Definitions: Model, Method, Procedure, Technique, Intervention, Approach,

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Definitions Model, Method, Procedure,
Technique, Intervention, Approach, Strategy
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MODEL

• A comprehensive and systematic approach to
  Assessment, Treatment, and Evaluation (i.e., the
  treatment process) which includes theoretical
  principles, clinical indications and
  contraindications, goals, methodological
  guidelines and specifications, and the
  characteristic use of certain procedural
  sequences and techniques. Examples CMT, AMT, GIM.

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METHOD

• A type of music experience used for Assessment,
  Treatment, and/or Evaluation.
• There are four main types- and numerous different
  ways of designing and implementing experiences
  within each METHOD to address client needs.
• No particular theoretical orientation is inferred
  in a method. Therapists impose their own
  particular theoretical beliefs on an experience
  when they design and implement it. For example,
  the receptive method variant of song discussion
  has no inherent grounding in a theoretical
  orientation. However, when a therapist engages
  clients in listening to music with a particular
  listening set and then verbally processes the
  experience of the music with the intent of
  understanding how clients perceive and or project
  their own ideas and feelings onto the song
  material, the experience is being implemented
  through a psychodynamic framework. If another
  therapist facilitates the experience with the aim
  of observing how long the clients sit to listen
  to the music or how many times each interrupts
  the others while listening to or discussing the
  music, the experience is being implemented
  through a behavioral framework.

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PROCEDURE(S)

• An organized sequence of operations and
  interactions a therapist uses in taking a client
  through an entire music experience.
• Procedures are the building blocks of a Music
  Therapy session. They are the various things a
  therapist DOES to organize and implement the
  method.
• Therapists use specific PROCEDURAL STEPS when
  engaging clients in music experiences.

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TECHNIQUE

• A single operation or interaction that a
  therapist uses to elicit an immediate reaction
  from the client or to shape the ongoing immediate
  experience of the client.
• There are a variety of TECHNIQUES that may be
  used within any PROCEDURE.
• A Procedure may be viewed as a series of
  Techniques.

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INTERVENTION

• A clinically purposeful and benevolent
  interruption.
• To act upon someone in order to change their
  existing situation or condition and thereby alter
  the course of events.
• To purposefully come between or mitigate the
  various forces in a persons life that affect
  her/his health.
• The elements which act upon the client during a
  given intervention are most often the music, the
  therapist, or both.

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APPROACH

• A broad way of dealing with a clinical concern or
  problem. For example, my approach to treating
  children with autism may be to attempt to control
  their stereotypic behaviors to the greatest
  extent possible or my approach may be to
  provide a safe environment wherein they may
  experience the freedom to interact with musical
  instruments, me, and my music as their impulses
  guide them. In other words, my approach may be
  directive or non-directive.
• A specific method is not implied, but a
  particular set of techniques will likely come
  into play as I attempt to intervene between the
  client and her/his pathology. The procedures I
  use will be determined by the delimitations of
  the methodological variant in which I engage the
  client.

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STRATEGY

• A plan of action designed to achieve an overall
  aim.

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Terms in Context

• My approach to working with a child with autism
  is to be minimally directive. I only enforce
  specific ways of acting when the child exhibits
  potential for harming her/himself or others.
  Otherwise, I attempt to maintain contact with the
  child through encouraging her/him to play musical
  instruments, wherein I listen and respond to help
  the child be as fully engaged in the music as
  she/he possibly can, moment to moment.

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• My strategy with such a child may be to first
  observe her/him within a continuum of structured
  to non-structured experiences. Depending on how
  the client responds to these situations, I may
  wish to plan treatment emphasizing experiences on
  one end of the structure continuum or the other.
  My theoretical beliefs lead me to plan this
  strategy because I believe that the child needs
  to experience certain things in order to progress
  in therapy.

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• The music experiences I design and implement
  within the different methods will be facilitated
  with particular procedural steps in order to
  engage the client fully, so that she/he can
  receive the benefit of music engagement. I
  choose a particular method due with the intent of
  matching the nature of the demands that each
  method places on the child in specific domains of
  functioning with the limitations, deficits, or
  others needs that the child revealed during
  assessment. Some of the procedures I use are
  necessary for beginning all music experiences,
  but some are designed specifically to help this
  child become engaged in the music.

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• I may believe that helping the client engage in
  certain types of music experiences provides a
  means for me and/or the music to intervene in the
  childs pathological way of being and to thereby
  help her/him to find and practice new ways of
  functioning.

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• As the child responds, I use my judgment about
  the therapeutic quality of the responses and my
  sense of how these may be improved. Then I
  initiate specific techniques to maximize the
  potential of the childs experience. Some
  techniques are musical, some are verbal, and some
  are gestural in nature.

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• There is no established model for the decisions I
  made in the above scenario. However, if my way of
  working is successful, I could develop a model by
  keeping track of all the events that occur during
  the treatment process- including my theoretical
  beliefs and thinking, my decision making
  processes techniques used during all phases of
  treatment, and all of the clients responses
  within the treatment process. I would then
  organize this information and share this model
  with others by publishing my ideas.

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An example from the literature

• It is important at this stage to clarify what is
  meant by method and what is meant by
  technique. Therapeutic methods are the
  approaches chosen by the therapist to achieve
  therapeutic change and can be understood as the
  method of work. Conversely, techniques are the
  tools and strategies, musical activities and
  concrete therapist-initiated musical experiences
  which are integral to the success of the applied
  method. There are many examples of therapists
  who have developed protocols, procedures, and
  methods in their approach to using songwriting
  (p. 248)