Key Changes - case studies of music mentoring as a support tool during difficult transitions for SEN/Disabled young people
Music for A Change – Music Based Mentoring - Key Changes (1-2-1 for SEN / Disabled mentees at Special Schools going through difficult transitions).
Some general findings:
This project has offered us a unique opportunity to gain insight into the wider impact upon four young people who are currently working through difficult transitions in their lives for a variety of reasons. Their individual sessions have offered a chance for teaching staff to see them behaving in a different context and in most cases, the sessions have proved a pivotal point in the children’s week.
Photograph above: Planning a musical journey using a variety of instruments laid out as they would be used in a score that participant 1 drew with images and characters associated with his 'journey'. This was an early exploration of organising and remembering sequences of events and communicating this again at a later stage.
Special School Setting 1:
Participant 1 – It has become more evident with time that Participant 1’s music sessions have begun to permeate other areas of his learning, influence some of his behaviour and some gradual links are being made with home. Participant 1’s autism means that he needs a lot of structures in place in order for him to be able to process ideas and understand the world around him. His behaviour can be challenging in school and he receives one:one support. He is currently managing difficulties with hormonal changes and conforming to expectations of his school environment and interacting with his peers and staff, moving away from some of his old interests at home (e.g. age appropriate toys and games).
Participant 1’s LSA (Learning Support Assistant) has close involvement in the sessions and clearly and openly communicates about the impact of the sessions beyond the actual contact time, which has proved invaluable. The LSA communicates regularly with Participant 1’s family and provides a link between home / school / music sessions. This additional insight has allowed me to tailor his sessions carefully with consideration of his moods, current interests and often supports how his behaviour is managed at school. For example, Participant 1 now visits the PMZ centre once each half-term as incentive for good behaviour in other areas of his learning. He has a two-hour session in the SMS (sensory music studio) which he loves and looks forward to. He works towards this through his normal school rewards system. This is also used to help him build on non-musical skills, including visiting new environments and meeting new people.
Participant 1 has natural rhythmic ability and is also interested in exploring a wide range of musical instruments and has become particularly fond of using Apple i-pads as composing and performing tools. He has recently become fascinated by recording himself and listening back to the results. We are beginning to link his love of trains with making soundtracks for old film footage. He has also (when he is being verbally communicative) begun to welcome the idea of coming up with lyrics for songs about things that are of particular interest to him (currently a particular breed of dog!). He is becoming more communicative with me and is able to answer questions with considered responses. Sometimes he remains locked into his own world and is not able to listen or interact, but this can often be remedied by singing one of Participant 1’s favourite new songs ‘Ants in his Pants’, which now includes a line about a particular breed of dog chasing its tail! Meeting Participant 1’s interests midway when planning musical learning outcomes has proved a really positive way of creating Participant 1’s growing trust that his sessions are an enjoyable and safe place to come.
Participant 2 – Participant 2 wouldn’t otherwise be coming to school if he wasn’t getting these music sessions as he has been taken out of a mainstream school’s referral unit and is then unable to attend this special school due to his complex behavioural needs. He has a statement for ADHD and also ASD and Asperger’s Syndrome. The sessions have been used as an incentive to get him to come to school and access some other activities (core subjects) around this time for two / three days a week. He struggles with social interactions with his peers and going out into the general public is a huge challenge for him. He is verbal with his music mentor, but can be difficult for him to communicate with other staff and familiar adults.
He has been making music using i-pads (Garage Band) and enjoys sequencing his material. He lacks confidence to make choices and is currently being supported in the sessions to make more choices for himself without support. The hope is this will be transferred to other areas of his life. Participant 2 has not got bored of this, unlike other activities which are short-lived. He does not yet use his own voice. He likes a variety of music from rock to hip-hop. He has expressed an interest in the drum kit at school, which is a result of the technology sessions and his interest in playing instruments.
The rapport that has been built up between Participant 2 and his mentor has been making a profound impact and is helping to alleviate some trust issues that he also struggles with.
Special School setting 2:
Participant 3 has been making some difficult transitions from one class to another, coping with hormonal and physical changes as well as ongoing medical issues. She has been learning to cope with meeting new people (a music mentor!) and is increasingly expressive about her interests. She is beginning to make artistic choices more independently. She had been described as having significant issues with meeting new people and coping with changes to her familiar environment. Her new class teacher has shared information about her personalised learning programme, some aspects of which we can link to her sessions, for example, Participant 3 is learning to only press once when triggering events on i-pads which she also uses in class.
Her music sessions are something that she looks forward to. She always remembers to bring her USB memory stick with her to save her new work. She shares her new recordings with her family outside the sessions and we often compose themed music for her to share with her class. Participant 3 has developmental delay and speech difficulties. Her sessions have helped her to anticipate when she needs to vocalise. Her poor concentration and listening skills are gradually improving as she is beginning to see the reason for sticking with a piece of work in order to get positive results, e.g. recordings that she can proudly show to family and peers. She can respond to simple suggestions and answer questions that help her to take ownership of her work.
Participant 3 enjoys simple interactions using musical instruments. She has a fantastic sense of humour, so injecting fun into her sessions really helps her engage and sustains her concentration for longer periods of time. She has a very good memory, often relating back to sessions that took place months back, particularly if they involved mention of animals or other people! She often wants to talk about her family and where she is staying after school. She has become more and more self-confident and expressive throughout the time I have worked with her.
Participant 4 has difficulties with hearing, Autism and coping with small changes. He also has epilepsy that is managed with medication. He has a wonderful sense of musicality and has enjoyed a range of activities in music sessions. His behaviour has become more and more challenging this year at school, particularly around male members of staff. He always stays in respite accommodation on the evenings of his music sessions (Mondays). He is often unsettled by events over the weekend and the prospect of being away from home. (He travels quite a distance to get to school each day). He can become quite upset by changes to his timetable and worries about things that might not seem significant to others (e.g. his belongings). He often asks whether I think he’s being rude, which is never the case. He just likes to check on whether I feel his behaviour is appropriate. He is able to make considered choices when composing on the computer and loves to hear his work played back. He shares this with his class and takes recordings home. He always seems relieved to come to music sessions for an hour to take more control for himself. He loves the piano, drumming and has begun to sing expressively and with obvious enjoyment.
Participant 4 is absolutely delightful company and clearly loves all aspects of music making. He is currently working on compositions inspired by particular game/cartoon characters of interest to him. He is more willing to talk about his feelings when he comes into sessions with me than previously. To begin with, Participant 4 used to feel the need to leave the room many times to check where his familiar adults were working. He now stays with me independently for the full hour, so long as he knows he can share what he has been working on with his teacher at the end of the session. This increasing independence means we are now working towards getting Participant 4 down to the PMZ centre for a few sessions in the future, so that he can experience a new space for music making, a wider range of equipment and meet other PMZ staff.