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Field of Study Restrictions: Must be enrolled in one of the following Majors: Music Therapy.
Level Registration Restrictions: Must be enrolled in one of the following Levels: Graduate.
College Restrictions: Must be enrolled in one of the following Colleges: Music & Dance, Boyer College.

Field of Study Restrictions: Must be enrolled in one of the following Majors: Music Therapy.
Level Registration Restrictions: Must be enrolled in one of the following Levels: Graduate.
College Restrictions: Must be enrolled in one of the following Colleges: Music & Dance, Boyer College.

Writing Sample: A clinical, theoretical, or research paper in Music Therapy must be submitted.

Keywords: therapeutic boundaries, musical intimacy, music therapy

MUED 8325. Apprenticeship in Music Therapy Education and Supervision II. 1 Credit Hour.

Field of Study Restrictions: Must be enrolled in one of the following Majors: Music Therapy.
Level Registration Restrictions: Must be enrolled in one of the following Levels: Graduate.
College Restrictions: Must be enrolled in one of the following Colleges: Music & Dance, Boyer College.

Field of Study Restrictions: Must be enrolled in one of the following Majors: Music Therapy.
Level Registration Restrictions: Must be enrolled in one of the following Levels: Graduate.
College Restrictions: Must be enrolled in one of the following Colleges: Music & Dance, Boyer College.

MUED 8601. Qualitative Research in Music Therapy. 1 to 9 Credit Hour.

Medcalf, L. (2016). Musical intimacy and the negotiation of boundary challenges in comtemporary music therapy practice (Unpubished doctoral thesis). The University of Melbourne, Melbourne, Australia.

MUED 8425. Apprenticeship in Music Therapy Education and Supervision III. 1 Credit Hour.

There is a great deal of literature involving research into the impact of music therapy on adults and children with autism spectrum disorder. The first large meta-analysis of the wide field of using music therapy for children and adolescents with any psychopathology was published in 2004, and indicated that in general, music therapy has a moderate to significant impact on this population. However, one of the weaknesses of this early compilation of research was that only one of the studies specifically addressed Autism Spectrum Disorder. Since then, there have been two systematic reviews that were specifically concentrated on ASD, and there were uneven and contradictory results contained in the research.

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MUED 8603. Theories of Music Psychotherapy. 1 to 9 Credit Hour.


MUED 8611. Music Therapy Research. 3 Credit Hours.

When music therapy is used for people with autism, as with other disorders, it is incorporated into a treatment plan that is developed by educators, nurses, doctors, and other healthcare professionals while being delivered in accordance with practice standards. There are various outcomes that are sought, and these include an increase in attention; behavioral improvements; a decrease in self stimulating behaviors; enhancements in auditory processing; improved cognitive functioning; decreases in agitation; an increase in socialization skills and behaviors; improvement in verbal skills; the ability to engage in successful and safe self-expression; and improvement in sensory motor skills.

MUED 8612. Music Therapy Foundation. 3 Credit Hours.

Tuition and Fee Payments:
All tuition and fees must be paid according to the deadlines given by the Bursar's Office at the time of registration. This means that all payments must be received prior to the first day of the term in which the course is offered—not prior to the first day of the course, which in Music Therapy may be very late in the term. When payments are not received by the University deadlines for each term, registrations are automatically canceled, and late fees are imposed for reregistering. Often students do not receive written notification of this until well into the term. Students are encouraged to be punctual in meeting all registration deadlines, as failure to do so is very costly—in time, effort, and money.

MUED 8617. Multicultural Music Therapy. 2 to 3 Credit Hours.

Whipple's study involved a collection of research of any design that explored the impact of music interventions, either background music or music therapy, compared with no music on results such as challenging behaviors and social interaction. The research, which included individuals with autism ranging from 2.5 to 21 years of age, in samples that varied from 1 to 20, indicated that there was substantial and homogeneous overall effect of music therapy on individuals, which suggested that the conditions associated with music were more effective than those without music. However, one of the difficulties about this research was that the music used was so heterogeneous that it was nearly impossible to draw legitimate conclusions on the effects of music therapy. In addition, significant design features that were used including randomization and blinding, were not readily transparent.

MUED 8619. Music Therapy Education and Training. 1 to 2 Credit Hour.

Professional Development Policy:
In addition to taking the required subjects for their degrees, all students in the Boyer College of Music and Dance are obligated to serve in a number of capacities in order to enrich their academic and musical expertise. Boyer College of Music and Dance believes that such experiences give impetus to successful professional careers. Among the duties that may be required are conducting laboratory classes; tutoring; teaching private lessons; coaching; participating in the distribution and inventory control of Temple University-owned musical instruments and instructional materials; participating in ensembles; accompanying; performing at admissions and open house events; supervising performance classes; and engaging in other academic activities.

MUED 8621. Music Therapy Ethics. 2 Credit Hours.

Another systematic review of the impact of music therapy on ASD was conducted by Ball, comparing the impact of music therapy in contrast with no such treatment on outcomes including behavior, communication, and social interaction in children with ASD. Three different studies were included in the research, involving randomized controlled trials, controlled clinical trials, and case series that included at least 10 participants. The results of the studies indicated that although there were substantial effects of music therapy, the actual impacts were not clear. As a result of the lack of compelling evidence linking the impact of music therapy on children and adults with ASD, it became clear that more research needed to be done to substantiate the link. This ultimately became the focus of research conducted by Wigram and Gold, who were able to examine the vast body of research on the topic and draw conclusions about the actual effect of music therapy on people with ASD.

MUED 8623. Research in Music Psychotherapy. 3 Credit Hours.


What can Music Therapy Do?
Athletes
Music Therapy Enhances the Performance of Athletes
Music Therapy enhances the performance of athletes.
Topic:
Thesis:
Fascinated
Athlete
Music Therapy & Athleticism Correlation
Thesis Proven?
Mentor
Process of my Product
Learning Stretch
Obstacles
Success
What did I learn?
How this project affected me:
Works Cited
By: Jocelyn Wade
Music Therapy Enhances The Performance of Athletes
Jocelyn Wade
Graduation Project
AP English IV
Linda Staten
January 8, 2015
Thesis is not proven
Lack of Information
No Connection with Topic
Glenn Denny
Producing Music for 12 years
Dissected songs
" The Making of "
Client's
Behind the scenes
Made me listen "harder"
Taught me more
I assess every sound
Music Business
Understand music therapy
Meeting with Mentor
Higher energy levels
Better Sleep
Better Joint Flexibility
Steadier Emotions
Better Balance
Improves Posture
Assists with:
Lack of Coordination
Overcome fatigue
Lead to Victory
Experiences
Discoveries
Understanding
Think like an athlete
Wiepert, Gary.

89%
of clients claim significantly improved grades thanks to our work.
98%
of students agree they have more time for other things thanks to us.
Clients Speak
“I didn’t expect I’d be thanking you for actually improving my own writing, but I am. You’re like a second professor!”