senescence and music therapy

Concerti De Vie

Description

Music therapy: non-medicated healing with a therapeutic purpose, in the service of Elders with severe neurocognitive disorders

Informations

• Publié par: concertidevie
• Publié le: 04 mars 2019
• Nombre de lectures: 2
• EAN13: 9782956772415
• Licence : En savoir +
  Paternité, pas d'utilisation commerciale, pas de modification
• Langue: English
• Poids de l'ouvrage: 3 Mo

Extrait

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Senescence : The existential stage

Concerti de vie : Life concerti N͛ġtƌe paƌ la ŵusiĐothĠƌapie: Being through music therapy  (french phonetic:͚to be boƌŶ͛ thƌough ŵusiĐ theƌapLJͿ

Translation : Pauline GAUDEUL

978-2-9567724-1-5 N° ISBN :

Senescence:theexistentialstage

Or Or Music therapy: non-medicated healing with a therapeutic purpose, in the service of Elders with Music therapy: non-medicated healing with a therapeutic purpose, in the service of Elders 1 severe neurocognitive disorders (residents at the EHPAD de la Bourgonnière) 2 with severe neurocognitive disorders (residents at the EHPAD de la Bourgonnière)

2  EHPAD :EtaďlisseŵeŶt d͛HĠďeƌgeŵeŶt pouƌ les peƌsoŶŶesâgées dépendantes / Hosting structure/establishment for dependant older people)

2

͞“loǁ sŶail Climb, climb up MouŶt Fuji͟  Issa͛s haïku(1763-1828)

3

4

To “Mrs.Thursday”, my mother.

Prequel: the genesis of the report.

1. Anamnesis.

3 Since I was 11 years old, I chose to gravitate towards theanawimsof modern times. For the past 15 years I have been working as a state certified special-needs educator in the͚various disabilities͛sector. I decided to study further in order to have a more therapeutic approach. This report is the result of over 1600 hours of professional placement as a Music therapist (I have since received my degree from the Faculty of Medicine.) I wrote this report in themushotokuapproach. This approach is inherent to 4 the zen attitude (which I have been practicing for the past 30 years). The translation of which could ďe: ͞ǁith Ŷo iŶteŶtioŶ oƌ seaƌĐh foƌ pƌofit͟. However, I wrote this full of gratefulness: as an homage to the residents and professionals of the EHPAD who welcomed me, to the residents who agreed to be music therapy patients.

2. Starting point.

This ǁas the ǁatĐhiŶg of the ǀideo fƌoŵ the ƌouŶd taďle: ͞fƌoŵmusic therapy to fundamental ƌeseaƌĐh͟. IŶteƌǀeŶtioŶ ďLJ Misteƌs HeƌǀĠ Platel aŶd Oliǀieƌ BoŶŶod, ǁeƌe of paƌtiĐulaƌ iŶteƌest to ŵe. I will come back to this later.

3. The choice of words.

I will often justify the use of certain key words, in particular in several areas: History; Anthropology; 5 Ethnography; Etymology; Epistemology; Neuroscience progress; DSM IV and V; linguistic Heuristics; Music.

3 Anawim: Hebrew word, in the Torah, describes those who have lost everything. Here, in modern times, I use it to refer to those who lost everything, until their social life, their dignity, their faith, their health, their hope,… 4 Zen: Buddhism integrated into the Japanese Religion. It is the most abrupt, yet quickest path of Buddhism. Zen ƌesides iŶ the pƌaĐtiĐe of ͞za-zeŶ͟: a seated posture (where position points, breathing method and attitudes to reflection have been passed on for 2500 years), totally immobile, yet very invigorating. My practice is however separated from practice of the Shinto religion. 5 Diagnostic and Statistical Manual of Mental Disorders.

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Key words and expressions:

End of life care; transitional area; therapeutic alliance; appropriation of sonic medias; apprenticeship; psycho-musical evaluation; psychic changes; setting; non-verbal communication; creativity; non-violent communication; discontinuity of the setting; caring empathy; clinical improvisation; instrumentarium unknown to the patients; present instant; integration (Erikson); nychthemeral rhythm inversion; Montessori method; death; active or receptive music therapy; neurogenesis; neurosciences; neurotransmitters; oppoƌtuŶitLJ of saLJiŶg ͞Ŷo͟; degeŶeƌatiǀe pathologies in older people; inversed pyramidal paradigm; cerebral plasticity; sundowning syndrome; external supervision; time; severe neurocognitive disorders; Validation (Naomi Feil); verbalization; Zen.

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Common approach for the caregivers: the humane-attitude............................................. 30

2.

I.Introduction.………………………………………………………………………………………………………………………………..11

Residents with specific neurocognitive disorders............................................................... 23

III.

Mini-conclusion.................................................................................................................... 34

2.

Non-drug treatments............................................................................................................ 32

5.

4.

‘esideŶts iŶ ͞La BourgoŶŶière͟........................................................................................... 21

B.

Presentation of the residents................................................................................................... 16

General personal positioning in the EHPAD............................................................................ 38

Welcome to summary !

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In service of the residents: a benevolent hydra...................................................................... 29

Living environment................................................................................................................... 14

A.

II.

Preface: linguistic choices..................................................................................................... 29

Identification......................................................................................................................... 39

Immersion, observations, problematics.................................................................................. 38

Senescence............................................................................................................................ 19

Reversed pyramidal paradigm............................................................................................. 19

Inventory of the care-giving staff (internal and external)..................29.................................

“peĐifiĐity of the EHPAD ͞La BourgoŶŶière͟............................................................................... 14

Elders, dependent older people, crones?............................................................................ 16

2.

1.

3.

Observations............................................................................................................................. 40

Continuous training for the caregiving staff........................................................................ 32

Defense mechanism............................................................................................................. 34

C.

6.

7.

1.

C.

5.

1.

A.

1.

Immersion................................................................................................................................. 39

B.

Methodology......................................................................................................................... 40

4.

3.

Approach and contacts......................................................................................................... 40

External supervision............................................................................................................. 59

1.

B.

2.

3.

1.

D.

5.

4.

3.

5.

Therapeutic empathy........................................................................................................... 51

8.

7.

1.

Individuation process, the Self............................................................................................. 54

The Team...............................................................43................................................................

A.Foundations.............................................................................................................................. 46

X-sports and very old people............................................................................................... 42

IV.

Ground-floor............................................................................................................................. 66

C.

2.

1.

Therapeutic alliance............................................................................................................. 68

Theoretical construction.......................................................................................................... 46

Problematics............................................................................................................................. 44

The notion of time................................................................................................................ 41

Validation according to Naomi Feil...................................................................................... 48

Underground of my theoretical construction.......................................................................... 59

Contribution of neurosciences (Part 2)................................................................................ 66

3.

Instrumentarium (finally) being used.................................................................................. 60

1.

2.

The frame.............................................................................................................................. 70

Following Winnicott............................................................................................................. 69

Points on music therapy....................................................................................................... 72

The ͞No͟............................................................................................................................71....

Related therapeutic goals..................................................................................................... 44

Main objective...................................................................................................................... 44

Montessori method.............................................................................................................. 47

Other observations............................................................................................................... 43

3.

Introduction.......................................................................................................................... 46

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Jean Maisondieu................................................................................................................... 53

Thierry Tournebise.............25...................................................................................................

9.

2.

Views on the psyche............................................................................................................. 55

4.

2.

2.

6.

Carl Ransom Rogers.............................................................................................................. 50

4.

3.

3.

Giving the possibility to communicate with one another....................................................... 96

Presentation of the patients................................................................................................ 79

Contribution of neurosciences (Part 3).............................................................................. 102

Consequences on the life of the group.............................................................................. 101

Reminder of different therapeutic aims.............................................................................. 79

1.

1.

5.

1.

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4.

E.

2.

Fairy-tales, testimony, beliefs............................................................................................ 106

Mini-conclusion..................................................................................................................... 77

C.

Therapeutic pathways.......................................................................................................... 90

Therapeutic pathways........................................................................................................ 100

Means...................................1....07...........................................................................................

Means.................................................................69...................................................................

Means.....................................................................................84...............................................

Opening up to emotions....................................................................................................... 85

Giving the opportunity to say something to oneself............................................................... 84

Therapeutic pathways........................................................................................................ 103

Preface................................................................................................................................ 106

Means..........................................120........................................................................................

2.

1.

3.

5.

4.

Use of Wigraŵ͛s ĐliŶiĐal iŵproǀisatioŶ................................................................98................

Use of the psycho-musical evaluation................................................................................. 87

Specific theoretical tools...................................................................................................... 98

Syndromes.......................................................................................................................... 102

D.Contributing to easing symptoms.......................................................................................... 102

2.

1.

3.

2.

A.Preface...................................................................................................................................... 79

V.

The Clinic....................................................................................................................................... 79

Accompanying the person at the end of their life...............................................................1..60

2.

B.

Therapeutic pathways........................................................................................................ 108

4.

BeŶezoŶ͛s “ouŶd IdeŶtity..................................................................................................... 76

4.

Mrs Dui................................................................................................................................ 114

Mr Moï................................................................................................................................ 113

Bibliography........................................................................................................................................ 119

Mr Poé................................................................................................................................. 114

Mrs Mui............................................................................................................................... 113

4.

3.

Mrs Gaï................................................................................................................................ 114

General conclusion................................................................................................................. 115

2.

VI.

End of the work in music therapy.......................................................................................... 113

VII.

Mrs Néü............................................................................................................................... 113

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7.

Appendices................................................................................................................251..........................

Appendix 3: Study of a background music, for the group, based on the resident(s)..............813.....

Post scriptum...................................................................................................................................... 153

8.

B.

Appendix 1: list of needs and feelings in non-violent communication........................................ 126

Appendix 2: Post work-placement period..................................................................................... 134

6.

Mini-conclusion...................................................................................................................... 112

F.

Preface................................................................................................................................ 113

Last sessions of individual music therapy.............................................................................. 113

Mini-conclusion...................................................................................................................... 115

A.

1.

I.

Introduction

At 11 years of age, after two years of aridsolfeggio, I was allowed to choose an instrument. The one I had the most affinity with was the transverse flute. It was with this instrument that I finished my studies at the Conservatory during my adolescence. The flute is my acoustic medium. It has allowed me and still allows me to say how I feel, where words can no longer express, even to express the droplets of the ineffable. Furthermore, during this period of adolescence, I received a pair of earthenware Moroccan tablas (of the largest size), I studied singing and became strongly interested in native music (such as theOcora Radio Francecollection, for example). The foundation was laid. This is how I experienced the medium of sound during my adolescent period.

The period of the birth and development of the child are described by William Fritz Piaget (1886-1980), Swiss biologist, psychologist and epistemologist. Another facet is unveiled by Lev Vygostski (1896- 1934), Belarus psychologist, who introduces social constructivism into child development. Françoise Dolto (1908-1988), French pediatrician and psychoanalyst, opens us up to the psychoanalysis of the iŶfaŶt ǁheƌe ͞everything is language͟. Then comes adolescence which is an important part of life, where our image changes and our intra- and inter- psychic relationships change. The same (though we speak about it less like an existential crisis) is senescence, which we find principally amongst elderly people. The psychoanalyst and psychologist Erik Erikson (1902-1964) approaches this by describing the psychosocial development of the human being during his whole lifespan. At this moment, the human being also passes through a 6 ƌadiĐal ĐhaŶge of iŵage. But ǁe add to this ǁith the soĐial pƌessuƌe of ͚Youthisŵ ͛ aŶd all the possiďle ways to conserve it despite the irretrievable flow of time, as well as the collective fear of death.

It is therefore past time we start reconsidering this period of life.

By personal choice and in order to better scrutinize my research, I focused my attention on the Elders, those residing at the EHPAD, who present with severe neurocognitive disorders.

In its history Western medicine is rather organicist. That is to say that all illness finds its origins in a lesion or a dysfunction of one or more organs. It brings the organs as the source of life. It follows that, to heal or relieve the patient, one must treat the offending organ(s).

6 Youthism is to be understood as the praise of youth above all else.

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