Imogen Cox

My journey includes earning a master’s degree in music therapy and gaining extensive experience in therapeutic settings covering the entire life cycle. As a mature student with a teaching background, and as a parent, I have worked with Multi-Disciplinary Teams, families, patients and students throughout their educational journey and therapeutic journeys, allowing me to develop a strong foundation in providing holistic care through music therapy. Education University of the West of England – Masters in Music Therapy 2024 University of Plymouth Ba Hons in Music 2008 University of Plymouth PGCE 2009 Full Qualified Teaching Status 2011 Awards – Single Parent Award – Outstanding Commitment to Studies during PGCE Boards – HCPC registered QTS registered Experience RecoveryDevon – current Secured funding to implement a small-scale music therapy initiative catering to individuals facing life-limiting illnesses in remote rural areas, as well as their families and caregivers. Trainee Music Therapist with UWE 2020 – 2024 Student Representative UWE Year 2 – Supporting Students Needs whilst on the course Placements : SEND PLMD School – CHROMA PICU Adult Mental Health 1-1 work – Somerset NHS Taunton, NHS and Towersay Music Therapy Trust – Devon Intergenerational Groupwork with ( Volunteer Assistant Music Therapist/ UWE Trainee Music Therapist) Reminiscent Learning – Wellington, Somerset Charity for Families living with Dementia in the community 1-1 Group Work • During my clinical training, I established a thriving music therapy practice within a PICU unit and with a Dementia Charity. I took the lead in producing compelling information leaflets,( currently used in Y1 lectures at UWE), and eye-catching posters, and provided training sessions for the staff to gain support and for me to aim to work seamlessly with the MDTs. They were enthusiastically encouraged to attend the sessions, offering their valuable input and gaining insights into how the patients or clients engaged with the therapy during reflection after each session. This would enable me to also learn, reflect and develop future sessions. • Additionally, I meticulously followed the standard 12-week assessment process and implemented four key evidence-based strategies within music therapy to effectively engage with the patients, clients, or students, creating a comprehensive approach that ensures the therapy is truly person-centred. This approach allowed the clients to confidently tell their stories and explore with me, as a therapist I would improvise, create lyrics, stories, lullabies, and story albums to share with the family and incorporate technology apps within the sessions or for clients to use independently. I would engage clients with my ability to hold, mirror, and match, create a relationship using humour, compassion and empathy with them connecting through music without words and noticing moments of synchronicity and engagement with that person. • I generated goals, outcomes, and clinical assessments in collaboration with the MDT, my supervisors, the client, and the family. One example is when I worked with a quadriplegic young client to explore vocal sounds and arm movements. The MDT was unsure how to engage the client, so I used music and turned the piano into a game. I also used humour by placing the symbol at certain angles, sound clashes, and chromaticism on the piano,