Clinical placement PRESENTATION
Kelly Wang
Placement
Special education school for pupils aged between 4 to 19 who have moderate to severe learning difficulties.
Jonathan
- Age: 11- Ethinicity: Latin / South/ Central American - Religion: Christian - Home language: Portuguese and English - Family: Live with parents, younger brother
Diagnosis: Autism Spectrum Disorder
Diagnosis
Conditions: - Speech difficulties (Verbal but unclearly) - Difficulty with spelling
Referral: Referred by previous classroom teacher due to: - Social communication and interaction - Self confidence and self-expression
Referrals &Therapies
Therapies: Music Therapy: Last term with supervisor New term with Kelly Speech & Language therapy (with TA)
Total 16 sessions
24th May 2022
11th Jan 2022
8th March 2022
End of June
Prepare to say goodbye with countdown chart
Classroom observation
Set goals
Final report
17th Jan 2022
7th June 2022
First session
16th sessionPresentation to the teachers
Dislikes: - People don't understand what he is saying or writing - Adult directed activities
Likes:- Blocks - Dinosaurs - Fast and loud music - Weird and wonderful animals - TV / cartoons
Likes & Dislikes
First time meeting himClassroom Observation
- Benefit from using visual aids- He invited me to play blocks with him - He has one friend who he high fives with constantly- He doesn't talk much - First impression of him: No confidence Quiet Attentive to surrounding Playful
Goals
Lorem ipsum dolor sit amet
Foster self-esteem and self-confidence
Responding & maintaining appropriate simple interaction
Knowing him in the session& knowing him outside of the session
- Insecure attachment with his teacher and mother- Reassurance - At home - Lying - More confident with adults, no confidence with peers
Setting: Music Therapy Room
- Tuesday Morning
- 30 minutes
- Always the same room since last term
- Window closed / blind pulled down
- With paper and color pens
- Donut
^ Secure base
1st session
10th session
9th session
First & Second session
First 2 sessions
HIM: Very explorative; prefers loud and fast music Prefer gente, softer, jazzy tones of music, and appear more clam in the session ME: Uncertain ; Incompetent ; Nervous Challenges: - What to do when he's writing? - Bad habits of saying praises - Did not know how to work with him verbally
From the 3rd session
Relaxed position
14th session
3rd session
3rd session
When he writes
3rd session
When he writes pt2
7th session
When he writescloser proximity
10th session
How he deals with frustration
Later sessions
First 10 sessions
- Show more frustration- Spent longer time to correct me
- Refused to talk at some point- Dive right back into music
- Helplessness
- No confidence
No Structure
Structure
First ~10 sessions
Hello song ; feelingsMusic Improvisation Writing time (3-15 minutes) Talk about his writing Piano duet Goodbye song
No Hello songNo Goodbye song No piano duet - More trust / safer space - Speak up what he prefers
"Feeling incompetence" "Is he bored?" - 2nd session- Ask him the reason - Stayed the full session (12th session) - Anxiety - Long to have communication with others - Long to belong to the class
Leaving early
"Why does he always want to show his writing to his teachers?""Why does he want to leave early to do so?""Why does he always write down cartoon characters or animals?"
How Jonathan uses the music therapy sessions
- From preferring loud and fast music to soft and gentle music- From exploring all over the places to be really calm and relaxed (still playful at times) - How he displayed frustration differently - Function of his writing
- Desire to communicate & connect with others - Safe place where there is no expectation - Personal time to self-regulate the difficult emotions (anxiety and frustration) - Music connection to express his emotions
- More loudly and clearly when singing - Not only singing, he clearly wants to play and sing at the same time
Finding his voice
Why he sings louder and clearer than speaking? - Lyrics are set - Music, a safer way to express
Therapeutic relationship
MUSIC: AttunementContaining space for his personal time Music shows he wants to be heard and seen Music provides a voice for him, to express, communicate and connect; Maintain interaction and build up confidence Shared Language (Todres, 2007) Verbal communication Closer proximity (Future referal: group music therapy)
"We enter a land of many colours, of rage and hope, and we are asked to be resilient...to wait, and to grant the gifts of both aloneness and sharing." -Todres, 2017
Thank you!
Placement PRESENTATION
Feng Kelly
Created on June 8, 2022
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Transcript
Clinical placement PRESENTATION
Kelly Wang
Placement
Special education school for pupils aged between 4 to 19 who have moderate to severe learning difficulties.
Jonathan
- Age: 11- Ethinicity: Latin / South/ Central American - Religion: Christian - Home language: Portuguese and English - Family: Live with parents, younger brother
Diagnosis: Autism Spectrum Disorder
Diagnosis
Conditions: - Speech difficulties (Verbal but unclearly) - Difficulty with spelling
Referral: Referred by previous classroom teacher due to: - Social communication and interaction - Self confidence and self-expression
Referrals &Therapies
Therapies: Music Therapy: Last term with supervisor New term with Kelly Speech & Language therapy (with TA)
Total 16 sessions
24th May 2022
11th Jan 2022
8th March 2022
End of June
Prepare to say goodbye with countdown chart
Classroom observation
Set goals
Final report
17th Jan 2022
7th June 2022
First session
16th sessionPresentation to the teachers
Dislikes: - People don't understand what he is saying or writing - Adult directed activities
Likes:- Blocks - Dinosaurs - Fast and loud music - Weird and wonderful animals - TV / cartoons
Likes & Dislikes
First time meeting himClassroom Observation
- Benefit from using visual aids- He invited me to play blocks with him - He has one friend who he high fives with constantly- He doesn't talk much - First impression of him: No confidence Quiet Attentive to surrounding Playful
Goals
Lorem ipsum dolor sit amet
Foster self-esteem and self-confidence
Responding & maintaining appropriate simple interaction
Knowing him in the session& knowing him outside of the session
- Insecure attachment with his teacher and mother- Reassurance - At home - Lying - More confident with adults, no confidence with peers
Setting: Music Therapy Room
- Tuesday Morning
- 30 minutes
- Always the same room since last term
- Window closed / blind pulled down
- With paper and color pens
- Donut
^ Secure base1st session
10th session
9th session
First & Second session
First 2 sessions
HIM: Very explorative; prefers loud and fast music Prefer gente, softer, jazzy tones of music, and appear more clam in the session ME: Uncertain ; Incompetent ; Nervous Challenges: - What to do when he's writing? - Bad habits of saying praises - Did not know how to work with him verbally
From the 3rd session
Relaxed position
14th session
3rd session
3rd session
When he writes
3rd session
When he writes pt2
7th session
When he writescloser proximity
10th session
How he deals with frustration
Later sessions
First 10 sessions
- Show more frustration- Spent longer time to correct me
- Refused to talk at some point- Dive right back into music
No Structure
Structure
First ~10 sessions
Hello song ; feelingsMusic Improvisation Writing time (3-15 minutes) Talk about his writing Piano duet Goodbye song
No Hello songNo Goodbye song No piano duet - More trust / safer space - Speak up what he prefers
"Feeling incompetence" "Is he bored?" - 2nd session- Ask him the reason - Stayed the full session (12th session) - Anxiety - Long to have communication with others - Long to belong to the class
Leaving early
"Why does he always want to show his writing to his teachers?""Why does he want to leave early to do so?""Why does he always write down cartoon characters or animals?"
How Jonathan uses the music therapy sessions
- From preferring loud and fast music to soft and gentle music- From exploring all over the places to be really calm and relaxed (still playful at times) - How he displayed frustration differently - Function of his writing
- Desire to communicate & connect with others - Safe place where there is no expectation - Personal time to self-regulate the difficult emotions (anxiety and frustration) - Music connection to express his emotions
- More loudly and clearly when singing - Not only singing, he clearly wants to play and sing at the same time
Finding his voice
Why he sings louder and clearer than speaking? - Lyrics are set - Music, a safer way to express
Therapeutic relationship
MUSIC: AttunementContaining space for his personal time Music shows he wants to be heard and seen Music provides a voice for him, to express, communicate and connect; Maintain interaction and build up confidence Shared Language (Todres, 2007) Verbal communication Closer proximity (Future referal: group music therapy)
"We enter a land of many colours, of rage and hope, and we are asked to be resilient...to wait, and to grant the gifts of both aloneness and sharing." -Todres, 2017
Thank you!