblum'et'al,'1997;'Seifer'&'Dickstein,'2000;'Te?'et'al,'1995).'

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Importance'of'Lullabies'to'Moms'with'Depression'and'Other'Mental'Illnesses'(cont’d.)'

•  Infants'of'depressed'mothers'show'physiological'signs'of'chronic'stress'(Field,'1998).'

•  Infants'of'depressed'moms'may'have'difficulty'mee6ng'cogni6ve'and'physical'milestones'of'infancy'(Murray,'1992;'Lyons3Ruth,'Connell'et'al,'1990;'Lyons3Ruth,'Zoll'et'al,'1986).'

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Importance'of'Lullabies'for'Teen'Moms'

(American'Academy'of'Pediatrics,'2001;'Hofferth'&'Reid,'2002)'

•  “Early'motherhood'can'affect'psychosocial'development'of'the'infant.”''

•  “Occurrence'of'developmental'disabili6es'and'behavioral'issues'is'increased'in'children'born'to'teen'mothers.”'

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(Help'Me'Grow,'Keys'to'Caregiving,'2005)''

•  Teen'moms'may'need'to'be'taught'to'recognize'and'be'sensi6ve'to'babies’'cues.''Early'success'in'this'interac?on'leads'to'a'more'sa?sfied'infant'and'a'sense'of'accomplishment'for'caregiver.'

•  Teen'moms'may'also'require'“emo6onal'refueling”''and'stress=reduc6on'strategies.'

Lullaby'Research'for'First3?me'Mothers'(Baker'&'Mackinlay,'2006)'

–  Authors'perceived'daily'prac?ce'of'singing'lullabies'within'home'environment'is'declining.'

–  Mother’s'preference'for'pre3recorded'music'was'reinforced'by'explosion'of'commercial'music'promoted'as'suitable'for'babies.'

–  20'par?cipants3non3clinically'depressed'first3?me'mothers'of'23parent'families,'not'“at3risk”;'16'completed'project.'

–  1'home'visit'with'educa?on'session'•  Interview'•  Overview'of'how'singing'lullabies'assists'baby'to'relax'and'sleep,'enhances'rela?onship'with'baby'through'experiencing'in?macy,'helps'her'cope'w/daily'demands'of'motherhood''

•  Concepts:''affect'aJunement'(Stern,'1985);'manipula?on'of'components'of'lullabies'to'meet'baby’s'emo?onal'state'(iso3principle);'mul?modal'interac?on;'instruc?on'in'how'to'sing'selec?on'of'lullabies''

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Lullaby'Research'for'First3?me'Mothers'(Baker'&'Mackinlay,'2006)'con?nued'

Results:'•  Final'interview'aser'6'weeks'of'using'lullabies'4'or'more'x/wk'and'keeping'diary'•  Moms'mostly'selected'lullabies'they'perceived'to'quiet,'calm'or'relax'baby'•  Other'considera?ons:'

–  Familiarity'and'confidence'–  Mother’s'own'enjoyment'and'its'soothing'effect'on'her'–  Baby'had'responded'to'this'lullaby'previously'–  Cue'that'it'was'?me'to'seJle'and'prepare'for'sleep'

•  Several'adapted'or'improvised'on'lullabies'to'create'more'in?macy'with'infants'(supported'Custodero'et'al,'2002)3many'moms'tend'to'incorporate'improvised'songs'into'their'repertoire.'

•  Few'lullabies'were'known'and'sung'by'moms,'suggests'loss'in'lullaby'repertoire'over'genera?ons'

•  To'preserve'mother3infant'bonding'and'lullaby'repertoire,'seems'that'moms'need'to'be'educated'as'to'what'lullabies'can'be'sung'with'their'babies'

•  All'said'would'con?nue'to'use'singing'w/baby'•  For'many,'educa?on'drew'aJen?on'to'need'to'aJend'to'babies’'con?nual'

changing'responses'

R.'Kaplan3305.13.10'

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Music'Therapy'Research'with'Parents'and'Very'Young'Children''

•  Abad'&'Williams'(2007)'–  Sing&and&Grow&'in'Australia'–  Strengthens'parent3child'rela?onships'–  Assists'parents'to'bond'with'children'–  Extends'repertoire'of'paren?ng'skills''–  30%'were'young'parents'–  70%'reported'feeling'closer'to'child'–  87%'translated'ac?vi?es'to'home'seung'

–  Authors'expressed'need'to'revise'evalua?on'tools'

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Music'Therapy'Research'with'Parents'and'Very'Young'Children''

•  Walworth'(2009)'– 2'groups'(developmental'music'group'and'control)'– Parents'able'to'see'peer'modeling'– Given'handouts'to'take'home''– Music'parents'more'posi?vely'engaged'with'children'but'not'significantly'so'

– Challenges:''Finding'loca?on'to'reach'greatest'number'of'parents,'lack'of'transporta?on,'?me'of'group,'etc.''

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Other'Documented'Uses'of'Arts'with'Teen'Moms'

•  Fuery,'Smith,'Rae,'Burgess,'Fuery'(2009)'–  Aboriginal'teen'moms'

–  Key'philosophy'of'project:''allow'sense'of'empowerment'and'ownership'to'people'at'risk'through'crea?vity'and'the'arts'

–  Video'diaries3devise'new'forms'of'narra?ve'to'tell'own'stories'

–  Photo'voice3allow'marginal'communi?es'to'change'by'allowing'those'affected'an'effec?ve'voice'–explore'issues'of'teen'pregnancy'

–  Arts'act'as'media?ng'posi?on'between'health'issues'and'possible'solu?ons'and'processes'of'educa?on''

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What'is'a'Logic'Model?'

•  Ar?cula?on'of'program’s'“theory'of'ac?on,'how'it'is'supposed'to'work”'to'achieve'benefits'for'par?cipants''

•  Systema?c'and'visual'representa?on'of'program’s'underlying'theory''

•  “If3then”'sequence'of'changes'program'intends'to'set'in'mo?on'

•  Helps'program'personnel'think'through'steps'of'par?cipants’'progress'

•  Helps'focus'by'making'assump?ons'and'expecta?ons'explicit'and'realis?c''

•  Helps'iden?fy'key'program'components'that'must'be'tracked'to'assess'program'effec?veness'

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Logic'Model'Template'

Program:''_______________'''''''''''''''''Assumptions Resources/

Inputs Activities Outputs Short-term

Outcomes Long-term Outcomes

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The'Logic'Model:''Assump?ons'

•  Principles'guiding'program'•  Underlying'assump?ons'influencing''program’s'design,'implementa?on'or'objec?ves'

•  Claims'we'would'like'to'make'about'program’s'effect'

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The'Logic'Model:''Resources'and'Constraints/Inputs'

•  What'program'needs'to'accomplish'goals'•  Human,'financial,'organiza?onal'and'community'resources''

•  Constraints'on'program,'e.g.'laws,'regula?ons,'requirements'for'receipt'of'funding'

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The'Logic'Model:''Ac?vi?es'

•  What'program'does'with'resources'and'inputs'to'fulfill'its'mission'and'meet'objec?ves'

•  What'has'to'happen'to'make'program'successful'

•  Strategies'•  Techniques'•  Types'of'treatment'

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The'Logic'Model:''Outputs'•  Direct'products'of'implemen?ng'program'ac?vi?es'•  Necessary'but'not'sufficient'indicators'of'program’s'objec?ves'(have'liJle'inherent'value'in'themselves)'

•  Important'because'are'intended'to'lead'to'desired'benefit'or'change'for'par?cipants'or'target'popula?on'

•  Usually'measured'in'terms'of'volume'of'work'accomplished,'e.g.,'number'of'classes'taught,'sessions'conducted,'number'of'concerts,'educa?onal'materials'distributed,'par?cipants'served'

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The'Logic'Model:''Outcomes'•  Intended'and'unintended'benefits'or'changes'for'individuals'or'popula?ons'during'or'aser'par?cipa?on'in'program'ac?vi?es'

•  How'we'know'program'had'posi?ve'impact'•  Influenced'by'program’s'outputs'•  Relate'to'behavior,'skills,'knowledge,'autudes,'values,'condi?on,'status,'or'other'aJributes'

•  What'par?cipants'know,'think'or'can'do'or'how'respond'or'what'condi?on'is,'different'following'program'

•  Short3term,'intermediate,'long3term,'impact'

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Assumptions Resources/Constraints Activities Outputs Outcomes

• That certain music is useful to calm babies and adults. • That young parents may need to learn techniques to encourage attachment and bonding. • That depressed mothers are more likely to experience insecure attachment. • That “infants of depressed mothers show physiological signs of chronic stress” and “may have difficulty meeting both cognitive and physical milestones of infancy.” • That usage of lullabies has been reported to stimulate early language development. • That mothers around the world sing to their babies as a regular part of care-giving. • That infants respond favorably through changes in attention and show signs of innate music processing tendencies.

• Program directors (MT, Early Childhood, Development, PR, controller, President) • Music therapist • Parents and babies • Family members (other) • Nurses and other agency personnel • Tuition or grant revenue • Building/space—meeting room • Research articles and books • Music collections (books) • Music recordings • Internet • CD player • Software for data analysis • Computers • Blank CDs • Blank journals for mothers • Musical instruments (guitar, etc.) • Brochures/flyers

Constraints: • Therapist training • MT-BC (Board certification) • AMTA Standards of Practice • AMTA Code of Ethics • CBMT Code of Professional Practice • CBMT Scope of Practice • Institutional Review Board (s)

• Planning meetings with Music Settlement staff • Informational meetings with prospective sites • Registration for Music Settlement classes • Contractual arrangements for off-site classes • Initial intake interviews/ informational meetings • Preparation of handouts for classes • Lullaby 101 classes on-site at Music Settlement • Lullaby 101 classes off-site • Surveys of moms (initial and follow-up) • Pre- and post- metrics • Journaling by moms • Recording of CDs by lullaby 101 class participants • Exit and/follow-up interviews • Possible video taping of classes • Collation of data collected • Analysis of data collected

• 3 (fall, winter , spring ) 4-week offerings of Lullaby 101 at Music Settlement • Offerings of Lullaby 101 at Connections Women’s Mental Health and Perinatal Clinic • Offerings of Lullaby 101 classes at Help Me Grow locations • Lullaby recordings made by class participants • Collation and analysis of data collected from participants • Presentations/ publications related to findings

1. Moms will be able to articulate how they use music presently in their lives (short-term). 2. Moms will maintain or increase use of music as tool for self-expression, coping, &/or inspiration (long-term). 3. Moms will learn definitions of lullaby & criteria for choosing calming music for babies (short-term). 4. Moms will increase repertoire of lullabies (short-term). 5. Moms will learn to recognize & respond to signs of babies’ fussing/ distress, overstimulation, calm/ relaxation & contentment (short- & long- term). 6. Moms will learn importance of & demonstrate eye contact & physical contact during lullabies (short- & long-term). 7. Moms will apply or utilize skills & repertoire learned in class at home with their babies (long-term). 8. Moms will decrease their sense of personal anxiety (long-term).

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Lullaby'101'Music'Therapy'Interven?ons'

•  Music3assisted'relaxa?on'•  Music'listening'•  Lyric'analysis/interpreta?on'•  Selec?ng'song'choices'•  Interac?ve'singing'•  Interac?ve'instrument'playing'•  Simple'songwri?ng'•  Personaliza?on'of'pre3composed'lullabies'•  Planning'recordings'

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Choosing'Calming'Music'for'Babies'

•  Voices'•  Instruments'

•  Musical'styles'

•  Tempo'and'rhythm'

•  Pitch''•  Dynamics'

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Choosing'Soothing'Ac?vi?es'to'Do'while'Singing'Lullabies'

•  Swaddling/wrapping'in'blanket'•  Holding'and'cuddling'•  Dim'ligh?ng'•  Non3nutri?ve'sucking'(pacifier)'•  Gentle'rocking'•  Massaging'down'body'from'head'to'back,'then'from'chest'to'legs'

•  Stroking'face'or'hair'gently'•  Helping'baby'place'hands'in'mouth'•  Trying'different'posi?ons'for'holding'baby'

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Ages'of'Teen'Parents'

•  Range:''15321'years'•  Mean'age:'17.5'years'

•  Mode:'17'years'

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Relaxa?on'Results''(at'beginning'and'end'of'session)'

•  Teen'parents:'– Posi?ve'changes'in'30/41'(73%)'sessions'delivered,'group'average'(638'weeks'of'sessions'for'each'group)'

•  Parents'with'depression'or'other'mental'illness'– Posi?ve'changes''on'average'for'1st'visit,'2nd'visit'and'3rd'visit'(most'parents'only'aJended'once)'

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Results'and'Responses'from'Parents:''Post3survey''

•  84%'reported'group'helped'them'feel'less'anxious'

•  100%'reported'group'helped'them'feel'more'relaxed'

•  68%'reported'group'helped'them'feel'more'able'to'care'for'their'babies'

•  86%'said'they’d'use'some'of'the'ac?vi?es/songs'done'in'group'at'home'

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Using'Ac?vi?es/Songs'at'Home'

•  “I'will'use'the'songs'I’ve'learned'to'put'baby'to'sleep'or'to'calm'down.”'

•  “When'me'or'her'will'have'some'bad'?mes,'that’s'when'I’m'going'to'put'on'some'songs'to'listen'to'calm'us'down.”'

•  “By'singing'in'a'low'calm'voice'and'staying'away'from'songs'with'a'loud'volume.”'

•  “I'will'sing'to'her'some'of'the'lullabies'that'I’m'not'familiar'with'so'it’ll'be'new'to'us'both.”'

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Preferred'Teaching'Methods'

•  100%:''discussion'•  100%:''music'listening'

•  100%:''playing'instruments'

•  '92%:'''relaxa?on'with'music'

•  '71%:'''singing'•  '50%:'''song3wri?ng'

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What'is'one'thing'you'learned'in'this'class'that'you'did'not'know?'

•  “Singing'helps'calm'both'of'us.”'•  “Singing'is'very'good'for'babies.”'•  “Babies'get'hiccups'when'over3s?mulated.”'

•  “How'to'interact'more”'•  “That'you'can'communicate'with'your'child'through'singing”'

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What'Parents'Liked'Best3Themes'

•  The'songs/lullabies'(42%'of'comments)'

– “I'liked'that'there'was'different'lullabies'that'I'didn’t'know'was'a'lullaby.”'

– “Different'origins'of'lullabies”'– “Making'our'own'songs”'– “Learning'new'songs'to'sing”'

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•  Interac?on'with'my'baby'(27%)'

– “I'liked'the'way'it'taught'me'so'many'things'about'soothing'a'baby.”'

– “I'liked'when'(music'therapist)'would'sing'and'my'baby'would'kick'her'mommy’s'stomach.”'

– “It'helped'calm'the'baby.”'

– “Interac?ng'with'my'child”''– “All'about'the'baby'and'the'bond”''

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•  Playing'instruments'(12%)'•  Interac?on'with'other'parents'(9%)'•  Babies'interac?ng'with'one'another'(9%)''

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Follow3up'Results'•  Which'ac?vi?es,'songs,'concepts'or'knowledge'presented'in'

group'have'you'used'at'home'or'in'other'seungs?''–  6''Lullaby'tunes'and'lyrics'–  5''Iden?fying'signs'of'babies’'fussing/upset'or'too'much'

'''''''s?mula?on'''

–  5''Choosing'soothing'ac?vi?es'to'do'while'singing'lullabies'–  5''Guidelines'for'choosing'calming'music'for'my'baby''

–  4''Relaxa?on'techniques'for'myself ''–  1''Other''–  0''I'haven’t'used'any'of'the'ac?vi?es,'songs,'concepts'or''''''''knowledge.'

•  ''

R. Kaplan--05.03.14 40

Follow3up'Results'•  How'osen'have'you'used'any'of'the'techniques,'ac?vi?es'or'songs'prac?ced'in'group'at'home'or'in'other'seungs'with'your'baby?''''''''''– More'than'1'x'per'day3'12.5%'''– At'least'one'?me'per'day3'50%'– A'few'?mes'per'week3''37.5%'

R. Kaplan--05.03.14 41

Follow3up'Results'

•  87.5%'encouraged'other'family'members/caregivers'to'sing'to'baby.'

•  62.5%'said'group'helped'them'feel'less'anxious.''

•  100%'said'group'helped'them'feel'more'relaxed.''''

•  100%'said'group'helped'them'feel'more'able'to'care'for'their'babies.'

R. Kaplan--05.03.14 42

4/27/14


How'did'your'par?cipa?on'in'class'affect''your'

baby’s'immediate'family?'''''

– “Everyone'is'singing'to'the'baby,'well,'just'the'grandmothers.”'

– “My'baby'listens'to'lullabies'and'if'I'would'not'have'went'I'would'not'have'really'known'how'important'music'is'and'how'much'my'baby'likes'it.”''

– “They'sing'more'osen.”'

– “I'gave'them'ideas'I'learned'for'them'to'do'with'(baby).”'

R. Kaplan--05.03.14 43

Follow3up'Results'

•  Looking'back,'what'was'most'valuable'part'of'class?''''''''– “Seeing'how'she'acts'to'music”'– “Playing'with'all'the'people”'– “Calming'the'baby'cry”'– “Learning'about'how'to'tell'the'signs”'– “Learning'what'music'is'best'for'my'baby”'– “Learning'the'lullabies”'– “Picking'the'music”'

R. Kaplan--05.03.14 44

Personalizing'Lullabies…'Simple'Songwri?ng'

•  Go&to&Sleep&•  Good&Night,&Irene&•  KumbaYa&&

•  Sioux&Lullaby&•  Sleep,&Baby,&Sleep&•  Slumber&Bells&

R. Kaplan--05.03.14 45

Go&to&Sleep'(Spanish'folk'song)'

1.  Go'to'sleep,'my'liJle'baby,''Go'to'sleep'and'do'not'cry.'

2.  Mother’s'arms'will'hold'you'gently'

''''while'she'sings'a'lullaby.''

R. Kaplan--05.03.14 46

Kumbaya'(Congo)'

•  Kumbaya,'ya,'Kumbaya'(3x)'''''Ah,'ah,'Kumbaya.'•  Lay'your'head'down,'Kumbaya…'•  Close'your'eyes'now,'Kumbaya…'•  Dreamland'calls'you,'Kumbaya…'•  Go'to'sleep'now,'Kumbaya…'•  ______________,'Kumbaya…'

R. Kaplan--05.03.14 47

Sioux&Lullaby&

Lullaby,'sleep'my'small'one'(2x)'

______'is'near'you,'

Nothing'can'harm'you.'

Lullaby,'sleep'my'small'one.'

R. Kaplan--05.03.14 48

4/27/14


Sleep,&Baby,&Sleep&(German)'

Sleep,'baby,'sleep'

Your'father'tends'the'sheep'

Your'mother'shakes'the'dreamland'tree'

And'from'it'fall'sweet'dreams'for'thee.'''

Sleep,'baby,'sleep'

Sleep,'baby,'sleep'

R. Kaplan--05.03.14 49

Slumber&Bells&(Basque)'

Ding,'dong,'ding,'dong,'ding,'

LiJle'bells'will'begin'to'ring.'

Ding,'dong,'ding,'dong,'ding,'

Children'soon'will'be'slumbering.'

R. Kaplan--05.03.14 50

Star&Light,&Star&Bright&

Star'Light,'Star'Bright,'

The'very'first'star'I'see'tonight,'

I'wish'I'may'and'I'wish'I'might'

Have'the'wish'I'wish'tonight,'tonight,'tonight.'

R. Kaplan--05.03.14 51

Par?cipant'Examples'of'Personalized'Lullabies''

R. Kaplan--05.03.14 52

Why'Use'a'Music'Therapist'•  Music'Therapists'are'trained'to…''

–  Understand'infant'development'–  Assess'and'iden?fy'needs'–  Address'specific'issues'related'to'diagnoses,'crises,'etc.'–  Facilitate'group'interac?on'and'understand'group'dynamics''

–  Set'goals'and'objec?ves'and'measure'outcomes'–  U?lize'clinical'observa?on'skills'–  Facilitate'when'response'does'not'occur'– Model'appropriate'responses/behaviors'–  Communicate'with'other'professionals'–  U?lize'research3based'curriculum'

R. Kaplan--05.03.14 53

Partnerships''

•  The'Music'SeJlement'

–  Development/advancement'

–  Finance'Department'

–  Marke?ng/Public'Rela?ons'–  Chair'of'Center'for'Early'

Childhood''

–  Chair'of'Center'for'Music'Therapy''

–  Music'therapists'

–  Administra?ve'assistant'•  United'Way'

•  Healthcare'and'Social'Service'Agencies''

–  Various'•  Personnel'

–  Program'director(s)'–  Service'coordinators'–  Social'work'intern'–  Doctors,'nurses'''–  Teachers''–  Incen?ves''

R. Kaplan--05.03.14 54

4/27/14


Other'Ini?a?ves'and'Issues'

•  Hope'for'expansion'of'partner'agencies'and'funders'

•  Addi?onal'“phases”'– Parents'and'infants/toddlers'through'18'months'– Parents'and'children'18'months'to'3'years'

•  Ar?cles''•  More'formal'research'and'grant''•  Barriers''

R. Kaplan--05.03.14 55

Ques?ons'

R. Kaplan--05.03.14 56

I&Hope&You&Dance&

•  Example'of'closing'music'•  What'are'your'hopes/dreams'for'your'baby,'your'family,'yourself?'

R. Kaplan--05.03.14 57

References''

•  See'aJached'

R. Kaplan--05.03.14 58

Lullaby 101 References—R. Kaplan, 05.03.14 Page 1

Lullaby 101: A Program for At-Risk Expectant and Parenting Teens and Adults

Ronna Kaplan, MA, MT-BC Music Therapy Symposium 2014: Emerging Trends in Early Childhood

Seattle, Washington May 3, 2014

Selected References

• Abad, V. & Williams, K. E. (2007). Early intervention music therapy: Reporting on a 3-

year project to address needs with at-risk families. Music Therapy Perspectives, 25 (1), 52-58.

• American Academy of Pediatrics (2001) • Baker, F. & Mackinlay, E. (2006). Sing, soothe and sleep: A lullaby education programme

for first-time mothers. British Journal of Music Education, 23 (2), 147-160. • Caine, J. (1991) The effects of music on the selected stress behaviors, weight, caloric

and formula intake, and length of hospital stay of premature and low birth-weight neonates in a newborn intensive care unit. Journal of Music Therapy, 18, 88-100.

• Cleveland Healthy Family/Healthy Start Perinatal Depression Project (2003). Feelings of African American perinatal women: Summary report.

• Coleman, J.M., Pratt, R.R., Stoddard, R.A., Gerstmann, D.R., & Abel, H. (1997). The effects of male and female singing and speaking voices on selected physiological and behavioral measures of premature infants in the neonatal intensive care unit. International Journal of Arts Medicine, 5(2), 4-11.

• Collins, S.K., & Kuck, K. (1991). Music therapy in the neonatal intensive care unit. Neonatal Network, 9(6), 23-26.

• Crockenberg, S. & Leerkes, E. 2000. Infant social and emotional development in family context. In C. H. Zeanah, ed.). Handbook of infant mental health (2nd ed.). New York: The Guilford Press, 60-90.

• Custodero, L. A., Britto, P. R. & Xin, T. (2002). From Mozart to Motown, lullabies to love songs: A preliminary report on the parents’ use of music with infants survey (PUMIS). Journal Zero to Three: National Center for Infants Toddlers and Families, Sept. 23 (1), 41-46.

• De L’Etoile, S. K. (2006). Infant-directed singing: A theory for clinical intervention. Music Therapy Perspectives, 24 (1), 22-29.

• Fuery, P., Smith, R., Rae, K., Burgess, R., & Fuery, K. (2009). Morality, duty, and the arts in health: A project on Aboriginal underage pregnancy. Arts and Health, 1 (1), 36-47.

• Field, T. (1998). Maternal depression effects on infants and early interventions. Preventive Medicine, 27, 200-203.

• Flowers, A. L., McCain, A. P., & Hilker, K. A. (1999, April). The effects of music listening on premature infants. Paper presented at the Biennial Meetings, Society for Research in Child Development, Albuquerque, NM.

• Focusing on program outcomes: A guide for United Ways (1996). Alexandria, VA: United Way of America.

• Goodman, S. H., Radke-Yarrow, M., & Teti, D. (April/May 1993). Maternal depression as a context for child rearing. Zero to Three, 13 (5), 10-16.


• Hanson-Abromeit, D., Shoemark, H. & Loewy, J. V. (2008). Neonatal Intensive Care Units. In D. Hanson-Abromeit and C. Colwell (Eds.), Medical music therapy for pediatrics in hospital settings. Silver Spring, MD: The American Music Therapy Association, 15-69.

• Hatters-Friedman, S. (2006). Mental Illness during Pregnancy and the Postpartum —power point presentation.

• Hatters-Friedman, S., Kaplan, R. S., Rosenthal, M. B., & Console, P. (2010). Music therapy in perinatal psychiatry: Use of lullabies for pregnant and postpartum women with mental illness. Music and Medicine, 2 (4), 219-225.

• Help Me Grow, Keys to Caregiving, 2005 (www.ohiohelpmegrow.org) • Hofferth, S. L., & Reid, L. (2002). Early childbearing and children's achievement and

behavior over time. Perspectives on Sexual and Reproductive Health (formerly Family Planning Perspectives), 34, 41-49.

• Huron, D. (2003). Is music an evolutionary adaptation? In I. Peretz & R. J. Zatorre (Eds.), The cognitive neuroscience of music. New York: Oxford University Press, 57-58.

• Kivijarvi, J., Voeten, M. J. M., Niemela, P., Raiha, H., Lertola, K., & Piha, J. (2001). Maternal sensitivity behavior and infant behavior in early interaction. Infant Mental Health Journal, 22, 627-640.

• Lenz, G. M. & von Moreau, D. (2004). Coming Together—Resonance and Synchronization as a Regulating Factor in Relationships. In M. Nocker-Ribaupierre, Ed., Music therapy for premature and newborn infants. Gilsum, NH: Barcelona Publishers, 67-81.

• Lewkowicz, D. J. (1998). Infants’ response to the audible and visible properties of the human face: II. Discrimination of differences between singing and adult-directed speech. Developmental Psychobiology, 32, 261-274.

• Loewy, J. (2004). Integrating music, language and the voice in music therapy. http://www.voices.no/mainissues/mi40004000140.html

• Loewy, J. & Stewart, K. (2008). The Heather on Earth NICU multi-site study (IRB #413-06). New York: Beth Israel Medical Center.

• Lyons-Ruth, K., Connell, D. B., Grunebaum, H. U., & Botein, S. (1990). Infants at social risk: Maternal depression and family support services as mediators of infant development and security of attachment. Child Development, 61, 85-98.

• Lyons-Ruth, K., Zoll, D., Connell, D. & Grunebaum, H. U. (1986). The Depressed Mother and Her One-year-old Infant: Environment, Interaction, Attachment, and Infant Development. In E. Z. Tronick & T. Fields (Eds.), Maternal depression and infant disturbance. San Francisco, CA: Jossey-Bass, Inc., 61-82.

• Mackinlay, E. & Baker, F. (2005). Nurturing herself and nurturing her baby: Creating positive experiences for first time mothers through lullaby singing. Women and music, 9, 193-196.

• Measuring program outcomes: A practical approach (1996). Alexandria, VA: United Way of America.

• Medical music therapy for pediatrics in hospital settings: Using music to support medical interventions. (2008). D. Hanson-Abromeit & C. Colwell (eds.). Silver Spring, MD: American Music Therapy Association.

• Murray, L. (1992). The impact of postnatal depression on infant development. Journal of Child Psychology and Psychiatry, 3343-561.


• Murray, L., Fiori-Cowley, A., Hooper, R., & Cooper, P. (1996). The impact of postnatal depression and associated adversity on early mother-infant interactions and later infant outcome. Child Development, 67, 2512-2526.

• Music therapy and parent-infant bonding. (2011). J. Edwards (Ed.). Oxford, England: Oxford University Press.

• Music therapy in the neonatal intensive care unit. (2000). J. Loewy (Ed.). New York: Satchnote.

• Nocker-Ribaupierre, M. (2004). The Mother’s Voice—A Bridge between Two Worlds: Short- and Long-term Effects of Auditive Stimulation on Premature Infants and Their Mothers. In M. Nocker-Ribaupierre, Ed., Music therapy for premature and newborn infants. Gilsum, NH: Barcelona Publishers, 97-111.

• Preskill, H. & Jackson, A. (2006). Building evaluation capacity seminar. Washington, D. C., National Arts Strategies.

• Rock, A. M. L., Trainor, L. J., & Addison, T. L. (1999). Distinctive messages in infant-directed lullabies and play songs. Developmental Psychology, 35, 527-534.

• Rosenblum, I., Mazet, P., & Benony, H. (1997). Mother and infant affective involvement states and maternal depression. Infant Mental Health Journal, 18, 350-363.

• Russ-Eft, D. & Preskill, H. (2001). Evaluation in organizations: A systematic approach to enhancing learning, performance, and change. New York, NY: Basic Books, a Member of the Perseus Books Group.

• Schwartz, F., Ritchie, R. (1999). Music Listening in Neonatal Intensive Care Units. In C. Dileo (ed.), Music Therapy & Medicine: Theoretical and Clinical Applications. Silver Spring, MD: American Music Therapy Association, Inc., 13-22.

• Seifer, R. & Dickstein, S. (2000). Parental Mental Illness and Infant Development. In C. H. Zeanah, J. (Ed.), Handbook of infant mental health (2nd ed.). New York: The Guilford Press, 145-160.

• Shoemark, H. (2011). Translating ‘Infant-Directed Singing’ into a Strategy for the Hospitalized Family. In Music therapy and parent-infant bonding (J. Edwards, Ed.). Oxford, England: Oxford University Press, 161-178.

• Standley, J. M. (1991). The role of music in pacification/stimulation of premature infants with low birthweights. Music Therapy Perspectives, 9, 19-25.

• Standley, J. M. & Walworth, D. (2010). Music therapy with premature infants: Research and developmental Interventions, 2nd edition. Silver Spring, MD: The American Music Therapy Association.

• Standley, J. M. (2005, September). Music Therapy Research in the NICU. Paper presented at the Cleveland Music School Settlement NICU MT Symposium. Cleveland, OH.

• Stern, D. (1985). The interpersonal world of the infant. New York: Basic Books. • Teti, D. M., Gelfand, D. M., Messinger, D. S., & Isabella, R. (1995). Maternal depression

and the quality of early attachment: An examination of infants, preschoolers, and their mothers. Developmental Psychology, 31, 364-376.

• Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs for the Society of Research in Child Development, 59 (2-3, Serial no. 240), 250-283.

• Trehub, S. E. (2001). Musical predispositions in infancy. In R. J. Zatorre & I. Peretz (Eds.), Annals of the New York academy of sciences, Vol. 93: The biological foundations of music. New York: the New York Academy of Sciences, 1-16.


• Trehub, S., Shellenberg, G. & Hill, D. (1997). The origins of music perception and cognition: A developmental perspective. In I. Deliege and J. Sloboda (Eds.), Perception and cognition of music. Hove, United Kingdom: Psychology Press, 103-108.

• Trehub, S. & Trainor, L. J. (1998). Singing to infants: Lullabies and play songs. In C. Rovee-Collier, L. P. Lipsitt, & H. Hayne (Eds.). Advances in infancy resesarch, Vol. 12. Norwood, NJ: Ablex, 43-77.

• Trehub, S., Trainor, L. J., & Unyk, A. M. (1993). Music and speech processing in the first year of life. In H.W. Reese (Ed.), Advances in child development and behavior, Vol. 24. San Diego, CA: Academic Press, 1-35.

• Walworth, D. D. (2009). Effects of developmental music groups for parents and premature or typical infants under two years on parental responsiveness and infant social development. Journal of Music Therapy, 46 (1), 32-52.

• Wigram, T., Bonde, L. O. & Pederson, I. N. (2002). A comprehensive guide to music therapy. London: Jessica Kingsley.

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