Professional Development and Learning Through the Research Process

Extract

Dear Reader,

As the summer unfolds across the United States, we find ourselves enjoying a season filled with both professional growth and treasured moments with family. For example, Kimberly traveled to Aalborg, Denmark for the 11th Nordic Music Therapy Conference, where she had the opportunity to engage with colleagues, share research findings, and explore new ideas. Blythe has been involved with the Brainwaves Research Lab, an interdisciplinary neuroscience lab, spending her summer months working on several research projects. We also both prioritized spending time with our loved ones, whether through family vacations, outdoor activities, or simply enjoying time to move at a different pace. We hope that these last few months have brought you a similar blend of professional and personal enrichment.

We also continue managing the workflow of the Journal of Music Therapy and are excited to present issue 61(3). In this issue, we feature a collection of research articles that vary by population and outcomes. We begin with a scoping review by Lewis and Kim, where the authors focused on examining music interventions for reading skills in children with learning differences. The authors systematically analyze various music interventions for reading, identifying 12 articles that met their inclusion criteria. They found some evidence that music may help with reading; however, they highlight the importance of specific reporting of music interventions.