Music therapy is a powerful and often misunderstood field that plays a vital role in supporting children’s development, well-being, and learning. Dr. Daphne Rickson, ONZM, is a New Zealand Registered Music Therapist (NZ RMTh). She has practised music therapy with a range of client populations, particularly with children and adolescents in schools. Dr. Rickson has shared her insights into what music therapy is, how it works, and why it should be recognised as a professional discipline distinct from simply using music in everyday settings.
What Is Music Therapy, Really?
A common misconception about music therapy is that it is merely about playing or listening to music for enjoyment. Dr. Rickson clarifies that while music does have therapeutic benefits in everyday life, music therapy requires extensive training. “Music therapy is a professional discipline, which needs to be differentiated from the use of music by lay people or professionals trained in other disciplines. Music is ubiquitous, and therapeutic benefits are constantly evident in everyday life. Many people who are not trained as music therapists, including classroom teachers, are able to purposefully harness the benefits of music to support children’s learning and wellbeing. However, when children are experiencing significant adversity and challenges, they typically need the support of a music therapist who has the skills and knowledge from extensive training to help them access and build on the affordances that music provides.”
The impact of music on a child’s brain development is incredible. “More recently, brain imaging and brain-wave recordings have identified that the creation and perception of music can uniquely stimulate cognitive, affective, and sensorimotor processes. We now have evidence that music can help people to control movement, maintain attention, and develop speech, learning, and memory.” Dr. Rickson explains.
Even before birth, infants respond to music in utero, and early exposure to music plays a crucial role in language acquisition and cognitive development. Research suggests that by the third trimester, a developing foetus can hear and recognise external sounds, including music and the mother’s voice. This early exposure to music can influence neural pathways associated with auditory processing, laying the foundation for language acquisition and cognitive development.
Music Therapy vs. Other Child Therapies
Music therapy is distinct from music education, though the two fields often overlap. Dr. Rickson says, “There are many overlaps between music therapy and music education, but also important differences. A music therapist uses the medium of music and the relationships that develop through music-making to achieve health and wellbeing goals, which in turn support learning. Music therapy sessions can involve singing, playing instruments, listening or moving to music, and composing music to meet ‘non-musical’ goals. Music educators, on the other hand, are more likely to focus on the acquisition of musical skills and developing a child’s musical appreciation, albeit with the benefit of learning and wellbeing outcomes.”
Comparing music therapy to other therapeutic approaches highlights its unique qualities. Play therapy and music therapy share many child-centred principles, allowing children to lead the experience while therapists provide empathy, acceptance, and respect. However, music therapy prioritises music-making as the central tool for engagement. It allows children to express emotions and engage in reciprocal musical play. In contrast, behavioural therapies like Applied Behaviour Analysis or Cognitive Behavioural Therapy are more structured, often relying on verbal interactions to help children understand their thoughts, feelings, and behaviours.
Music therapy can be particularly beneficial for children with developmental delays or learning disabilities in ways that traditional therapies may not. “Music making is a non-verbal form of communication and play. When children are engaged in musical interaction, they are rehearsing skills such as listening, observing, and empathising, as well as turn-taking and exchanging creative ideas.”
Helping Children Regulate Emotions Through Music
Dr. Rickson goes on to explain that singing is particularly effective in encouraging vocal communication, as it provides a valuable outlet for children who may struggle with speech. Even a child who produces a sound by chance can be encouraged to respond with another sound, allowing for the natural development of communication.
Dr. Rickson also explains how music therapy supports emotional development. “Caregivers engage infants in vocal turn-taking and sing lullabies and play songs to facilitate their child’s emotional regulation. Music therapy draws on this innate musical communication not only to support the bonding process when it is disrupted but also to promote calm and positive communication in other contexts. Music, with or without lyrics, can evoke strong emotional reactions in us. Music-making is, therefore, a powerful medium for both receiving and expressing emotions.”
For children with autism and ADHD, music therapy offers significant benefits. Research suggests that music therapy helps children develop self-awareness, self-acceptance, decision-making skills, and impulse control. These improvements contribute to better social interactions and overall emotional well-being. A recent study in Aotearoa, New Zealand, found that music therapy enhances social communication skills for autistic children, helping them express emotions and interact in new ways.
Encouraging Teachers to Use Music Therapy Principles
Dr. Rickson encourages teachers to incorporate music into their classrooms. Teachers can incorporate music therapy principles in the classroom without formal training, though professional assessment by a music therapist is ideal when working with children who have special needs. She says, “Many teachers are self-conscious about their musical abilities, but by focusing on doing music for fun they will be engaging children in activities that have multiple benefits.”
Music is about creating a space where children feel safe, heard, and understood. Recognising the professional nature of music therapy ensures that children receive the specialised support they need to thrive. As research continues to highlight the incredible potential of music therapy, there is an increasing need for investment in this essential discipline to make it accessible to more children in need. After all, music is a language we all understand.
Dr. Rickson draws from the following resources:
Music Therapy New Zealand, & Rickson, D. (2024). A History of Music Therapy New Zealand (1974-2023): Passionate People. Te Hītori o “Te Rōpū Puoro Whakaora o Aotearoa” (1974-2023): Te Hunga Ngākau Whiwhita. Glen Rock, PA, USA: Barcelona Publishers.
Rickson, D. J. (2022). Music therapy with autistic children in New Zealand: Haumanu ā-puoro mā ngā tamariki takiwātanga i Aotearoa. London: Palgrave Macmillan.
Rickson, D. J., & McFerran, K. S. (2014). Creating Music Cultures in the Schools: A Perspective from Community Music Therapy. University Park, IL: Barcelona Publishers.
