Songwriting in music-caring: rationale, process, outcome and meaning

This paper introduces songwriting as a music therapeutic approach used in a research study in progress.  The title of the research is:  The lived experience of a group of mothers having young children with special-needs, participating ina music therapy group defined as music-caring within the framework of early intervention.  The paper discusses the rationale for choosing songwriting for providing music-caring, describes its progression, presents few songs, and some perspectives about its meaning.

This paper presentation introduces songwriting as a central music therapeutic approach used in a research study in progress.  The title of the research is: „The lived experience of a group of mothers having young children with special-needs, participating in a music therapy group defined as music-caring within the framework of early intervention".   The focus on the lived experience of the mothers anchors this study within a phenomenological interpretive frame. Songwriting was used as a process and a central method for providing music-caring. In this context songwriting is defined as: "The process of creating, notating and/or recording lyrics and music by the client or clients and therapist within a therapeutic relationship to address psychosocial, emotional, cognitive and communication needs of the client." (Baker and Wigram 2005:16).  Music-caring in this context is defined preliminary by the researcher as an empathetic and emotionally supportive relationship that an act of musicking brings into existence.  The research participants were one group of seven mothers who had children with special-needs born in the years 2001 to 2006.  The researcher was a participant observer. 

The implementation of the research was divided into three phases: 1. The initial preparatory phase launched in the spring of 2006 with a lecture, distribution of information leaflets, and 'advertisements' on several websites.  2. The central music-caring phase began the 23rd of September 2006.  It consisted of ten one and a half to two hour consecutive weekly sessions over a period of three months.  3. A reflection phase or coda included one group interview/follow-up session scheduled two weeks after the completion of the central music-caring phase (December 12. 2006) and one individual semi-structured interveiw with each of the seven participants scheduled by an appointment within one month from the group follow-up session.  The last interveiw was conducted the 4th of January 2007. 

Baker, F., & Wigram, T. (Eds,), (2005). Songwriting: Methods, Techniques and Clinical Applications for Music Therapy Clinicians, Educators and Students.  London: Jessica Kingsley Publishers.