Music Therapy at Rebecca School focuses on building relationships through involvement in a variety of interactive music making experiences. Within the therapeutic musical relationship, the primary intent is to deepen avenues for relatedness, communication, expression and emotional processing. In Music Therapy, we foster dynamics of the musical process, not the outcome of a musical product. The musical experiences are co-created with the students providing opportunity for meaningful musical dialogues. A student does not need to have specific musical skills to benefit from music therapy.

In addition to the principles of the DIR©/Floortime™ model, the music therapists at Rebecca School utilize the principles of Nordoff-Robbins Music Therapy. Essential to this is the concept of the musical child: the belief that there is an inborn musicality residing in every human being that can be activated for personal growth and development. This self-actualizing potential is most effectively awakened through the use of improvisational music in which the individual’s innate creativity is used to support development. The music in each session is created with sensitivity and artistic mastery, utilizing all the elements of music; rhythm, melody, tempo, dynamics, and timbre with full range of expression and variety of musical styles and use of authentic musical modes.

Students at Rebecca School can receive Music Therapy individually or in a group setting. Individual and Small Group Music Therapy sessions are part of the mental-health services provided to students who are mandated for counseling services. The mental health team determines if Music Therapy is an appropriate medium to meet the individual’s mental health needs. This is based on how music making experiences utilized within a therapeutic relationship can support the students regulation, range of expression, coping strategies and ability to engage in long continuous back and forth interaction in emotional meaningful experiences. Music Therapy goals parallel the Functional Emotional Developmental Capacities, and are individualized to meet each student’s unique strengths and needs. Classroom Group Music Therapy sessions provide a variety of music making experiences to allow students opportunities for peer interaction. Focus on shared attention, social-problem solving, development of creative ideas and collaborative music making. The goals of the group relate to the students classroom goals.

Music Therapy at Rebecca School focuses on building relationships through involvement in a variety of interactive music making experiences. Within the therapeutic musical relationship, the primary intent is to deepen avenues for relatedness, communication, expression and emotional processing. In Music Therapy, we foster dynamics of the musical process, not the outcome of a musical product. The musical experiences are co-created with the students providing opportunity for meaningful musical dialogues. A student does not need to have specific musical skills to benefit from music therapy.

In addition to the principles of the DIR©/Floortime™ model, the music therapists at Rebecca School utilize the principles of Nordoff-Robbins Music Therapy. Essential to this is the concept of the musical child: the belief that there is an inborn musicality residing in every human being that can be activated for personal growth and development. This self-actualizing potential is most effectively awakened through the use of improvisational music in which the individual’s innate creativity is used to support development. The music in each session is created with sensitivity and artistic mastery, utilizing all the elements of music; rhythm, melody, tempo, dynamics, and timbre with full range of expression and variety of musical styles and use of authentic musical modes.

Students at Rebecca School can receive Music Therapy individually or in a group setting. Individual and Small Group Music Therapy sessions are part of the mental-health services provided to students who are mandated for counseling services. The mental health team determines if Music Therapy is an appropriate medium to meet the individual’s mental health needs. This is based on how music making experiences utilized within a therapeutic relationship can support the students regulation, range of expression, coping strategies and ability to engage in long continuous back and forth interaction in emotional meaningful experiences. Music Therapy goals parallel the Functional Emotional Developmental Capacities, and are individualized to meet each student’s unique strengths and needs. Classroom Group Music Therapy sessions provide a variety of music making experiences to allow students opportunities for peer interaction. Focus on shared attention, social-problem solving, development of creative ideas and collaborative music making. The goals of the group relate to the students classroom goals.

Music Therapy at Rebecca School focuses on building relationships through involvement in a variety of interactive music making experiences. Within the therapeutic musical relationship, the primary intent is to deepen avenues for relatedness, communication, expression and emotional processing. In Music Therapy, we foster dynamics of the musical process, not the outcome of a musical product. The musical experiences are co-created with the students providing opportunity for meaningful musical dialogues. A student does not need to have specific musical skills to benefit from music therapy.

In addition to the principles of the DIR©/Floortime™ model, the music therapists at Rebecca School utilize the principles of Nordoff-Robbins Music Therapy. Essential to this is the concept of the musical child: the belief that there is an inborn musicality residing in every human being that can be activated for personal growth and development. This self-actualizing potential is most effectively awakened through the use of improvisational music in which the individual’s innate creativity is used to support development. The music in each session is created with sensitivity and artistic mastery, utilizing all the elements of music; rhythm, melody, tempo, dynamics, and timbre with full range of expression and variety of musical styles and use of authentic musical modes.

Students at Rebecca School can receive Music Therapy individually or in a group setting. Individual and Small Group Music Therapy sessions are part of the mental-health services provided to students who are mandated for counseling services. The mental health team determines if Music Therapy is an appropriate medium to meet the individual’s mental health needs. This is based on how music making experiences utilized within a therapeutic relationship can support the students regulation, range of expression, coping strategies and ability to engage in long continuous back and forth interaction in emotional meaningful experiences. Music Therapy goals parallel the Functional Emotional Developmental Capacities, and are individualized to meet each student’s unique strengths and needs. Classroom Group Music Therapy sessions provide a variety of music making experiences to allow students opportunities for peer interaction. Focus on shared attention, social-problem solving, development of creative ideas and collaborative music making. The goals of the group relate to the students classroom goals.

Music Therapy at Rebecca School focuses on building relationships through involvement in a variety of interactive music making experiences. Within the therapeutic musical relationship, the primary intent is to deepen avenues for relatedness, communication, expression and emotional processing. In Music Therapy, we foster dynamics of the musical process, not the outcome of a musical product. The musical experiences are co-created with the students providing opportunity for meaningful musical dialogues. A student does not need to have specific musical skills to benefit from music therapy.

In addition to the principles of the DIR©/Floortime™ model, the music therapists at Rebecca School utilize the principles of Nordoff-Robbins Music Therapy. Essential to this is the concept of the musical child: the belief that there is an inborn musicality residing in every human being that can be activated for personal growth and development. This self-actualizing potential is most effectively awakened through the use of improvisational music in which the individual’s innate creativity is used to support development. The music in each session is created with sensitivity and artistic mastery, utilizing all the elements of music; rhythm, melody, tempo, dynamics, and timbre with full range of expression and variety of musical styles and use of authentic musical modes.

Students at Rebecca School can receive Music Therapy individually or in a group setting. Individual and Small Group Music Therapy sessions are part of the mental-health services provided to students who are mandated for counseling services. The mental health team determines if Music Therapy is an appropriate medium to meet the individual’s mental health needs. This is based on how music making experiences utilized within a therapeutic relationship can support the students regulation, range of expression, coping strategies and ability to engage in long continuous back and forth interaction in emotional meaningful experiences. Music Therapy goals parallel the Functional Emotional Developmental Capacities, and are individualized to meet each student’s unique strengths and needs. Classroom Group Music Therapy sessions provide a variety of music making experiences to allow students opportunities for peer interaction. Focus on shared attention, social-problem solving, development of creative ideas and collaborative music making. The goals of the group relate to the students classroom goals.

Music Therapy at Rebecca School focuses on building relationships through involvement in a variety of interactive music making experiences. Within the therapeutic musical relationship, the primary intent is to deepen avenues for relatedness, communication, expression and emotional processing. In Music Therapy, we foster dynamics of the musical process, not the outcome of a musical product. The musical experiences are co-created with the students providing opportunity for meaningful musical dialogues. A student does not need to have specific musical skills to benefit from music therapy.

In addition to the principles of the DIR©/Floortime™ model, the music therapists at Rebecca School utilize the principles of Nordoff-Robbins Music Therapy. Essential to this is the concept of the musical child: the belief that there is an inborn musicality residing in every human being that can be activated for personal growth and development. This self-actualizing potential is most effectively awakened through the use of improvisational music in which the individual’s innate creativity is used to support development. The music in each session is created with sensitivity and artistic mastery, utilizing all the elements of music; rhythm, melody, tempo, dynamics, and timbre with full range of expression and variety of musical styles and use of authentic musical modes.

Students at Rebecca School can receive Music Therapy individually or in a group setting. Individual and Small Group Music Therapy sessions are part of the mental-health services provided to students who are mandated for counseling services. The mental health team determines if Music Therapy is an appropriate medium to meet the individual’s mental health needs. This is based on how music making experiences utilized within a therapeutic relationship can support the students regulation, range of expression, coping strategies and ability to engage in long continuous back and forth interaction in emotional meaningful experiences. Music Therapy goals parallel the Functional Emotional Developmental Capacities, and are individualized to meet each student’s unique strengths and needs. Classroom Group Music Therapy sessions provide a variety of music making experiences to allow students opportunities for peer interaction. Focus on shared attention, social-problem solving, development of creative ideas and collaborative music making. The goals of the group relate to the students classroom goals.

Music Therapy at Rebecca School focuses on building relationships through involvement in a variety of interactive music making experiences. Within the therapeutic musical relationship, the primary intent is to deepen avenues for relatedness, communication, expression and emotional processing. In Music Therapy, we foster dynamics of the musical process, not the outcome of a musical product. The musical experiences are co-created with the students providing opportunity for meaningful musical dialogues. A student does not need to have specific musical skills to benefit from music therapy.

In addition to the principles of the DIR©/Floortime™ model, the music therapists at Rebecca School utilize the principles of Nordoff-Robbins Music Therapy. Essential to this is the concept of the musical child: the belief that there is an inborn musicality residing in every human being that can be activated for personal growth and development. This self-actualizing potential is most effectively awakened through the use of improvisational music in which the individual’s innate creativity is used to support development. The music in each session is created with sensitivity and artistic mastery, utilizing all the elements of music; rhythm, melody, tempo, dynamics, and timbre with full range of expression and variety of musical styles and use of authentic musical modes.

Students at Rebecca School can receive Music Therapy individually or in a group setting. Individual and Small Group Music Therapy sessions are part of the mental-health services provided to students who are mandated for counseling services. The mental health team determines if Music Therapy is an appropriate medium to meet the individual’s mental health needs. This is based on how music making experiences utilized within a therapeutic relationship can support the students regulation, range of expression, coping strategies and ability to engage in long continuous back and forth interaction in emotional meaningful experiences. Music Therapy goals parallel the Functional Emotional Developmental Capacities, and are individualized to meet each student’s unique strengths and needs. Classroom Group Music Therapy sessions provide a variety of music making experiences to allow students opportunities for peer interaction. Focus on shared attention, social-problem solving, development of creative ideas and collaborative music making. The goals of the group relate to the students classroom goals.

Music Therapy at Rebecca School focuses on building relationships through involvement in a variety of interactive music making experiences. Within the therapeutic musical relationship, the primary intent is to deepen avenues for relatedness, communication, expression and emotional processing. In Music Therapy, we foster dynamics of the musical process, not the outcome of a musical product. The musical experiences are co-created with the students providing opportunity for meaningful musical dialogues. A student does not need to have specific musical skills to benefit from music therapy.

In addition to the principles of the DIR©/Floortime™ model, the music therapists at Rebecca School utilize the principles of Nordoff-Robbins Music Therapy. Essential to this is the concept of the musical child: the belief that there is an inborn musicality residing in every human being that can be activated for personal growth and development. This self-actualizing potential is most effectively awakened through the use of improvisational music in which the individual’s innate creativity is used to support development. The music in each session is created with sensitivity and artistic mastery, utilizing all the elements of music; rhythm, melody, tempo, dynamics, and timbre with full range of expression and variety of musical styles and use of authentic musical modes.

Students at Rebecca School can receive Music Therapy individually or in a group setting. Individual and Small Group Music Therapy sessions are part of the mental-health services provided to students who are mandated for counseling services. The mental health team determines if Music Therapy is an appropriate medium to meet the individual’s mental health needs. This is based on how music making experiences utilized within a therapeutic relationship can support the students regulation, range of expression, coping strategies and ability to engage in long continuous back and forth interaction in emotional meaningful experiences. Music Therapy goals parallel the Functional Emotional Developmental Capacities, and are individualized to meet each student’s unique strengths and needs. Classroom Group Music Therapy sessions provide a variety of music making experiences to allow students opportunities for peer interaction. Focus on shared attention, social-problem solving, development of creative ideas and collaborative music making. The goals of the group relate to the students classroom goals.

Music Therapy at Rebecca School focuses on building relationships through involvement in a variety of interactive music making experiences. Within the therapeutic musical relationship, the primary intent is to deepen avenues for relatedness, communication, expression and emotional processing. In Music Therapy, we foster dynamics of the musical process, not the outcome of a musical product. The musical experiences are co-created with the students providing opportunity for meaningful musical dialogues. A student does not need to have specific musical skills to benefit from music therapy.

In addition to the principles of the DIR©/Floortime™ model, the music therapists at Rebecca School utilize the principles of Nordoff-Robbins Music Therapy. Essential to this is the concept of the musical child: the belief that there is an inborn musicality residing in every human being that can be activated for personal growth and development. This self-actualizing potential is most effectively awakened through the use of improvisational music in which the individual’s innate creativity is used to support development. The music in each session is created with sensitivity and artistic mastery, utilizing all the elements of music; rhythm, melody, tempo, dynamics, and timbre with full range of expression and variety of musical styles and use of authentic musical modes.

Students at Rebecca School can receive Music Therapy individually or in a group setting. Individual and Small Group Music Therapy sessions are part of the mental-health services provided to students who are mandated for counseling services. The mental health team determines if Music Therapy is an appropriate medium to meet the individual’s mental health needs. This is based on how music making experiences utilized within a therapeutic relationship can support the students regulation, range of expression, coping strategies and ability to engage in long continuous back and forth interaction in emotional meaningful experiences. Music Therapy goals parallel the Functional Emotional Developmental Capacities, and are individualized to meet each student’s unique strengths and needs. Classroom Group Music Therapy sessions provide a variety of music making experiences to allow students opportunities for peer interaction. Focus on shared attention, social-problem solving, development of creative ideas and collaborative music making. The goals of the group relate to the students classroom goals.

Music Therapy at Rebecca School focuses on building relationships through involvement in a variety of interactive music making experiences. Within the therapeutic musical relationship, the primary intent is to deepen avenues for relatedness, communication, expression and emotional processing. In Music Therapy, we foster dynamics of the musical process, not the outcome of a musical product. The musical experiences are co-created with the students providing opportunity for meaningful musical dialogues. A student does not need to have specific musical skills to benefit from music therapy.

In addition to the principles of the DIR©/Floortime™ model, the music therapists at Rebecca School utilize the principles of Nordoff-Robbins Music Therapy. Essential to this is the concept of the musical child: the belief that there is an inborn musicality residing in every human being that can be activated for personal growth and development. This self-actualizing potential is most effectively awakened through the use of improvisational music in which the individual’s innate creativity is used to support development. The music in each session is created with sensitivity and artistic mastery, utilizing all the elements of music; rhythm, melody, tempo, dynamics, and timbre with full range of expression and variety of musical styles and use of authentic musical modes.

Students at Rebecca School can receive Music Therapy individually or in a group setting. Individual and Small Group Music Therapy sessions are part of the mental-health services provided to students who are mandated for counseling services. The mental health team determines if Music Therapy is an appropriate medium to meet the individual’s mental health needs. This is based on how music making experiences utilized within a therapeutic relationship can support the students regulation, range of expression, coping strategies and ability to engage in long continuous back and forth interaction in emotional meaningful experiences. Music Therapy goals parallel the Functional Emotional Developmental Capacities, and are individualized to meet each student’s unique strengths and needs. Classroom Group Music Therapy sessions provide a variety of music making experiences to allow students opportunities for peer interaction. Focus on shared attention, social-problem solving, development of creative ideas and collaborative music making. The goals of the group relate to the students classroom goals.

Music Therapy at Rebecca School focuses on building relationships through involvement in a variety of interactive music making experiences. Within the therapeutic musical relationship, the primary intent is to deepen avenues for relatedness, communication, expression and emotional processing. In Music Therapy, we foster dynamics of the musical process, not the outcome of a musical product. The musical experiences are co-created with the students providing opportunity for meaningful musical dialogues. A student does not need to have specific musical skills to benefit from music therapy.

In addition to the principles of the DIR©/Floortime™ model, the music therapists at Rebecca School utilize the principles of Nordoff-Robbins Music Therapy. Essential to this is the concept of the musical child: the belief that there is an inborn musicality residing in every human being that can be activated for personal growth and development. This self-actualizing potential is most effectively awakened through the use of improvisational music in which the individual’s innate creativity is used to support development. The music in each session is created with sensitivity and artistic mastery, utilizing all the elements of music; rhythm, melody, tempo, dynamics, and timbre with full range of expression and variety of musical styles and use of authentic musical modes.

Students at Rebecca School can receive Music Therapy individually or in a group setting. Individual and Small Group Music Therapy sessions are part of the mental-health services provided to students who are mandated for counseling services. The mental health team determines if Music Therapy is an appropriate medium to meet the individual’s mental health needs. This is based on how music making experiences utilized within a therapeutic relationship can support the students regulation, range of expression, coping strategies and ability to engage in long continuous back and forth interaction in emotional meaningful experiences. Music Therapy goals parallel the Functional Emotional Developmental Capacities, and are individualized to meet each student’s unique strengths and needs. Classroom Group Music Therapy sessions provide a variety of music making experiences to allow students opportunities for peer interaction. Focus on shared attention, social-problem solving, development of creative ideas and collaborative music making. The goals of the group relate to the students classroom goals.