Overview
The Music Therapy Center of California (MTCCA) implemented the Peer Tutor Program in 2004 to bring together “typical” peers without disabilities and children and adolescents with special needs (ages 2-19). The purpose of this program is to help develop social relationships between children/adolescents and their peers. This is accomplished by training peers to model, assist and prompt children/adolescents during group music therapy sessions and through our camps. Motivated and responsible high school and college students who are exploring music, health and teaching fields are invited to apply for positions in this program. Peer models and children/adolescents with special needs alike learn from each other during success-oriented, interactive music therapy sessions.
Testimonials
Vickie has a Bachelor of Music degree from University of New Haven (in CT) where she completed a senior thesis entitled “Perceptual Determinants in Emotional Responses to Music”. She has studied classical piano and voice and is learning to play the guitar. During the past five years Vickie has written music for and sung with a local band. She also volunteers with the International Rescue Committee, tutoring high school refugee students.
Vickie says that the group “is everything I hoped it would be. More than anything else, what I wanted from volunteering was to be able to share the experience of music with this group. I notice that they glance over now to see if I’m participating, and when they see that I am, they start to play more enthusiastically. That to me shows the power of music; to allow communication between people who may not normally have communicated; which is always a goal of mine when I play. I do think I am benefiting the guys in the group. Socially, I think it’s a benefit to have someone there to interact with that is your peer- not your parent, teacher, doctor, therapist, etc. Even with the musical aspect removed, I feel they are benefiting just from the act of being introduced to someone new, and the process of learning and getting to know one another.”
Vickie recommends that others volunteer as a peer tutor. “I think it is a common misconception that in order to participate in these music therapy sessions you have to be a super skilled musician. I think anyone with a love for music or a desire to work with those with disabilities can be a great benefit. Plus, you end up having a really good time!”
Nicole has been a Peer Tutor for several months. She finished her Master of Education at the University of San Diego in 2004. She currently coaches basketball, substitute teaches, and will soon complete her teaching credential. Nicole applied to the program because “Music has acted as my form of therapy since I can remember. I can only imagine the power it can have with people with special needs.” In talking about her experiences as a Peer Tutor, Nicole said, “I feel that I benefit from the group every time I am there as well as the group members. They always find a way to put a smile on my face. I am often amazed at how well we all work together and I love watching them really get into a session.” Nicole recommends the Peer Tutor Program to “future, and even experienced teachers” because they can learn a lot from the children and adolescents in the group. She feels that there is a lot of “misconception that people have about students with special needs. I think that many people would be amazed at what they see.” Nicole brings a lot of enthusiasm to the group and she is always excited to be there to encourage them.
Another Peer Tutor applied for the position because “I am majoring in music and have been interested in a career in music therapy. With my experience tutoring my nephew with autism, I have become very interested in music therapy. I hope that by volunteering for MTCCA, I will gain information and experience [to help me make] my future career choices.”