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music therapy Tag

As I wrap up my music therapy internship at The Music Therapy Center of California, I’ve found myself reflecting deeply on the experiences that shaped me, both as a clinician and as a person. This internship has been more than just a stepping stone toward professional certification; it’s been a space for transformation, where theory met practice, and where I discovered what kind of music therapist I want to be.

Here are some of my most meaningful takeaways:

1. Regulation Comes Before Communication

One of the most powerful clinical truths I learned was that regulation must come before communication, cognition, or academic learning. Many of the individuals I worked with, especially those with vision impairments, sensory differences, or sensitivity to certain things, could not fully engage until they first felt safe in their environment.

With these clients, music became a co-regulatory tool. Whether through steady rhythmic grounding, familiar musical routines, or vocal mirroring, I learned how to use music as a way to meet clients exactly where they were. This approach helped build trust, reduce distress, and open the door to expressive language and interpersonal connection.

2. STRUCTURE CAN UNLOCK CREATIVITY

Before this internship, I worried that too much structure might limit spontaneity in sessions. What I’ve learned is that for many clients, especially those who experience unpredictability as threatening, structure is what allows creativity to emerge safely.

Predictable musical forms, clear visual cues (e.g. schedules), and repeated routines created a secure framework within which clients felt free to take risks. One of my clients began improvising their own lyrics once they could count on the consistent musical flow. The structure didn’t restrict expression, it unlocked it.

3. Collaboration is a Clinical Skill

Interdisciplinary collaboration was a core part of this internship. I worked alongside speech therapy goals, and other music therapists offering a different lens on the client. Whether it was collecting shared data on communication goals, aligning intervention themes with classroom curriculum, or integrating AAC (Augmentative and Alternative Communication) strategies into music sessions, I learned that collaboration is more than cooperation, it’s a clinical skill in itself, and it is not an easy one! As a student, I was always too afraid to ask for help, or even just a different opinion. “I can do this myself, I don’t need to bother anyone else” was very often my thinking. I am thankful that I learned to break this habit quickly during my internship. Hearing (and asking for) a different perspective on interventions is what made my skills grow most. 

4. SIMPLICITY IS POWERFUL

As an intern, I often felt pressure to prove my creativity or clinical range. But time and again, I witnessed how simple, consistent interventions made the biggest impact. A two-chord song with a steady beat. A visual instrument choice board. A familiar “hello” song with a predictable turn-taking pattern.

These “small” things were often the key to participation, especially for students with limited language or regulation challenges. I learned to stop chasing novelty and instead focus on what truly supported the client’s success.

5. Who I Am Matters as Much as What I Do

This internship reminded me that music therapy is more  about therapeutic presence than it is about performance. Performance often centers on precision, presentation, and audience reaction, but in therapy, the focus is on connection and responsiveness.

Clients responded not just to what I offered musically, but to the energy I brought into the space. My tone, my openness, my ability to wait, to listen, to respond gently. All of these “non-musical” elements shaped the therapeutic relationship.

I learned to trust myself more, to trust that who I am, when grounded and intentional, is just as therapeutic as the interventions I plan and facilitate. That’s not something you can find in a textbook. It’s something you earn through experience.

Looking Ahead

As I prepare to transition from intern to professional (MT-BC pending), I carry these learnings with me as both tools and touchstones. I’m proud of the work I’ve done, the clients I’ve met, and the moments of growth I’ve shared with my supervisors and colleagues. This internship has shaped the way I see the field, and myself within it.

Music therapy, I’ve learned, is not about fixing anyone. It’s about witnessing, supporting, and making space for what’s already present in someone’s story. That will always be the heart of my work.

Amelia Elbendary

One of the most impactful aspects of my internship was developing practical consultation materials designed to support educators and therapists (e.g. speech therapists, occupational therapists, etc.) in the special education school setting. These tools were created specifically for students receiving music therapy services as part of their Individualized Education Programs (IEPs).

For context, when a student receives music therapy as a related service on their IEP, the intervention must support access to their educational goals. Music therapy in this context is not standalone, it is carefully aligned with existing IEP objectives to help the student make meaningful progress in areas such as communication, motor planning, social skills, or emotional regulation.

The goals and created interventions were:

Goal: By 4/22/2026, when engaged in various classroom activities (e.g., morning meeting, rotations, free choice), Student X will be able to request and respond through use of 3-4 word phrases via spoken words or on their AAC device in 4/5 opportunities given no more than 2 direct models and/or gestural prompts as needed across 3/3 activities as measured by SLP logs.

  • Sentence Frames: Musical sentence frames paired with visual cues were designed to scaffold language development. These frames provided predictable structures such as “I feel ___ ” or “I want  ___ ” set to simple melodies. This approach gave students a framework for expressing feelings and desires even when verbal skills were limited or emerging.

__________________________________________________________________

Goal: By Plan Review 2025, when participating in a descriptive language task and given a familiar visual(s) and sentence frames, student X will respond using a preferred mode of communication (e.g. verbal expression, AAC) to a wh-question regarding category, feature, and/or function to describe similarities between 2 or more objects in 8/10 trials across 2 consecutive probes as measured by by SLP, music therapist, and staff data (Categories/objects chosen will be aligned to the greatest extent with the general education curriculum in which student is participating: e.g. human body parts will focus on life science functions of major body parts like the heart and digestive system)” identifying what is similar and different

  • Body Part Similarity Song: This intervention was designed to support the student’s use of descriptive language through music by identifying similarities between two or more body parts. Using rhythmic songs alongside familiar visuals and sentence frames, the student was prompted to respond to WH-questions such as “What is the same?”, “How are they alike?”, and “What do they both do?” The songs focused on body parts aligned with general education life science content (e.g., the heart, brain, and stomach) and encouraged the student to describe shared features, functions, or categories. Responses were made using the student’s preferred mode of communication, either verbally or with an AAC (Augmentative and Alternative Communication) device, which supports individuals with limited or no verbal speech. Music and movement were incorporated to support attention, engagement, and sensory integration while reinforcing concepts of comparison.

Creating these consultation tools was a rewarding experience that underscored the power of collaboration between music therapy and educational teams to foster meaningful growth. While I haven’t implemented these in session yet, the point of making consult materials is to target goals in a new and creative way that increases a student’s access to musical ways of learning in the classroom, and to meet the specific needs of a client. These interventions are given to therapists, teachers and aides  with directions on how to implement the resources  in session, and how to adapt it and generalize concepts outside of session. 

Amelia Elbendary

Following extensive research and planning, the second part of my special project focused on the case study which included hands-on implementation and data collection. The client I selected for the eight week case study was a 23-year old client with vision impairment receiving weekly individual music therapy sessions centered on vocal improvisation.

Each session was carefully structured to offer choices and autonomy, allowing the client to engage with the music in ways that felt safest and most meaningful. Using a simple anxiety rating scale (0–5), emotional states were tracked pre- and post-session. During these sessions, consistent reductions in anxiety were reported by the client after each session. Beyond quantitative measures, qualitative session narratives revealed a growing trust between client and therapist. For example, in one session, the client began a vocal improvisation with the phrase, “When mom told me my primary caregiver was not coming today, I felt a tightness in my chest, and a feeling like I was going to cry.” which led to a co-created musical dialogue about unpredictability and feeling overwhelmed. In later sessions, the client appeared more comfortable taking musical risks, initiating new ideas, and expressing complex emotions through both lyrics and instrumental choices.

This clinical case study phase affirmed the potential of music therapy as a unique and adaptable intervention for emotional regulation in this population. It also challenged me to remain flexible, attuned, and recognize that emotional safety is as important as the musical content itself.

The project deepened my appreciation for music’s ability to provide a predictable yet creative outlet, especially for individuals whose sensory worlds require thoughtful adaptation. It was incredibly rewarding to witness moments of expression, connection, and calm emerge through intentional, tailored to the client, shared musical experiences.

Amelia Elbendary

Throughout my internship, I embarked on a special project titled Hearing the Whole Picture: Music Therapy and Emotional Regulation in Individuals with Vision Impairment. This blog post delves into the foundational research and conceptualization that shaped the project’s direction.

From the outset, I was drawn to the question: How can music therapy serve as a bridge to emotional expression and regulation for individuals who navigate the world primarily without sight? Visual impairment often brings sensory challenges beyond vision alone, including heightened vulnerability to anxiety and emotional dysregulation. I sought to create a framework that addressed these interconnected needs.

Immersed in a thorough literature review exploring neurodevelopmental research and existing music therapy models tailored to sensory impairments. I also integrated clinical insights from professionals such as The team at The Music Therapy Center of California and Dr. Hillier, whose expertise helped ground the project in real-world applicability.

This process was essential for building a theoretical foundation that emphasized safety, predictability, and sensory sensitivity. The research process was a powerful learning journey, highlighting the importance of interdisciplinary collaboration and personalized care in music therapy.

  • Amelia Elbendary

After 6 musical, educational, tireless (and tiring!), and rewarding months, I can say that I have officially finished my internship here at MTCCA! This journey has been a beautiful mix of learning, growth, hard work, and persistence. As I come down to my last week of in-person hours, I have found myself reminiscing and reflecting on my experiences over the last 6 months. Here are my top 10 key learnings that I’d like to share:

  1. Give yourself grace
    1. Mistakes are inevitable, normal, and EXPECTED! But most of all, they are opportunities to learn. I owe it to myself to remind myself that I began this internship to learn. Becoming comfortable with the reality of making mistakes, and becoming comfortable with the practice of self reflection after making mistakes has helped me stay grounded and present during these 6 months.
  2. ASK. QUESTIONS.
    1. I am a firm believer that asking questions is an effective way to learn and gain a deeper understanding of the people and experiences around you. It demonstrates your interest and engagement in what others are sharing, teaching or showing you. Don’t be afraid to ask questions, even if it seems minute or silly, every question has value. Internships are all about learning and growing, so I strongly encourage interns to ask questions!
  3. Maximize your time-even your drive time
    1. With a packed schedule that takes me all around the greater San Diego area, I learned that every minute (whether it’s inside or outside of your car) is precious. Drive time can be used to learn new client-preferred songs, mentally review your session plans, talk through interventions or session ideas (I recorded my monologue on voice memos!) or simply sit in silence! 
    2. Have a few extra minutes before you go into another session? You can start a previous client’s session data, review your session plan or client profiles, jot down some ideas, there is always something you can do that sets yourself up for success down the line. 
  4. Work ahead
    1. Something I wish I did more frequently was work ahead. I cannot stress this enough-you will be TIRED! As an intern, you owe it to yourself to get some you time; planning ahead for sessions or assignments can help you carve out your much deserved rest and relax time. 
  5. SLEEP, EAT, CLEAN
    1. It sounds simple and obvious, but can easily be overlooked when you’re busy or overwhelmed. Prioritizing basic self-care–getting enough rest, nourishing my body and maintaining a clean living environment-can help you have control within your busy schedule. Pro tip: don’t forget to take some time to clean out your car (aka your mobile office). There were several times that I would arrive at a session and not be able to find a specific visual or instrument-only to find it tossed under a seat or hidden within another part of my car. 
  6. When in doubt, I, IV, V it out!
    1. This has become my musical mantra. When improvising a song or writing a new song for a client, leaning on the trusty I, IV, V chord progression kept me grounded. It’s a simple yet powerful tool that is easy to learn, memorize, and use in a pinch for a range of clients and musical needs.
  7. Trust in yourself! Believe in yourself!
    1. There were several moments when self-doubt would creep in, but trusting in my skills and believing in myself made all the difference. Confidence isn’t just about relying on what you know; it’s about trusting that you will be able to adapt and figure things out along the way-all part of the learning process!
  8. Practice makes permanent
    1. The repetition of practice isn’t solely about perfecting something or ‘getting it right’, it’s about creating lasting, concrete habits. Be intentional about how and what you practice during internship. For example, I realized that I had taught myself a guitar chord progression completely wrong and boy was it a pain to un-learn and re-learn it correctly! 
    2. This also applies to daily life practices. The more that you stay up late and work after long days, the quicker you will run yourself down! The more that you put yourself in a time crunch in the mornings, the more likely you are to forget some breakfast, your coffee and your mind when you walk out the door! Be intentional with your self-care practices
  9. Velcro a pic onto your guitar
    1. I learned this from other therapists on the team; use Velcro stickers to attach a pic on your guitar for reliable and easy access. I put mine on the back of my guitar head and use it every time I use my guitar! Simple, yet mind-blowingly smart to me 🙂
  10. Don’t forget to stop and smell the roses (or the sea breeze)
    1. Amongst the hustle and grind, it’s very easy to lose sight of the beauty that surrounds me every day. I live in beautiful San Diego, California for crying out loud! Roll down your windows on the freeway and smell the salty ocean, admire the beautiful sunsets that paint the sky every evening, stand in the sunshine, go hug a palm tree and put a smile on your face! Take the time to absorb and appreciate the little moments during your internship!

This internship has been an unforgettable chapter filled with countless learning opportunities and challenges that pushed me to grow as not only a therapist, but as a person. I’ve learned how to engage with fellow professionals (both music therapists and non music therapists alike), how to advocate for our profession, how to be present and how to be an overall better musician for myself and my clients. 

I’m immensely grateful for the guidance of my supervisors, the support of my amazingly talented coworkers and the love and encouragement from my family back home in Kansas City. Above all, I’m grateful to the incredible clients who trusted me in my learning process and taught me more than they will ever know. 

To those beginning their internship, I hope these reflections can inspire you to begin your journey with an open mind and heart. Celebrate the little victories along the way, and don’t forget to look back on how far you’ve come.

To MTC, Banding Together and every San Diegan I have met over the past six months: THANK YOU. Your guidance and support have made this experience truly life-changing and I will be forever grateful!

Link to Powerpoint Presentation

When I began my internship, I was prompted to brainstorm and create my ‘Why’ presentation where I explain why I began this career path. I have been fortunate enough to have a background with music therapy that opened my eyes to the beauty and effectiveness of what I do today. 

My ‘Why’ is rooted in the moments of connection I’ve witnessed—moments when music therapy brought light and life to my loved ones in their most vulnerable times.

My family would say that my musical journey began before I could even talk. There are countless stories of my parents or siblings listening to me singing and humming nonsense from the backseat of the car or by myself in my bedroom. According to my parents, little Mia used to sing and dance around any room she entered and make any platform a stage. 

I was in every kind of dance class, theatre group, or sports team that I could be in and was always excited to be part of something that involved a performance. After graduating from the Kindermusik program at age 7, I began piano lessons with my Kindermusik teacher, Miss Amy (see photos below)!

Mia and Miss Amy (around age 7)

Mia and Miss Amy circa 2024 (age 21)

Shortly after I started piano, I joined my elementary school band playing clarinet! I only lasted a year on clarinet before switching to the oboe, which I played all the way through college. Throughout grade school and high school, I was part of the Youth Symphony of Kansas City, attended the Midwest Music Camp at KU and had the opportunity to play in beautiful venues around Kansas City. 

While being part of the piano, band, orchestra world, I was also heavily involved in the Allegro Choirs of Kansas City from 4th-12th grade! I was fortunate enough to travel across the country performing with Allegro including D.C., Oregon, Nebraska, Oklahoma and New Orleans. During my high school years, I also participated in district and all state band/choir. 

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I was also a theatre kid for a brief period of time in high school, before the pandemic hit, canceling all productions and events. Up to this point in my life, it’s pretty apparent-music was at the center of my life. I was blessed with parents that supported me in my musical endeavors and allowed me to participate in every activity possible to me. Continuing with music as I went into college seemed like the obvious and most appropriate choice for me.

I’ve explained my musical WHY, now I will share the core of my WHY. 

My grandma Vivian moved in with my family when I was around 3 years old, so growing up, I never knew a life without her in it. She was my biggest cheerleader with the most quiet and calming presence of anyone I have ever known. She always had a twinkle in her eye, was always up for an adventure, especially when it involved something chocolate. She taught me what hard work and determination can do, and just how important it is to be kind to others. When I was a sophomore in high school, my grandma entered in-home hospice care. Through her hospice, she was able to receive weekly music therapy services. Whenever possible, I had the privilege of being part of my grandma’s music therapy sessions. We used to sing songs together, reminisce about her childhood and write songs together in some capacity in every session. 

My grandma’s health was declining steadily over the last two years of her life. I had cared for her through the ups and downs of her health, and had never seen any therapy or medication make her as happy or alive as music therapy did. There was always a noticeable difference in my grandma’s state of arousal and alertness after sessions, and I wanted to be a part of it. Her amazing music therapist, a graduate from the University of Kansas, informed me about both the profession and KU’s program. And from there, the rest is history! 

While in my sophomore and junior years of college, I lost both of my grandfathers. I was extremely fortunate to have been a part of both of their music therapy journeys before they passed. My maternal grandfather received music therapy in his memory care facilities, and I was fascinated as to how much music triggered his long term memory. He oftentimes couldn’t remember my name, but he always remembered how much he loved Frank Sinatra and his music! My paternal grandfather received in-home music therapy through hospice, similar to my grandmother’s experience. We were able to have my grandmother’s music therapist provide his services along with her intern who was an old classmate of mine at KU! It was truly an honor to sing with both of them being amazing musicians and human beings! Being able to sing for my grandfather in his final days will always hold a special place in my heart. 

These people, experiences, and amazing moments of music have guided me to where I am today. I am so thankful for every person that has been a part of my journey however big or small of a role. To every person that has supported little Mia as she sang or performed wherever she went-you are part of my ‘why’. 

I do what I love because I love what it can do for others, and what it has done for me. Bringing even a fraction of the comfort and peace that music therapy gave my family is not just my goal-it is my purpose.  

  • Mia Falcon

Continuing from my previous post on Jam Sessions, I wanted to share a few of the many tips and tricks I have learned over the course of my 30 Jam Sessions. Before every session, we have a brief volunteer meeting where we welcome newbies, share tips and advice for a successful  Jam. Here are some of my go-to tips for new volunteers!

  1. Always assume competence over incompetence
    1. It is always good to remember that participants are in the age range of high school to older adult seniors. Treat them with respect, and always assume that they understand your directions or communication. 
  2. Give binary choices-not yes or no questions
    1. Asking yes or no questions gives the clients the opportunity to say ‘no’ and close them off from participating. I find that both participants and volunteers are more successful when framing questions with binary choices (e.g.‘Do you want a green drum or a red drum?’)
  3. Refer back to the prompting hierarchy
    1. When interacting with and assisting clients, it can be helpful to refer back to the Banding Together prompting hierarchy.
      1. Say it
        1. Provide a verbal instruction, e.g. ‘Let’s grab a drum’
      2. Show it
        1. Model the desired action, show what you want them to do, e.g. getting up and walking towards a drum
      3. Tap it
        1. Providing a gentle physical tap on the arm while giving verbal direction
      4. Assist it
        1. Using gentle hand over hand assistance to complete a direction

Guy, J., Neve, A. (2016). Teaching Social Skills Through Song: A Music Therapy Learning Hierarchy for Children with ASD. Infographic. Imagine Childhood Magazine. Vol 7, no 1 p 96-97. https://issuu.com/ecmt_imagine/docs/imagine_7_1__2016 

  1. Read participant profiles
    1. Every participant has a profile sheet, filled out by caregivers or parents, that detail their likes, interests as well as  potential triggers. Reading this information helps connect volunteers with participants and can help avoid unintentionally triggering them during the session. 
  2. Dance like no one is watching-participants won’t judge you, so don’t judge yourself!
    1. Match the participants’ energy whenever possible!
  3. The more you give-the more you get
    1. When leading Jam Sessions, it is imperative that you are engaging, positive and a little bit silly at times. The more intention, energy and musicality you put into your words and actions, the more the participants will engage with you and respond positively. 

All in all, Jam sessions are a great way to gain experience working with individuals with disabilities, make meaningful connections, and make great music! Jam Sessions would not be possible without the help of dedicated volunteers. If you or someone you know wants to volunteer, below is a link to the Banding Together website to sign up and learn more about Jam Sessions! 

https://bandingtogethersd.org/what-we-do/jam-sessions/participate/

Happy Jamming!

Mia Falcon

One of my favorite experiences has been Jam Sessions through Banding Together. Banding Together is a partner non-profit founded  by Angela and Julie that hosts Jam Sessions led by board-certified music therapists for individuals 13+ years of age with varying developmental and intellectual disabilities. I participated in 2 nights of Jam Sessions every week. As senior intern, my role included providing musical support, leading drum circles, acting in skits and even standing in as a guest musician! 

Jam sessions are a great music-based social group experience for participants. There are opportunities for clients to practice social skills amongst peers like themselves.  Participants work on active listening, turn taking, how to participate or engage in group activities and conversations, following verbal, visual and musical directions, and musical entrainment through drum circles. 

Jam Sessions are run primarily the same every week with a schedule that includes: 

  • Welcome-targeting social reciprocation and greetings.
    • The hello song helps bring the group alive and oriented to the space, their peers and the music. When leading, I love to use a microphone and move around the room, interacting with clients and giving them a chance to sing over the speakers! 
  • Drum Circle-targeting active listening, group cohesion, musical entrainment, and turn taking
    • When I’m not leading drum circles and have the opportunity to sit in the circle with participants, I find so much joy in the little moments created within the music making. Whether it is a participant locking in to a drum leader, participants facial expressions between each other, or their laughter at a silly moment, there are countless small meaningful connections amongst participants and volunteers alike. 
  • Social Skills Skit-focusing on a new social skill concept every week by coordinating with the semesters theme (i.e. Beach Jam, Jungle Jam). Social skills can include active listening, how to have an adaptable or flexible brain, how to participate in a group context, how to join peers in conversation, how to use visual and auditory context clues when engaging with others, etc.
    • Having the pleasure of acting in several skits throughout my time at Jam Sessions has been such a joyful experience. Whether it’s a silly ice cream shop worker or a safari guide, I have seen countless participants engage and respond positively to social skill skits. 
  • Guest Musician/Live Stream-The guest musician will play 1-2 songs while participants are given the space to move, dance, and play instruments around the room. This performance portion is live streamed to the Banding Together facebook page.
    • As a new San Diegan, I have loved meeting and making music with talented musicians from all over the San Diego area-and participants love it too!
    • Here is an example of me as a guest musician! 
  • Jam Time-one of our jammers favorite times of the night is when they get to JAM!  Participants have the opportunity to choose a song for the group to explore rock instruments (e.g. sing at the mic, play a keyboard, drumset, electric guitar, etc.) or be a back up vocalist or dancer!
    • Some of my favorite Jam session memories are dancing, singing, or making music with participants during jam time. Watching participant interactions during this time is always a highlight of my night!
  • Closing-We use our upbeat goodbye song to send participants off on a high note!

Jam sessions are truly a safe haven for the participants. We create an atmosphere where participants can know that they are not judged, not alone, free to express themselves and be included in the music no matter what. Jam Sessions create opportunities for social interaction, camaraderie and musical opportunities. It has been one of the most fulfilling and educational experiences of my internship and I am eternally grateful for the opportunity to work with these amazing participants. 

-Mia Falcon

In my time at MTC, I have had the educational and heart warming experience of running groups in a preschool setting. At this preschool, I lead two groups: a 2-3 year old group of 8-10 kids and a 3-4 year old group with 6-8 kids. The population of these clients are typically developing kids and medically fragile kids with varying diagnoses. Session planning with this age group was tough for me at first, but I quickly learned how to work off of a session ‘skeleton’ outline. Here is a typical skeleton outline for my preschool sessions with some examples that I use!

  1. Hello
    1. I use ‘Ways to Say Hello’ from Kibbles Rockin’ Clubhouse and In Harmony which prompts clients to practice verbally and physically saying hello to their peers through waving, shaking hands, and giving high fives. I find that this is a great way to get clients engaged with both myself and the group members-plus they LOVE singing and doing the actions. 
  2. Egg Shakers
    1. Shaker songs are a great way to target any sustained attention goals. Laurie Berkner is a staple in my group and lots of kiddos this age are familiar with her songs. I love using ‘I Know A Chicken’, prompting clients to shake their eggs fast/slow, high/low. Raffi is another favorite of mine and his song ‘Shake My Sillies Out’ is great! Not only fun, egg shakers are inexpensive so each child in the group has the chance to play their own instrument. 
  3. Scarves
    1. Using scarves is a great way to engage clients, target motor planning and coordination and pretend play. Like egg shakers, they’re fun, colorful, and inexpensive so each child can have their own! Stephanie Leavell of Music for Kiddos has great themed scarf songs available on Spotify. Some of my favorites are ‘Blowing in the Wind’ and ‘Swirly Whirly Scarves’. 
  4. Movement
    1. Laurie Berkner’s ‘The Goldfish Song’ and ‘We Are The Dinosaurs’ are group favorites. I love movement songs that are a little bit silly, engaging, and thematic. They also incorporate large body motor movements to get energy out and encourage creative play. 
  5. Drumming/attention
    1. After movement, I have found that interventions with percussion instruments such as bells, shakers and/or drums are effective in keeping clients engaged. I have used ‘When the Saints Go Marching In’ with drums and prompt clients to play loud/soft, fast/slow.
      1. Another way to target client attention is using visual paddles with pictures represent loud/soft, fast/slow.
  6. Book
    1. Books are a great way to lower the energy level yet still keep them engaged. I have found that books set to songs and have interactive visual components for clients work best. Clients love ‘Pete the Cat’ books! 
    2. Interactive visuals with enough pieces for each client in the group have worked best for my groups! I like to have clients bring their visual component up to the front and match it to its corresponding picture. This keeps clients engaged throughout the book as they have to pay attention in order to match their visual, wait their turn, take turns with their peers, and practice fine motor skills!
  7. Manipulatives
    1. Similar to books, interventions that require alternating attention are great for this population! For example, I like to use a farm scene with velcro farm animals for clients to use.  I pass out an  animal  to each client and prompt them to put  their animal on the farm scene while singing, ‘Old McDonald Had a Farm’. 
  8. Goodbye!

I learned that it is better to over-plan when it comes to preschool sessions, as it’s always good to have a couple of extra interventions on hand if things go awry (because they will)! Preschoolers can be unpredictable, and having “tried and true” or go-to fan favorite  interventions can refocus any session. Working with this population has been such a fun and educational experience for me. Happy new year and happy session planning!

-Mia Falcon

Hello everyone! My name is Mia Falcon, and I am the senior intern at the Music Therapy Center of California (MTC). I’m late to the game, but for my first blog post, I thought I’d tell you all a little bit about myself and how I made my way here to sunny San Diego at MTC. 

I was born and raised in Kansas City. And before you ask, I’m from the KANSAS side, but went to school on the Missouri side. I completed my Bachelor’s degree coursework from the University of Kansas in May of this 2024, and am now here at MTC to finish the final component of earning my degree-my internship. 

You might be wondering ‘Mia, why did you choose to move 1,500 miles away from home for a 6 month internship?’.  And to you, lovely reader, I would say-because why not! My family has had a tie to the San Diego area for many years and I’ve always felt a pull to southern California. I’ve visited my family here since I was a baby and have always wondered how my life could look in San Diego-somewhere so different from home. Going to school only 45 minutes away from my hometown was a blessing, but once graduation hit, I felt that I could use this opportunity to try living in a new but familiar city. 

After sending in my application, I took a trip out to San Diego to get a physical walk through of the offices and meet the internship director and co-owner, Julie for my first interview! Every source on the internet about MTC had nothing but great things to share and was very interested in the private practice setting. My undergraduate practicum experience with clients was primarily working with young children and adults. I was very drawn to the diverse clientele of MTC and the opportunities that they provide for their interns (learn about MTC’s internship).

So after 4 interviews with the lovely internship directors and supervisors, I was offered an internship position! I could barely contain my excitement and started jumping for joy the moment I got off the zoom call. Fast forward to a few months later, and it was time to move out of my college house and start packing my things to move out to California! 

Moving to a new city is no easy feat, and neither was packing for it.  Oftentimes I was asking myself questions-do I really need these heavy pants? What about two different rain jackets? What about sturdy winter boots? Sweatpants galore? My full-length winter parka? But alas, I moved here in July and had no use for my once needed cold weather clothing. Instead I packed up my business casual clothes, sandals, swimsuits, my instruments and loaded up the car for a roughly 3 day drive to the West coast!

Highlights from the drive included stopping at several different scenic lookout points across Oklahoma (yes scenic views actually exist in Oklahoma), New Mexico and Arizona, perusing shops and gas stations along Route 66, finding a restaurant called ‘The Falcon Family restaurant’ in the middle of nowhere Arizona and catching a beautiful sunset on our last night of travel in Sedona.

Looking back on my journey traveling out to San Diego, I am so glad that I pushed myself out of my comfort zone and accepted the internship position at MTCCA. As you readers will come to learn through my following blog posts, I can confidently say that this has been one of the most rewarding decisions I’ve ever made. Not only have I gained valuable professional experience, but I have also grown as a person that has learned to adapt, embrace change and find pockets of peace throughout my days at MTC. 

To any potential intern that may be reading this post, or anyone considering a similar leap of faith: take the chance! Moving to a new city, whether it be for school, work or just a fresh start-it will ultimately be an opportunity to learn more about yourself, your capabilities, your strengths and your areas of improvement. Though it will inevitably come with challenges, they will be challenges that you can learn and grow from. 

I’m excited to share some of my insights and experiences throughout my internship and can’t wait to see what San Diego has in store for me!

-Mia Falcon