Music Therapy and Autism by Kenny

Music Therapy and Autism by Kenny - February 2022 Scholarship Essay

As I was observing a therapy session, I noticed how many patients—children with varying diagnoses of autism spectrum disorder—behaved disparately. One child screamed constantly while another suddenly acted aggressively. Why? Both reacted to the same stimulus: their music therapist announced the end of their session. Because they love and benefit from music, the children coped uniquely with the end of their session. An idea suddenly came to me: what if I personally could help autistic children through music therapy? I acted on this thought, creating a global non-profit, MusicAAA, with hundreds of members supporting my mission.

I enabled the training of advanced student musicians from all socioeconomic, ethnic, and geographic groups to manage sessions with autistic children. The children in this program selected either the drums, the xylophones, the piano, or the trumpet. Sharing my vision, supporters made my dream into a reality. Costco, Peace First, and Oriental Trading funded my instrument donation program; Florida Today, Newsbreak, and Hometown News published an article featuring my non-profit, a health foundation provided advisors, and professors and principals advertised my organization. This organization was even nominated for the Nobel Peace Prize. Parents were delighted in the improvement of their children’s attention, behavior, communication, and socialization. In response to the demand, classes were limited to ten hourly lessons per child weekly.

This program not only assisted children, but it also allowed me the opportunity to gain friends from around the world. Through my experience, my mind and my heart have opened, embracing diversity of cultures and ability. My creativity and critical thinking rose to the next level through brainstorming ways to make every therapy session more effective.

My work with MusicAAA developed many of my strongest character traits. I wielded diplomacy, for example, by connecting students from different cultures and abilities and creating compromises for students in difficult situations. Additionally, my diplomatic character was crucial in creating professional connections with heads of Autism centers and asking to be featured in newspapers.

Conscientiousness and empathy for my non-neurotypical students has been crucial to my work, allowing me to relate to the children and form supportive relationships with my student musicians. I also utilized my conscientiousness to create a diverse, inclusive work environment. By empathizing with the perspectives of my members from around the world, I saw many different ways of thinking and incorporated them all into my own work.

Finally, I believe that my work with my nonprofit demonstrates my diligence. I relied on my diligence to make judgments on behalf of MusicAAA to enhance results and meet objectives regarding finance, human resources, and advertisements. In order to evaluate an issue or problem and find a solution, I called upon my attention to detail, decision-making, and researching abilities. Without these traits, MusicAAA would be nowhere close to what it is today.

Due to this experience with MusicAAA, I developed immensely as a person, and even changed my educational and career goals to align with the mission of my nonprofit. This journey did not make me satisfied, though; it made me more resolute.

Some people say music is just a form of entertainment, but I say otherwise. If I could teach any class, it would be Music Therapy. I have a firm grasp of this discipline from my training, extensive research, and non-profit foundation. Through my experience and knowledge, I have recognized music’s dynamic therapeutic qualities and wielded its uncharted influence on hospital patients and Autistic children. By educating people about music’s potential as a restorative tool, I can improve the lives of every Autistic person.