Abstract

This philosophical inquiry explored the integration of a child-centered play therapy ap-proach in music therapy improvisation for children with developmental needs within mental health care settings. Drawing on Wigram’s (2004) five key components of the therapeutic process and on Landreth (2023)’s nine principles of child-centered play therapy, emphasis was placed on how these frameworks can be connected and applied to music therapy improvisation, following procedures typical in philosophical inquiry, such as defining terms, relating ideas, and connecting diverse conceptual and theoretical systems (Aigen, 2005). Relevant literature on the developmen-tal needs of children in mental health care, music therapy improvisation with children, and child-centered play therapy was reviewed to establish a foundation for the inquiry. The analysis high-lighted key implications for addressing developmental needs through music therapy improvisa-tion, including adopting an experience-oriented approach, practicing cultural humility, considering individual developmental stages, providing trauma-informed care, and creating space for the ex-pression of physical aggression. The affordances, challenges and limitations associated with the use of music therapy improvisation realized within a child-centered approach are discussed, alongside the limitations of the study and future research directions.