Resonant learning allows students to develop and fine-tune their therapeutic competencies through first-hand experiences: being in client roles themselves, being in preliminary therapist roles with co-students in client roles and reflecting on those experiences. These resonant learning processes are preparatory steps in developing a professional music therapist identity through internship and later employment positions and continuing supervision. Outlining the Aalborg model of resonant learning, developed at Aalborg University, Denmark, Resonant Learning in Music Therapy discusses the benefits and drawbacks of ‘tuning the therapist’ and encourages its integration into music therapy courses around the world.
The book sums up research on resonant learning and presents core exercises, directives and vignettes from the training processes of the Aalborg model. Explaining how students’ self-agency is enhanced by long-term personal experiences in group- and individual therapy, observing work with clients in an institutional setting, working with clients themselves, and undergoing close group and individual supervision, the editors and contributors also explore the benefits of implementing resonant learning within other therapist training programs and healthcare professions.
Table of Content
Introduction. 1. The Whole Human Being. 2. Psychotherapeutic Theoretical Orientations and their Impact on the Aalborg Model. 3. The Aalborg Model of Resonant Learning. 4. Learning Processes in Groups. 5. Learning Processes through Individual Music Therapy. 6. Therapy Related Body and Voice Work. 7. ‘Three Communicative Spaces’. 8. Learning Processes through Practicum and Supervision. 9. From Training to Clinical Practice. 10. Closing Reflections.
About the author
Lars Ole Bonde is an associate professor on the music therapy programme at Aalborg University, having previously been head of Ph D studies and associate professor of musicology at the university.
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