英文原文
Understanding Music Therapy Goals (By: Marissa Scott)
Today I'd like to take you through the process of and explain the what, how, and why of writing music therapy goals. If you are wondering what you should expect from your music therapist when it comes to goal setting, then read on!
Goal writing is one of the most important pieces of the music therapy process. Our music therapy goals are what set us apart from other skilled music professionals such as music teachers or therapeutic musicians.
First we need to understand the purpose of music therapy goals. As a music therapist, our music therapy goals target non-musical skills. What is a non-musical skill? Well, let's compare it with a piano lesson. When I am teaching a piano student I am helping my students learn to read music, learn multiple piano techniques and music theory, and the end goal is to be skilled at playing the piano. Those are all musical skills. When I am facilitating a music therapy session, we might be playing the piano during the session, however, I am not focused on those "musical skills." Instead, I might be helping my client to strengthen fine motor skills or improve executive functioning and motor planning. I might also be accompanying my client during a piano improvisation and supporting their expression of emotions musically. My client may be working through a difficult life transition or challenge and exploring how they can express themselves without using words. So going back to the original question, non-musical skills can be anything that a person might seek out a therapist for.
Here are some more examples of non-musical goals: Decreasing anxiety & depression, Improving self-esteem, Enhancing expressive and receptive communication, Supporting the grieving process, Processing a traumatic event, Developing coping skills, Strengthening fine and gross motor skills, Facilitating verbal & non-verbal communication, Promoting social relationships.
The second important piece of understanding music therapy goals is understanding how individualized the goals are. As individuals, we all come with our unique set of strengths, likes, dislikes, needs and areas that could use improvement. So when I am evaluating an individual in music therapy, I am looking to see what they can do, what they like to do, and what they are really good at. From there I can use those strengths and preferences to address what they need to work on.
Here is an example: If I am working with a child who has delayed gross motor control and difficulty crossing mid-line, but they love drumming, I can give them a mallet and use my paddle drum by moving it around. The motivation to play that drum helps the child unknowingly work on their goals to improve gross motor skills. I might have another child who also has delayed gross motor control, but drumming isn't their favorite. That activity wouldn't really be effective because the child probably wouldn't be motivated to reach for the drum. When I set music therapy goals, I am always checking to make sure they are in alignment with my client's strengths and preferences. Also, whenever possible, I encourage the child, teen or adult to be part of the goal setting process. I believe that we work harder toward goals when we set them for ourselves.
I'm sure by now you have heard the buzzword SMART GOAL, but just in case you haven't, SMART is an acronym that stands for Specific, Measurable, Achievable (also sometimes Agreed Upon or Action-Oriented), Relevant (or Realistic), and Time-Bound. This is a good check list of what you should expect from your music therapy goals. Let's see how it applies in a sample music therapy goal using the child I spoke of above who has a delay in gross motor development.
Sample Music Therapy Goal: Jordan will cross mid-line to make contact with the paddle drum 4 out 5 times during a 30-minute music therapy session by March 2017.
Specific - The goal is specific. Overall, Jordan is working to improve his gross motor skills, but specifically, Jordan is working on crossing mid-line (an important skill because it helps the left and right sides of our brains to communicate with each other). It is also specific, because I have outlined exactly what Jordan will be doing to work on that goal - he will be reaching to play a paddle drum. I could even make this goal more specific by stating which arm would be doing the reaching.
Measurable - The goal is measurable. I know that I want Jordan to make contact with the drum across mid-line 80% of the time or 4 out 5 times during the activity. I can easily track Jordan's successes and notate them in my music therapy session note. Later I can report on Jordan's progress.
Achievable - This one is harder to see on paper, but I evaluated Jordan and during my evaluation, I saw him attempt to cross mid-line and reach the drum, and I also saw him make contact one time. For Jordan this is an emerging skill and he's so motivated by the drum that I can use it to help that skill fully emerge.
Relevant - Right now, this goal is realistic and relevant to Jordan's developmental needs.
Time-Bound - This goal is time bound in two ways. First, I want Jordan to perform this task during his 30-minute music therapy session. Second, I want Jordan to be performing this task with 80% success by the end of March when I will report on his progress.
The last thing I want to talk about is the flow of music therapy goals. Sometimes my clients surprise me and reach the goal faster than I expected and sometimes the goal is more challenging for the client than I expected, and I become aware that the goal needs to be adjusted because it is not achievable. Sometimes a relevant goal becomes not relevant. It is important that your music therapist is constantly assessing the your music therapy goals. As individuals, we are always growing and changing and our goals in music therapy should grow and change with us.
I hope you have a better understanding of music therapy goals! If you still have more questions, we'd love to hear from you. Leave a comment below or contact me to schedule a free consult.
中文翻译
理解音乐治疗目标（作者：Marissa Scott）
今天我想带您了解并解释音乐治疗目标的制定过程，包括是什么、如何做以及为什么。如果您想知道在目标设定方面，您应该对音乐治疗师有什么期望，那么请继续阅读！
目标制定是音乐治疗过程中最重要的部分之一。我们的音乐治疗目标使我们区别于其他音乐专业人士，如音乐教师或治疗音乐家。
首先，我们需要理解音乐治疗目标的目的。作为音乐治疗师，我们的音乐治疗目标针对非音乐技能。什么是非音乐技能？让我们与钢琴课做个比较。当我教钢琴学生时，我帮助学生学习读谱、掌握多种钢琴技巧和音乐理论，最终目标是熟练弹奏钢琴。这些都是音乐技能。当我引导音乐治疗会话时，我们可能在会话中弹钢琴，但我并不专注于那些“音乐技能”。相反，我可能帮助客户增强精细运动技能或改善执行功能和运动规划。我也可能在钢琴即兴演奏中陪伴客户，支持他们通过音乐表达情感。客户可能正在应对困难的生活转变或挑战，探索如何不用语言表达自己。所以回到最初的问题，非音乐技能可以是人们寻求治疗师帮助的任何事情。
这里有一些非音乐目标的更多例子：减少焦虑和抑郁、提高自尊、增强表达性和接受性沟通、支持哀悼过程、处理创伤事件、发展应对技能、加强精细和粗大运动技能、促进言语和非言语沟通、促进社交关系。
理解音乐治疗目标的第二个重要部分是理解目标有多么个性化。作为个体，我们都有自己独特的优势、喜好、厌恶、需求和需要改进的领域。因此，当我在音乐治疗中评估一个人时，我会看他们能做什么、喜欢做什么以及他们真正擅长什么。从那里，我可以利用这些优势和偏好来解决他们需要改进的地方。
举个例子：如果我与一个粗大运动控制延迟且难以跨越中线的孩子合作，但他们喜欢打鼓，我可以给他们一个鼓槌，通过移动我的桨鼓来使用。打鼓的动机帮助孩子在不知不觉中努力实现改善粗大运动技能的目标。我可能有另一个孩子也有粗大运动控制延迟，但打鼓不是他们的最爱。那个活动可能不会有效，因为孩子可能没有动力去够鼓。当我设定音乐治疗目标时，我总是检查它们是否与客户的优势和偏好一致。此外，只要可能，我鼓励孩子、青少年或成人参与目标设定过程。我相信当我们为自己设定目标时，我们会更努力地朝着目标努力。
我相信您现在一定听说过SMART目标这个流行词，但以防万一您没听过，SMART是一个缩写，代表具体、可衡量、可实现（有时也指达成一致或行动导向）、相关（或现实）和有时限。这是一个很好的清单，说明您应该对音乐治疗目标有什么期望。让我们看看它如何应用于一个示例音乐治疗目标，使用我上面提到的粗大运动发展延迟的孩子。
示例音乐治疗目标：Jordan将在2017年3月前，在30分钟的音乐治疗会话中，跨越中线接触桨鼓5次中的4次。
具体 - 目标是具体的。总体而言，Jordan正在努力改善他的粗大运动技能，但具体来说，Jordan正在努力跨越中线（一项重要技能，因为它帮助我们大脑的左右两侧相互沟通）。它也是具体的，因为我概述了Jordan将如何努力实现该目标 - 他将伸手去玩桨鼓。我甚至可以通过说明哪只手臂会伸手来使这个目标更具体。
可衡量 - 目标是可衡量的。我知道我希望Jordan在活动中80%的时间或5次中的4次跨越中线接触鼓。我可以轻松跟踪Jordan的成功并在我的音乐治疗会话笔记中记录。之后我可以报告Jordan的进展。
可实现 - 这一点在纸上更难看出，但我评估了Jordan，在评估期间，我看到他尝试跨越中线并够鼓，我也看到他接触了一次。对Jordan来说，这是一项新兴技能，他如此受鼓的激励，我可以利用它帮助这项技能完全显现。
相关 - 目前，这个目标对Jordan的发展需求是现实和相关的。
有时限 - 这个目标在两个方面有时限。首先，我希望Jordan在他的30分钟音乐治疗会话中执行这个任务。其次，我希望Jordan在3月底前以80%的成功率执行这个任务，届时我将报告他的进展。
我想谈的最后一件事是音乐治疗目标的流程。有时我的客户让我惊喜，比预期更快地达到目标，有时目标对客户来说比我预期的更具挑战性，我意识到目标需要调整，因为它不可实现。有时一个相关的目标变得不相关。重要的是您的音乐治疗师不断评估您的音乐治疗目标。作为个体，我们总是在成长和变化，我们在音乐治疗中的目标应该随着我们成长和变化。
我希望您现在对音乐治疗目标有了更好的理解！如果您还有更多问题，我们很乐意听到您的意见。在下方留言或联系我安排免费咨询。
文章概要
本文由Marissa Scott撰写，探讨了音乐治疗中的目标设定，强调其核心在于针对非音乐技能，如减少焦虑、改善沟通和运动技能。文章详细解释了目标的个性化制定，基于客户的优势和偏好，并介绍了SMART原则（具体、可衡量、可实现、相关、有时限）的应用示例。最后，作者讨论了目标的动态调整，以适应客户的成长变化。
高德明老师的评价
用12岁初中生可以听懂的语音来重复翻译的内容：音乐治疗就像用音乐玩游戏，帮助人们变得更开心、更健康。它不是学弹钢琴，而是通过音乐来练习其他东西，比如让手更灵活或表达感情。治疗师会根据每个人的喜好来设定目标，比如喜欢打鼓的孩子可以用打鼓来练习运动。目标要写得清楚，比如“在30分钟内打鼓4次”，这样大家都能看到进步。目标还会随着我们的变化而调整，就像我们长大一样。
焦点解决心理学理论评价：从焦点解决心理学视角看，这篇文章展现了目标导向的积极力量。它赞美了音乐治疗如何利用客户的现有资源和优势，如个人喜好和技能，来构建具体、可实现的治疗目标。这体现了焦点解决中的“例外寻找”和“资源导向”原则，即关注客户已经做得很好的方面，并以此为基础促进改变。文章强调目标的动态调整，符合焦点解决的未来导向，鼓励持续适应和成长，而非固定评判。
在实践上可以应用的领域和可以解决人们的十个问题：音乐治疗目标探索可应用于心理健康、教育、康复和社区服务等领域。它可以解决人们的十个问题：1. 帮助减少日常焦虑和压力；2. 提升自尊和自信心；3. 改善沟通技巧，包括言语和非言语表达；4. 支持应对悲伤或失落；5. 处理创伤后情绪；6. 发展应对生活挑战的策略；7. 增强运动协调能力；8. 促进社交互动和关系建立；9. 帮助儿童和成人表达复杂情感；10. 支持个人在生活转变中保持积极心态。