After many years of research and clinical experience of using music and the concept of the mother's voice in neonatology, the author investigates these topics in more detail via a literature review. Informed by research from bio-psychosocial contexts, developmental psychology, neuroscience, psychoanalysis, psychotherapy and music therapy, a comprehensive overview of literature relevant to music therapy in neonatology is explored. The author's stance is stated in relation to this range of perspectives.

This article describes the role of music therapy in neonatal work and introduces two US-banded music therapy advanced-training programmes in Florida and New York City aimed at music therapists who are interested in working in neonatal care. Advanced training is common in the United States and is relevant for therapists wishing to specialise in particular areas of work, or to further extend their general clinical skills. The task of achieving a high professional level of music therapy practice that supports the use of different therapeutic approaches and guarantees therapist mobility within Europe is a unique challenge. There is a review of the two existing neonatal music therapy training programmes and an exploration of how similar courses might be designed and implemented in Europe, along with a list of recommendations. The authors suggest that training opportunities would serve to further raise the professional profile of music therapy in Europe and establish this young and expanding field as an important therapeutic approach in neonatal care.

This essay examines the close relationship between the development of the self and the human voice, with reference to key theorists such as Jung, Winnicott and Stern. The focus is on an exploration of how these theories can be combined with out knowledge of the early vocal communication systems in the mother-infant dyad as a means of enhancing the quality of our voice work in music therapy practice. Music-therapy and related literature in this area will be summarised, and the need for detailed studies in a wider range of clinical settings will be highlighted. Case example will enable exploration of the application of these psychological concepts in work with children and young people with learning disabilities and autism, showing examples of shifts and developments which were seen to be direct results of working with the voice.

This essay describes the journey of a student music therapist working with David and adult with a learning disability and mental health problems. Through thinking about this work I present an overview of changes in my approach and understanding of learning disability. This is followed by a discussion about mental health, the complexity of diagnosis, and the prevalance of mental ill-health in people with learning disabilities. I consider Sinason's theory of Secondary handicap and link this with (omit Carol) Robbins and Robbin's notion of 'the condition child', and via the clinical work with David I think about how music therapy might help reveal a 'music child'.