I'm taking it step by step, brick by brick

Thank you, Whitney Houston for your song "Step By Step," which is perfect, by the way, for leading groups in a discussion about managing goals.

There are times when life is overwhelming, when we feel like it is more than we can bare. In order to keep our heads above the water, we have to keep moving on [thank you Kelly Clarkson ("Breakaway"), Tom Petty ("Time To Move On"), and Rascal Flatts ("Stand")]. We are always moving towards some goal, searching for a purpose in life. We make goals to survive. But when a goal seems unmanageable, how do we approach it? We must break it into small tasks, ones that ARE manageable and bring us closer what we want.

Today with my group at BHC, we simply discussed and practiced breaking overall goals into specific steps. To do this, I split the group into pairs and passed out a small percussion instrument to each. Their activity was to figure out how to play the instrument, write out the steps, then teach it to the other groups.

The point was to get so specific that it almost seemed silly. Take egg shakers for example:

1. Choose two egg shakers of similar size, weight, and sound.
2. Pick up both egg shakers, placing one in each hand.
3. Grasp the egg shaker in hands.
4. Shake the egg shaker.

Now, this seems too easy, but for anyone with a physical limitation in their upper body, each task is suddenly extremely important. That person may spend days or weeks trying to achieve just one step.

Also, I ask the group to imagine they weren't in the room to show a person how to play their instrument. How can you write each step so that the other groups could exactly duplicate your actions?

This is a difficult task, but an important one to understand that a goal that may seem overwhelming is suddenly much more manageable when you take it "One Step at a Time" (thanks Jordin Sparks!).

Around the states

Around the states.

This is an activity we are using currently at the BHC. Beginning in Florida, where we are located, we teach (or review) well-known (and maybe some little known) facts: where it is on a map, capital, nickname, famous cities, monuments, etc. Then we talk about different musicians from Florida. You may choose to only listen to part of a song or you might pass out lyric sheets and sing along with the iPod or guitar. Songs can be from famous artists or bands born/originated in that state, songs about that state, songs about characteristics of that state, music videos, etc.

For example, today we started in Florida. Aerosmith sings a song called "Last Child" about Tallahassee (part of the song played on iPod). Creed formed in Tallahassee (sang "With Arms Wide Open" using lyric sheets). Lynyrd Skynyrd originated in Jacksonville (but "Sweet Alabama" was saved for AL). And because FL is the sunshine state, we played a piece of the song "I'm Walking On Sunshine" (playing percussion instruments with iPod). With some songs, even if you're only listening to them by iPod, you can get people to join in the recording by playing percussion instruments.

Create similar activities using the Florida model.

This activity is great for reality orientation and cognitive stimulation, especially in mid- or low-functioning groups. It is best completed over time, as it would be difficult to cram all this information in with just one session. Follow some general direction; you may zig-zag all the way up the Eastern United States, or continue west and then loop back towards the East, etc.

Building a rainstorm in any group

To celebrate the approaching summer, incorporate a rainstorm activity in your music therapy session.

I've seen this used a lot with kids as a socialization activity, but that is only the tip of an iceberg of potential. Use this in large counseling groups to represent a "passing storm" of loss, depression, and anxiety. Use it to facilitate a healthy release of guilt, regret, and sorrow. Understand that in a counseling setting, this activity can become something very emotional and significant in moving past an unpleasant time.

However, on that note I must give some words of advice... (1) Take your time in building the rainstorm. When we stand in front of a group, it is easy to rush. Remind yourself to go slow. Give your group time to sit in the moment as they listen to their storm. The moment can be a very special one, but if you don't give your clients a chance to reflect on this, then you lose the therapeutic element.

(2) Because this activity is so adaptable, you must be mindful of age appropriateness. Don't assume that your adults will enjoy playing the thunder tube. Kids may make a rainstorm with small percussion instruments (ocean drums, thunder tubes, etc.), teens may make a storm with their bodies ("shhhh," rubbing hands together, patting thighs, etc.), and adults may use larger drums and various percussion instruments (bass drum as thunder, etc.). Consider your own group and decide what you can do to get the most positive response.

The video below can be an inspiration for your own session. In the first two minutes, the choir builds a rainstorm without any instruments at all. Since I came across this link, it has been bookmarked in Firefox. It is a performance that should not be forgotten because of its potential for use therapy.

If You Have An Instrument

Because many young children struggle with impulse control, music therapists often work to increase this skill. Any activity that requires a child to wait for cues or take turns playing will be valuable in addressing this area.

This activity is designed for all the little ones you might work with. Kids are asked to start and stop on a dime, but it becomes a game to them. It is a song I adapted from a friend, Amanda. And as I was writing it, I also had in mind a song that I learned in practicum at the hospital. I cannot take full credit for this.

A music-writing program is not readily available to me, so I will try to share this song with you as best as I can. I will post the song lyrics and chords, then include an mp3 recording of the song. I hope that it will be helpful in learning the melody. I would also suggest that you feel free to change the melody in whatever way you wish. If you think there is a better way that I can share future songs, please let me know by commenting on this post.

Song lyrics & chords



Materials:
Guitar
Various small percussion instruments

Task Analysis:
1. Teach clients that "rest position" means instruments are down and hands are in their lap.
2. Pass out the small percussion instruments to each child, reminding them to keep it in rest position.
3. Sing the song written above with guitar accompaniment, prompting children to start and stop as you say.
4. Take turns picking a child to lead the group. Sing the song again with guitar accompaniment, but let that child say "start" and "stop." Allow the child to lead a couple rounds of this.
5. Repeat steps 3 and 4 as needed. If your group is small enough, everyone may get a chance to lead.

Extensions & Adaptations
You may need to cue the student to say “start” or “stop” when it is their turn to lead. If a student is not quite giving clear directions, therapist can help reinforce the child for any approximating behavior. (For example, if the child starts playing without saying "start," shout it yourself and play with them.)

Hi! My Name Is.

In the past couple years gaining field experience through FSU, I have found that one of the biggest headaches comes from trying to invent an intervention appropriate for children ages 9 to 17. The middle school and high school age is a time when kids are overly concerned with what their peers are doing. And if their friends don't like it, chances are they don't (or pretend they don't) either. So you had better hope that your activity is "cool," with good music to boot.

This is a drumming activity that I picked up from a classmate, Shannon Kiley, in a MT drumming class. It utilizes a song by rapper Eminem from 1999, "My Name Is." This activity is a great socialization song, especially for introducing new groups.

Materials:
Large drums for each child (tubanos, djembes, etc.)

1. Before group comes into room, have chairs set up in a circle with drums in front of each seat.
2. As kids come in, have them sit quietly at a drum while you give instructions.
3. In a simple 4/4 pattern, model hitting the drum on 1, hands off on 2, hit on 3, hands off on 4 at a moderate tempo. Encourage the kids to join.
4. When kids have the rhythm steady, chant: "Hi! My name is. What! My name is. Who! My name is."
5. When both rhythm and chant is steady, repeat chant using your own name: "Hi! My name is. What! My name is. Who! My name is ________________________." This chant fits into two total measures. (Listen to the actual song to hear its rhythm.)
6. Continue around the circle until everyone has introduced themselves.

This activity can be extended a couple ways.
a) In the actual song, Eminem scratches his name (a DJ technique). Each child will simulate this by playing with his or her name. For example, I "scratched" my own name to sound like Mi-chelly-chelle. Another example for someone named Jessie might be "Jigga-jigga-Jessie." Repeat the activity using the scratch names.

b) Have the first person start by just saying his or her scratch name repeatedly (without the chant this time). Build this by having each person chant their scratch name one by one. You can even opt to fade the drums altogether, so that everyone is simply chanting their name at once.