Emma is a student with a diagnosis of Autism who experiences high levels of anxiety and limited peer interaction. She was referred to Music Therapy to reduce anxiety, promote self expression and develop social interaction skills through creative engagement.
At the beginning of Therapy, Emma found it difficult to participate. She would sit silently, cover her ears and vocalise softly – coping strategies she uses when feeling overwhelmed. Instead of encouraging active participation immediately, I adopted a gentle, non intrusive approach, playing quiet, familiar melodies on the guitar while sitting beside her. Gradually, Emma began to respond.
A breakthrough occurred when she removed her hands from her ears during a familiar song, marking the beginning of trust in our therapeutic relationship. As sessions continued, Emma’s confidence grew. She began to explore the guitar and piano, and moved from free improvisation to structured musical interactions that involved turn-taking and shared attention.
This progress also extended beyond Therapy sessions. According to her class teacher, Emma:
Appeared less anxious and more emotionally regulated
Participated more confidently in after-school music activities
Began connecting more meaningfully with peers
Emma’s teacher’s feedback:
“Since starting Music Therapy, Emma seems less anxious and stressed. She’s more confident joining in with musical activities, which has helped her feel calmer, engage better in class and connect more with other students.”
By Omer Plotniarz, Music Therapist, Ealing Music Therapy.