Music is ubiquitous in the lives of children across cultures. A parent’s voice may soothe the infant. Children may learn, rehearse and retain information through rhyme and song. Young people connect with each other through musical experiences, and music may contribute a major role in the development of their identity. Musical experiences can enable families to share time together in a meaningful way. Specific songs or pieces of music can hold special meanings for families.
Our research in this area explores how music therapy practice can be beneficial for children and young people, and their families. There is already evidence within the broader developmental arena that illustrates how musical interaction with others promotes neurological development, supports social interaction, and fosters the development of social skills.
Music also can influence the formation of identity, making it a useful tool to support young people’s emotional wellbeing and mental health. However, research into assessments and interventions for children and young people is required to develop practice and optimise their development so that young people grow up to be more resilient to mental health risks as adults and live healthier lives. This is an important aim of the World Health Organisation. Families are an important part of this process.
Currently, the National Institute for Health and Care Research (NIHR) Strategic Framework for Multiple Long-Term Conditions (Multimorbidity) (MLTC-M) Research recognises the importance of addressing the needs of this population earlier in their lifetime, as this may help reduce the development of other conditions later in life. Addressing complex needs of children and young people reduces their dependence on others and enhances their well-being throughout their lifespan.
Main research priorities
Understanding the effect of music interventions for children and young people is a key concern of this research area. While there is a growing body of evidence in this field, there remain subgroups within the population that require more attention for the development of assessment tools and intervention methods, particularly for children and young people with disabilities due to neurological injuries (e.g. acquired brain injuries and cerebral palsy) and those that are neurodiverse (autistic children).
It is also important to acknowledge the role of the family in assessment, intervention and the provision of care for them. Therefore, questions guiding this research area are:
- How do we assess children and young people, including those with complex needs?
- How can families be involved in assessment and intervention? What are the benefits and challenges of doing so?
- How does music therapy address the needs of the child or young person? This would include looking at the effectiveness of music therapy techniques and how they relate to outcomes.
