The HOMESIDE Music Intervention: A Training Protocol for Family Carers of People Living with Dementia
Abstract
:1. Introduction
2. Methods
- (1)
- a series of case vignettes illustrating how dyads may benefit from the HOMESIDE intervention
- (2)
- rationale and benefits of the HOMESIDE music activities
- (3)
- music therapists’ perceptions of delivering the HOMESIDE music intervention
2.1. The HOMESIDE Music Intervention (MI)
2.1.1. Aims and Mechanisms
- provide caregivers with music resources to meet and support the psychosocial and functional care needs of their family member;
- enhance reciprocal verbal, non-verbal, and musical communications and human connection;
- reduce behavioural and psychological symptoms of dementia (e.g., agitation, apathy, depression);
- promote mental stimulation and meaningful experiences “in the here and now” for both members of the dyad;
- promote and maintain the person with dementia’s functional independence and engagement in personally satisfying and meaningful occupations; and
- validate both members of the dyad as individuals through recognition of their unique identity and history.
2.1.2. Indirect Music-Therapy Training Program
2.2. The HOMESIDE Music Activities
2.3. Data Collection
2.4. Method for Sub-Study 1: Case Vignettes
2.5. Method for Sub-Study 2: Rationale and Benefits of Music Activities (This Sub-Study Was Completed as Part of Sarah Crabtree’s PhD Research at Anglia Ruskin University)
2.5.1. Diary Method
2.5.2. Semi-Structured Interview Method
- What musical methods worked best for you?
- What (if any) benefits did you feel you got from this music program?
2.6. Method for Sub-Study 3: Music Therapists’ Perceptions of Delivering the HOMESIDE Music Intervention (This Sub-Study Was Completed as Part of Nina Wollersberger’s PhD Research at Anglia Ruskin University)
3. Results
3.1. Sub-Study 1 Results: Case Study Vignettes
3.1.1. Beth and Stephanie
“It’s brought me and my mam closer. There’s a connection there; it’s a non-verbal connection. It’s brought something back that we’d lost, that we used to find in doing other activities.”
“As she rested in bed, I massaged her feet and hands while we listened to a relaxation CD … I thought that she was asleep, but when I stopped … she said that it was lovely. She was just resting and relaxing with her eyes closed not asleep. Spending time with my mam this way was special. I felt emotional at one point as I thought about how much I would miss her when she passes.”
3.1.2. Jack and Lucy
“We now have music most of the time. [Jack] now joins in spontaneously, or initiates clapping, swaying, foot tapping, often smiling and laughing.” Later entries show that this developed into something they “wouldn’t be without”.
3.1.3. Julie and Kate
“Another good session. Definitely has a positive effect on mum. Seems to calm her down and cheer her up if she’s a bit down. I never thought that she would respond so positively.”
3.2. Sub-Study 2 Results: Rationale and Benefits of the HOMESIDE Music Activities
3.2.1. What Musical Methods Worked Best for You?
3.2.2. What (if Any) Benefits Did You Feel You Got from This Music Program?
3.3. Sub-Study 3 Results: Music Therapists’ Perceptions of Delivering the HOMESIDE Music Intervention
4. Discussion
- Long sessions online may not be feasible for either member of the dyad. It can be easier and more acceptable to offer two to three shorter training sessions within the same week.
- Dyads are asked to prepare a place where they are comfortable and also able to see/hear the video/audio apparatus ahead of training sessions with the music therapist. The room should be free from any noise or disturbances and allow for movement without interference from obstacles such as furniture or rugs on the floor. It is also important the space is comfortable, and that the dyad can sit near one another, preferably opposite one another so they can make eye contact. Music equipment, pillows, blankets, and drinks/food should also be accessible.
- It is advisable to make a contingency plan with the dyad, such as having phones nearby in case internet connectivity or other technology issues interfere with the sessions.
- In some instances, it can be helpful for dyads to have a practice session before the first training to focus on technology issues related to music. This helps to reduce technology disruptions during the training.
- To protect privacy, music therapists should ensure that they are in a private location so that other people in their location are unable to overhear or see the session.
- When training sessions become unmanageable for the caregiver and/or PwD, the session is ended, and the music therapist follows up with a phone call later that day or the following day.
4.1. Strengths of the Intervention Noted by Music Interventionists So Far
4.2. Challenges Experienced So Far in Delivering the Music Intervention
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Increasing and maintaining engagement | Combining two activities, for example, singing and dancing/movement, may provide additional stimulation and encourage increased engagement Music that orients to activities such as songs about cooking, showering, etc., can assist in task engagement Repeat or extend activities that are evidently enjoyed or creating a meaningful response (for example, replaying a song) |
Regulating arousal and managing agitation | If the PwD is agitated, try to choose music that matches the energy of the agitation Stereotypical movements can be regulated by engaging the person with dementia’s attention to the sound of an instrument (e.g., striking a drum) and inviting them to play During moments of frustration, the caregiver could initiate active music interventions such as singing, dancing/movement to music, instrument playing, or body percussion to expel agitated energy and regulate arousal When behaviours are verbally or physically aggressive, it may indicate that the music is too stimulating, loud, emotionally disturbing, or disliked. In such cases, introduce a different music selection or gently terminate the musical activity. If the aggression continues, they might move to another activity, preferably relaxation with music, or consider taking a break from the music intervention. |
Safe reminiscence | When music evokes painful memories and causes distress, stop or change the music/activity, and/or be as supportive as possible throughout Photographs or images are invaluable resources to support memory recall and reminiscence |
Dyad Number | Number of Diary Entries | Number of Sessions Dyad Used Singing | Number of Sessions Dyad Used Movement | Number of Sessions Dyad Used Listening | Number of Sessions Dyad Used Instruments | Percentage of Positive Shared Experiences | Percentage of Positive Effects over the Day |
---|---|---|---|---|---|---|---|
1 | 34 | 0 | 0 | 33 | 0 | 68% | 56% |
2 | 38 | 2 | 6 | 34 | 3 | 89% | 79% |
3 | 33 | 51 | 21 | 59 | 30 | 100% | 100% |
4 | 62 | 39 | 43 | 57 | 24 | 60% | 65% |
5 | 71 | 20 | 4 | 26 | 22 | 93% | 85% |
6 | 28 | 58 | 59 | 60 | 38 | 93% | 89% |
7 | 79 | 5 | 7 | 38 | 0 | 90% | 89% |
8 | 50 | 31 | 24 | 31 | 23 | 76% | 56% |
9 | 76 | 11 | 14 | 30 | 5 | 43% | 34% |
10 | 31 | 71 | 3 | 71 | 68 | 71% | 71% |
11 | 98 | 14 | 6 | 10 | 10 | 82% | 81% |
12 | 58 | 29 | 23 | 48 | 23 | 97% | 83% |
13 | 84 | 41 | 70 | 73 | 13 | 82% | 69% |
14 | 67 | 30 | 11 | 36 | 12 | 78% | 55% |
15 | 67 | 22 | 6 | 54 | 7 | 84% | 64% |
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Odell-Miller, H.; Blauth, L.; Bloska, J.; Bukowska, A.A.; Clark, I.N.; Crabtree, S.; Engen, R.B.; Knardal, S.; Kvamme, T.K.; McMahon, K.; et al. The HOMESIDE Music Intervention: A Training Protocol for Family Carers of People Living with Dementia. Eur. J. Investig. Health Psychol. Educ. 2022, 12, 1812-1832. https://doi.org/10.3390/ejihpe12120127
Odell-Miller H, Blauth L, Bloska J, Bukowska AA, Clark IN, Crabtree S, Engen RB, Knardal S, Kvamme TK, McMahon K, et al. The HOMESIDE Music Intervention: A Training Protocol for Family Carers of People Living with Dementia. European Journal of Investigation in Health, Psychology and Education. 2022; 12(12):1812-1832. https://doi.org/10.3390/ejihpe12120127
Chicago/Turabian StyleOdell-Miller, Helen, Laura Blauth, Jodie Bloska, Anna A. Bukowska, Imogen N. Clark, Sarah Crabtree, Runa B. Engen, Solgunn Knardal, Tone K. Kvamme, Kate McMahon, and et al. 2022. "The HOMESIDE Music Intervention: A Training Protocol for Family Carers of People Living with Dementia" European Journal of Investigation in Health, Psychology and Education 12, no. 12: 1812-1832. https://doi.org/10.3390/ejihpe12120127
APA StyleOdell-Miller, H., Blauth, L., Bloska, J., Bukowska, A. A., Clark, I. N., Crabtree, S., Engen, R. B., Knardal, S., Kvamme, T. K., McMahon, K., Petrowitz, C., Smrokowska-Reichmann, A., Stensæth, K., Tamplin, J., Wosch, T., Wollersberger, N., & Baker, F. A. (2022). The HOMESIDE Music Intervention: A Training Protocol for Family Carers of People Living with Dementia. European Journal of Investigation in Health, Psychology and Education, 12(12), 1812-1832. https://doi.org/10.3390/ejihpe12120127