Workshop Music-Oriented Parent Counseling


Course overview

Offer: Workshop Music-Oriented Parent Counseling

Requirements: None

Course start: 03 August 2017

Course end: 05 August 2017

Course times: full time course

Place: Würzburg, Randersackerer Str. 15 (room number will be announced soon)

Lecturer: Dr. Tali Gottfried

Course fee:  €335 (discount for students is possible)

Music-Oriented Parent Counseling (MOPC) is a new model of work in the field of music therapy and families. It is designed especially for working with parents of children with autism spectrum disorder, using music as a tool to bypass language, communication and emotional boundaries. The model focuses on the role of music during parent counseling sessions, as a mean to both raise awareness and acquire a variety of ways to use music in everyday life in home environment, to facilitate communication and engagement between parents and their children with autism. 

The MOPC model is based on a parallel treatment paradigm, where a music therapist conducts both the MT sessions with the child and the parents' sessions in a separate but parallel way. Music is a central aspect within the three paths of the triangulation of relationships being formed in this model:

The course/workshop will screen recent literature on autism, psychological characteristics of parents of children with autism, daily challenges of parents of children with autism, parents' treatment programs as known so far in the literature, main approaches in parent counseling, parallel treatment setting, rationale for the MOPC model, protocol guide, MEL assessment, and implementing in the field. Relevant literature will be provided by Dr. Tali Gottfried.

In this course, there is great importance in combining theory with clinical practice, so time will be given for students to raise questions and share reflections on certain aspects of working with parents, and supervision will be provided within the group for a shared learning. In addition, in order to complete the MOPC training, each student will have to film on video 5 parents' sessions of three different families, implementing the MOPC model, and complete individual supervision meetings* via skype with Dr. Tali Gottfried. This should be completed during the first three months after the course. Only after completing these requirements, the student will be granted with a certificate that approves him/her as a trained MOPC practitioner.

* Students are asked to transcribe the counseling sessions, translate to English, and send it to Dr. Gottfried BEFORE each supervision sessions.  

Please follow the link to download the course plan for the Workshop: Music-Oriented Parent Counseling.

Dr. Tali Gottfried

Tali Gottfried, PhD, is a Registered Music Therapist (RMT), with an extensive clinical experience in working with children with autism and developmental delays and their parents, both in the public sector and at her Private Practice for Music Therapy.  Her research topics are focused in MT with autism, assessment and family-centered approach. Tali is a lecturer at M.A.A.T music therapy program in David-Yellin College in Jerusalem, and serves as the Israeli delegate to the European Music Therapy Confederation (EMTC).


Her latest publication: Gottfried, T. (2016). Music-Oriented Counseling Model for parents of children with Autism Spectrum Disorder. In Lindhal Jacobsen & Thompson (Eds.). Music Therapy with Families, Therapeutic Approaches and Theoretical Perspectives. P. 116-134, JKP, London

Music therapy and parent-child interaction

Edwards, J. (2011). The use of music therapy to promote attachment between parents and infants. The arts in Psychotherapy, 38, 190-195

Gratier, M., & Trevarthen, C. (2008). Musical narratives and motives of culture in mother-infant vocal interaction. Journal of Consciousness Studies, 15, No. 10–11, 2008, pp. 122–58

Pasiali, V. (2012). Supporting parent-child interactions: music therapy as an intervention for promoting mutually responsive orientation. Journal of Music Therapy, 49 (3), 303-334

Pasiali, V. (2011). Resilience, music therapy, and human adaptation: nurturing young children and families. Nordic Journal of Music Therapy, 21:1, 36-56, DOI: 10.1080/08098131.2011.571276

Schmid, F. (2012). Music therapy and parent– infant bonding. Nordic Journal of Music Therapy, 21:2, 196-197

Thompson, G. A., McFerran, K. S., & Gold, C. (2013). Family-centred music therapy to promote social engagement in young children with severe autism spectrum disorder: a randomized controlled study. Child: Health, Care, and Development, 840-852, doi:10.1111/cch.12121

Thompson, G., & Mc.Ferran, K. (2013). “We’ve got a special connection”: qualitative analysis of descriptions of change in the parent–child relationship by mothers of young children with autism spectrum disorder. Nordic Journal of Music Therapy, DOI: 10.1080/08098131.2013.858762

Music therapy with children with autism

Geretsegger, M., Elefant, C., Mossler, K. & Gold, C. (2014).  Music therapy for people with autism spectrum disorder.  Cochrane database of systematic reviews.  Vol. 6, 1996-09-01, p. CD004381

Quintin, E. M., Bhatara, A., Possant, H., Fombonne, E., & Levitin, D. J. (2011). Emotion perception in music in high-functioning adolescents with Autism Spectrum Disorders. Journal of Autism Developmental Disorder, 41: 1240-1255. DOI 10.1007/s10803-010-1146-0

Raglio, A., Traficante, D., & Oasi, O. (2011).  Autism and music therapy.  Intersubjective

approach and music therapy assessment.  Nordic Journal of Music Therapy, 20(2), 123 - 141.

doi: 10.1080/08098130903377399

Schultz Gattino, G., Riego, R. S., Longo, D., Cesar, J., Leite, L., & Sculler Faccini, L. (2011). Effects of relational music therapy on communication of children with autism: a randomized controlled trial. Nordic Journal of Music Therapy, Vol. 20 (2), 142-154

Schumacher, K. & Calvet, C. (2009).  The “AQR” – an analysis system to evaluate the quality of relationship during music therapy.  Nordic Journal of Music Therapy, 8 (2), 188-191.

Parenting and autism

Dabrowska, A. & Pisula, E. (2010). Parenting stress and coping styles in mothers and fathers of pre-school children with autism and Down syndrome. Journal of Intellectual Disability Research, Vol. 54 (3), 266-280, doi: 10.1111/j.1365-2788.2010.01258.x

Farber, J. M. (2012). Autism, cognition, and parent counseling—Part 2. Journal of Development and Behavior Pediatric,  33:161–162

Gibson, K. A. (2013). Appreciating the world of autism through the lens of video interaction guidance: an exploration of a parent’s perceptions, experiences and emerging narratives on autism. Disability & Society, 29:4, 568-582, DOI: 10.1080/09687599.2013.844096

Milshtein, S., Yirmiya, N., Oppenheim, D., Koren-Karie, N., & Levi, S. (2009). Resolution of the diagnosis among parents of children with autism spectrum disorder: associations with child and parent characteristics. Journal of Autism and Developmental Disorders, 40: 89–99, DOI: 10.1007/s10803-009-0837-x

Pisula, E. & Kossakowska, Z. (2010). Sense of coherence and coping with stress among mothers and fathers of children with autism. Journal of Autism and Development Disorder,  40: 1485–1494, DOI 10.1007/s10803-010-1001-3

Richmond Mancil, G., Boyd, B. A., & Bedesem, P. (2009). Parental stress and autism: are there useful coping strategies? Education and Training in Developmental Disabilities, 44 (4), 523–537

Zablotsky, B., Brandshow, C. P., & Stuart, E. A. (2012). The association between mental health, stress, and coping supports in mothers of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43: 1380–1393, DOI: 10.1007/s10803-012-1693-7

More to come…



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