Music Therapy as Support for Adolescent Siblings of Children with Disabilities

Written By Anna Laura McAfee, MMT, MT-BC

Adolescence is universally acknowledged as a challenging period of development, marked by significant physical changes and intense emotions. This transitional phase often induces stress and tension within families and the adolescents themselves. Moreover, it is during adolescence that the initial signs of mental health issues such as depression and anxiety may surface. For pre-teens who are siblings of children with disabilities, this phase can be particularly demanding.

While research on siblings of children with disabilities is limited, existing articles highlight both positive attributes and challenges within this family dynamic. Studies indicate that siblings of children with developmental disabilities tend to face greater adjustment difficulties compared to their peers without such siblings (Fisman et al., 2000). Aytekin (2016) discusses various academic perspectives, emphasizing increased levels of anxiety, adjustment struggles, and some attachment/relational difficulties among siblings of children with disabilities.

Contrary to these challenges, an article by Perenc and Pęczkowski (2018) suggests that siblings of children with disabilities exhibit higher levels of cognitive and emotional compassion and empathy. It could be argued that their heightened empathy and intelligence contribute to increased struggles with anxiety and emotional regulation. When combined with the typical challenges of adolescence, such as anxiety, adjustment difficulties, and attachment issues, the pre-teen development period becomes even more arduous.

Enter music as a potential solution. Music plays a crucial role in adolescent development, aiding in the formation of their identity, aligning with their emotions, and serving as a platform for forging close friendships. As Tervo (2005) asserts, "Of all the forms of therapy, music therapy holds a special place in supporting adolescent growth and development." Music therapy offers a safe space for adolescent siblings of children with disabilities to express and explore their identity while acquiring healthy coping strategies and skills. Activities like songwriting, song discussions, learning and playing instruments, or active music listening can foster self-compassion and self-identity, allowing them to navigate the challenges of adolescence more effectively.

The adolescent age is challenging and finding space to express themselves within a family dynamic that includes a child or children with disabilities can be even more taxing. Music provides solace as a familiar and established resource with adolescents. Music therapy can help to strengthen this resource and establish effective coping strategies and healthy modes of expression in a safe and open environment. 

Anna Laura McAfee, MMT, MT-BC

Hiya! I’m Anna Laura, a board-certified music therapist (MT-BC) in Nashville, TN. I’m from Western Arkansas, which is where I completed my Bachelor of Arts degree in music from the University of Central Arkansas with minors in interdisciplinary studies and psychology. During my bachelor's degree, I completed research on using music therapeutically with older adults with dementia and their family caregivers. In August 2018, I began the music therapy equivalency and master’s degree program at Appalachian State University in Boone, North Carolina. During the equivalency portion of my studies, I explored individual and group-based music therapy in older adult residential facilities, special education classrooms, after-school programs for teenagers, adult medical settings, and residential facilities for people with intellectual and/or developmental disabilities (I/DD). In December 2020, I completed my internship at Opportunities for Positive Growth in Marion, Indiana, where I provided individual and group music therapy for children, teenagers, young adults, adults, and older adults with I/DD, autism, and neurocognitive disorders.

After internship, I returned to Appalachian State to complete my master’s degree in music therapy (MMT). During my graduate coursework, my focus was mainly on promoting self-determination and self-advocacy in teenagers and young adults with I/DD who communicate in extraverbally/nonverbally. I have taken courses in play therapy, special education, and child and adolescent therapy. I have also completed a graduate practicum promoting social skills with neurodiverse college students post-COVID quarantine. In December 2021 I completed my thesis titled “Promoting Self-Determination in Individuals with I/DD who Communicate Extraverbally: Reflections and Implications for Practice”.

I have professional experience working in public schools, assisted living facilities, and inpatient and outpatient psychiatric hospitals, focusing on academic, emotional, social, and communicative strengths and areas for potential growth.

I am passionate about disability rights and self-advocacy, and my main emphasis as a clinician is to help promote autonomy and self-determination, build a trusting and therapeutic relationship, and to help provide a space in the music for people to be themselves and express who and where they are.

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