Arts therapies are part of our well-being model at Cambridgeshire music. They form the basis of our well-being triangle as they focus on using the arts as therapeutic mediums for positive change. Other stages within our well-being triangle are Music Mentoring which has a more directive approach to music learning but still with an emphasis on relational issues and may be appropriate for people with milder emotional or intellectual difficulties or those transitioning from music therapy.
Not sure where to start? We can help asses which level would be best for each individual and which art form may be best suited.
Arts therapies can be beneficial for all ages and abilities but particularly for adolescents, young children and those with communication difficulties, people on the autistic spectrum, people with dementia and in whole-family therapy.
Arts therapies are therapeutic interventions similar to counselling or psychotherapy that aim to improve mental health and well-being. They use music, drama, art or dance as the means of communication. No prior experience of the arts is required as it is within the process of creativity and the therapeutic relationship that healing and growth can be fostered.
Arts therapies are effective in helping clients express themselves when verbal communication is difficult or when the subject matter and healing process is complex. When a client has limited verbal abilities they often retain musical abilities and understanding enabling them to communicate with the therapist through music and song. Additionally if a client is finding a subject matter too difficult to speak about and process, using the arts can allow the subject to be held and explored in a safe way.
Self-expression and communication
Processing trauma and loss
Improved emotional wellbeing
Building confidence and self esteem
Decreased tension, anxiety and challenging behaviour
Enhanced awareness of self and others
Improved social skills such as listening, turntaking and sharing
Better co-ordination and movement
Improved focus and concentration
Reduced behavioural issues
Increase ability to participate and engage with education curriculum and school life
Improved education progression
£51 per hour which includes:
Fully qualified employed therapists who are state registered and members of the British Association of Music Therapists or Drama Therapists, the Health and Care Professions Council and who have relevant Disclosure and Barring checks (DBS).
Therapists may also have additional training including Attachment, Systemic, Mental Health, VIG, Counselling, Consultancy, Risk Assessment and Fundraising.
Ongoing clinical supervision to support therapists' work.
Set up, session time, note writing, liaison and report writing.
Online support for client accounts.
Funding may be available to support music or drama therapy from the following sources: Pupil Premium/Premium Plus school funding Funding for children looked after by the authority Social Care support Early Learning Support for Learning Adoption Support Funds Mental Health funding CORAM Fostering and adoption services Together for families Alternative Education provision Schools Personal budgets Families Charities
If you'd like any advice on funding option please talk to us.
A suitable therapeutic space for the session. This should be an undisturbed space which is available at the same time each week and where sound will not disturb others. In schools, a music room is ideal for music therapy.
Access to selection of instruments including piano, guitar and some tuned and untuned percussion instruments and some smaller instruments. We may be able to provide some small instruments as appropriate.
An identified contact/liaison person in your organisation
Alternatively you may be able to book a space in one of our clinics
Referrals can be made by schools, organisations, families or individuals. We are happy to help you with each step of the referral process to find what is best suited to you.
All arts therapies can be considered for inclusion in an EHC Plan. However the assessment process will look closely at the most appropriate interventions to achieve the EHC needs that are identified. Therefore it is important that families who wish to consider arts therapies or already have them and would like them to continue following review ensure that good evidence of the impact and benefits to the child are communicated clearly through reports and at meetings. The best evidence will be a mixture of those showing communication, behaviour or education outcomes through "hard" data alongside qualitative measurement of impact through reflection and review of interactions.
Existing therapists working with a child should be contacted when there is a needs assessment meeting being planned.
Orla Casey (Head of Arts Therapies Service)