How to improve your memory

10 Tricks for Improving Your Memory

What’s the name of your daughter’s teacher, and where did you put your keys again? If you’ve ever wished you could do some simple things to sharpen your memory skills, you can. We’ve talked to the experts and compiled the latest thinking on improving the muscles in your brain associated with memory.
1. Talk with your hands.
It may sound strange, but waving your hands and gesturing while trying to learn a concept may help your brain remember something important, says Jeff Brown, PsyD, ABPP, coauthor of The Winner’s Brain. "Gesturing in a meaningful way while you are learning may help you when recalling the concept,” he says. “The idea is that you are storing at least two different types of information about something you'll need to recall later. A good example of this is when kids speak math problems aloud, but also 'work them' in the air.” Tactics to try: When you’ve just learned someone’s name, “write” it down on the palm of your hand with your finger. The act of tracing the letters on your palm (discreetly, of course) can help your brain remember it, says Dr. Brown. Or, “Air-write on an imaginary map of your grocery store or mall as you name aloud the items or stores you need to remember when shopping.”
2. Take a chill pill.
Learning to calm down and not carry as much stress can help your brain in significant ways, says Elizabeth Lombardo, PhD, PT, a psychologist and physical therapist in Wexford, Pennsylvania, and the author of A Happy You: Your Ultimate Prescription for Happiness. “The best tip to improve your memory is: Reduce your stress,” says Dr. Lombardo. “Research shows that when people experience chronic stress, their hippocampus—the part of your brain that is responsible for some memories—literally shrinks in size.” In fact, a 2007 study in the journal Neurology by researchers at Rush University Medical School found that people who are easily distressed and had more negative emotions were more likely to develop memory problems than more easygoing people. How to reduce your stress? Consider delegating more tasks at work, clearing your social calendar for the weekend (there’s nothing wrong with having nothing on the calendar!) and purging negative relationships from your life.
3. Get plenty of zzz’s.
You’ve heard the concept of “sleeping on it” when you’re faced with a problem or difficult decision, right? Well, getting a good night’s sleep can help you improve your memory, too. "Sleep is critical for memory consolidation,” says Dr. Brown. “Getting at least six hours of uninterrupted sleep following exposure to new information can help in the recall of that information.” But there’s an important side note: “The trick is going directly to bed without inserting any new information or activity between what you want to recall and going to sleep—no reading, no TV, no sex, no music."
4. Eat more fruits and veggies.
Eating your spinach—and carrots and peas—is not only good for your body, it’s good for your memory, too. A recent Harvard study found that people who ate more vegetables had a slower decline of brain function as they aged. “Other studies, such as one published in Pharmacology, have shown that essential brain-boosting nutrients found in certain produce, such as quercetin and anthocyanin, may reverse memory loss,” says Tosca Reno, a health and fitness expert and author of the bestselling book The Eat-Clean Diet. You can find these compounds in cruciferous vegetables, such as Brussels sprouts, broccoli and cabbage, as well as in leafy greens, including kale, spinach and Swiss chard. Also load up on brightly colored produce such as berries, red apples, eggplant and grapes—their bright hue is an indication of their brain-boosting antioxidants.
5. Join a book club.
Not only is reading great for your brain, but discussing what you’ve read can improve your memory by leaps and bounds, says Sandra Bond Chapman, PhD. In fact, a book club with your closest girlfriends may help strengthen your brain’s frontal lobe function. “The frontal lobe is the last region of the brain to develop, but the first to decline with age,” explains Dr. Chapman. “To strengthen function of the frontal lobe, engage in deeper-level thinking activities such as interpreting what you read in a book, discussing the ‘larger messages’ in the book and pushing to see how many meanings you can derive from it.”
6. Go to yoga class.
What can a downward-facing-dog pose do for your memory? A lot, says Gina Norman, a yoga teacher in New York City. “A new study out of the University of North Carolina shows that brief meditative exercise helps cognition and skills essential to critical thinking,” she says. But if you’re not into yoga, exercise of any kind works to boost your brain, says Dr. Lombardo. “Research shows that exercise increases the blood flow to all areas of your body, including the brain and specifically areas involved in memory,” she says. “One study found that mice who exercised grew new brain cells in the dentate gyrus, a part of the hippocampus which can be affected by declines in memory as we get older.” Short on time? “Try running up a flight of stairs, jogging to a bathroom that is farther away from you, doing 50 jumping jacks, putting on a great song and dancing around, or grabbing your child’s hand and jumping on the bed together.”
7. Sniff some rosemary.
Parsley and sage are great, as is thyme, but when it comes to improving memory, rosemary is king. In a recent study, UK researchers looked at scents and how they boosted or detracted from mental performance. They found that office workers whose cubicles were infused with the scent of rosemary had better long-term memory than those in unscented cubes. “There are other essential oils that can help with memory, but rosemary is by far the best and most economical,” says Cher Core, an aromatherapist in Boston. “Diffuse rosemary essential oil in the air, wear it in a perfume, use it in mists and more. It is a good choice for those studying and folks who need help with memory, focus and concentration.”
8. Pay attention.
Duh, right? It may sound obvious, but according to experts, when most people think they’re having memory problems, it’s really because they were distracted or didn’t record the information in their brain properly to begin with, says Linda Edelstein, PhD, adjunct faculty at Northwestern University and the author of The Art of Midlife. “When people cannot retrieve information it is often because they haven't taken it in in the first place,” she says. “You cannot recall information that you did not store.” The number-one trick to paying closer attention? Stop multitasking and be fully present. That means setting down the BlackBerry while lunching with your friend, turning off the TV when you’re trying to read something and not letting your eyes—or mind—wander when chatting with someone at a party. You’ll be more likely to remember the person’s name.
9. Learn a new song.
Have you ever found yourself singing along to a song you love that debuted 10 years ago, and yet you still don’t know the lyrics? Learning the words could be fun, but it could also be good for your memory in general. By memorizing a song, “you will be working out at least two different kinds of memory, auditory and verbal, which is probably something you don't do very often,” says Cynthia Green, PhD, an expert on brain health and memory. “The research suggests that constantly challenging our brains with intellectual pursuits may boost our ‘cognitive reserve’ and can have the associated benefit of reducing our dementia risk over the long-term.”
10. Go ahead and doodle.
When’s the last time you grabbed a pencil and paper and let your mind go—drawing hearts and rainbows, or whatever scene or object popped into your head? Surprisingly, says Dr. Green, a free-flowing pen could be the key to strengthening your brain’s memory centers. “Doodling has been found in studies to boost concentration, which is an essential first step to learning and memory,” says Dr. Green. “After all, if you can't focus on information, you don't acquire it effectively, and you can never remember something you don't learn in the first place!”

MUSIC THERAPY

MUSIC THERAPY : 

Compiled and dedicated to all my beloved students of IPG KPI

WHAT IS MUSIC THERAPY

Music therapy is an intrapersonal process in which the therapist uses music and all of its facets-physical, emotional, mental, social, aesthetic, and spiritual-to help clients to improve or maintain their health. In some instances, the client's needs are addressed directly through music; in others they are addressed through the relationships that develop between the client and therapist.

WITH WHOM IS MUSIC THERAPY USED

Music therapy is used with individuals of all ages and with a variety of conditions, including: psychiatric disorders, medical problems, physical handicaps, sensory impairments, developmental disabilities, substance abuse, communication disorders, interpersonal problems, and aging. It is also used to: improve learning, build self-esteem, reduce stress, support physical exercise, and facilitate a host of other health-related activities.

WHERE DO MUSIC THERAPISTS WORK

Music therapists work in general hospitals, psychiatric facilities, schools, prisons, community centers, training institutes, private practices, and universities.

WHAT DO THE CLIENTS DO IN MUSIC THERAPY

What makes music therapy different from every other form of therapy is its reliance on music. Thus, every session involves the client in a musical experience of some kind. The main ones are improvising, re-creating, composing, and listening to music.

• In those sessions which involve improvising, the client makes up his or her own music extemporaneously, singing or playing whatever arises in the moment. The client may improvise freely, responding spontaneously to the sounds as they emerge, or the client may improvise according to the specific musical directions given by the therapist. Often the client is asked to improvise sound portraits of feelings, events, persons, or situations that are being explored in therapy. The client may improvise with the therapist, with other clients, or alone, depending on the therapeutic objective.
• In those sessions which involve re-creating music, the client sings or plays pre-composed music. This kind of music experience may include: learning how to produce vocal or instrumental sounds, imitating musical phrases, learning to sing by rote, using musical notation, participating in sing-along, practicing, taking music lessons, performing a piece from memory, working out the musical interpretation of a composition, participating in a musical show or drama, and so forth.
• In those sessions which involve composing, the therapist helps the client to write songs, lyrics, or instrumental pieces, or to create any kind of musical product, such as music videos or audiotape programs. Usually the therapist simplifies the process by engaging the client in easier aspects of the task (e.g., generating a melody, or writing the lyrics of a song), and by taking responsibility for more technical aspects (e.g., harmonization, notation).
• In those sessions which involve listening, the client takes in and reacts to live or recorded music. The listening experience may focus on physical, emotional, intellectual, aesthetic, or spiritual aspects of the music, and the client may respond through activities such as: relaxation or meditation, structured or free movement, perceptual tasks, free-association, story-telling, imaging, reminiscing, drawing, and so forth. The music used for such experiences may be live or recorded improvisations, performances or compositions by the client or therapist, or commercial recordings of music literature in various styles (e.g., classical, popular, rock, jazz, country, spiritual, new age).
• In addition to these musical types of experiences, music therapists often engage clients in verbal discussions. Clients may be encouraged to talk about the music, their reactions to it, or any thoughts, images, or feelings that were evoked during the experience. Clients may also be encouraged to express themselves through the other arts, such as drawing, painting, dance, drama or poetry. Music therapy sessions for children often include various games or play activities which involve music.

DO THE CLIENTS HAVE TO BE MUSICIANS

No, clients do not have to be musicians to participate in or benefit from music therapy. In fact, because most clients have not had previous musical training, music therapy sessions are always designed to take advantage of the innate tendencies of all human beings to make and appreciate music at their own developmental levels.

• Music therapists believe that all individuals, regardless of age or musical background, have a basic capacity for musical expression and appreciation. This basic capacity does not require the special talents or extensive training that highly accomplished musicians have, but rather stems from general learnings and achievements that occur during the normal process of human development. Put another way, the process of human development prepares everyone to be a music-maker and music-lover–at a basic, but not necessarily professional, level. This basic or normal capacity for music includes the potential for learning to: sing, play simple instruments, move to music, react to the elements of music, perceive relationships between sounds, remember music, image to music, and ascribe meaning to musical experience.
• Of course, in clinical situations, music therapists often encounter clients who have physical or mental impairments that interfere with these basic musical potentials. In fact, much can be learned about the nature of the client's impairment by assessing which of the basic musical potentials are missing or inadequately developed. For example, a client with a communication disorder may be unable to: sing, articulate lyrics, reproduce rhythms or melodies, order sound sequences, or participate in a musical ensemble–depending upon the specific nature of the disorder.
• Care is always taken to adapt music therapy experiences to the capabilities of the client and to avoid anything that might cause harm or unnecessary pain of any kind. Music therapists also screen clients who may have adverse psychological or psychophysiological reactions to musical participation. Another important concern is the client's preferences with regard to types of musical activities, style of music, and medium of expression.

WHAT DETERMINES HOW THE MUSIC WILL BE USED

Music therapy sessions are designed with several factors in mind. First and foremost, the therapist has to select the types of music experience to be used according to the goals of therapy and the needs of the client. Each of the music experiences described above requires something different from the client, and has a potentially different effect. For example, improvising and composing are both creative, but one is done extemporaneously and the other is not. Moreover, the improviser produces his/her own music, while the composer relies upon a performer. Continuing in this comparison, creating one's own music is quite different from re-creating or performing music already composed by someone else. A performer has to faithfully convey the musical ideas of another person, while an improviser or composer deals only with his or her own ideas. Finally, listening is quite different from the other types of music experience because it involves taking in and receiving the music, without being actively involved in its creation or production. The listener is active in a different way from the improviser, composer, and performer.

• The therapeutic implications of these differences are myriad. For example, improvisation is most appropriate for clients who need to develop spontaneity, creativity, freedom of expression, communication, and interpersonal skills–as these are the basic requirements of improvising. Many different clients manifest these needs, from emotionally disturbed children to acting out adolescents, and from developmentally delayed children to adults with psychiatric disorders. Improvising enables these clients to communicate and share feelings with others, while also helping them to organize their thoughts and ideas in a meaningful way.
• Re-creative experiences are most appropriate for clients who need to: develop sensorimotor skills, learn adaptive behaviors, maintain reality orientation, master different role behaviors, identify with the feelings and ideas of others, or work cooperatively towards common goals–as these are basic requirements of singing or playing pre-composed music. For example, individual singing lessons can help individuals who have speech impairments to help improve their articulation or fluency. In contrast, group singing can build reality orientation in elderly individuals, or help mentally retarded people develop adaptive behavior, or build cohesiveness in a dysfunctional family or group.
• Playing instruments can help physically disabled clients to develop gross and fine motor coordination. When combined with reading notation, playing instruments can help learning disabled children to develop auditory-motor or visual-motor integration. With emotionally disturbed children, instrumental ensembles can be used to overcome behavior problems and to control impulsivity. Instruments can also help mentally retarded individuals to better understand the world of objects.
• Activities involving composing music are used with clients who need to learn how to make decisions and commitments, and to find ways of working economically and within certain limitations. Often the idea expressed in a composition is a thought or feeling which is important to the person's life. Perhaps the best example is song-writing. With hospitalized children, writing songs can be a means of expressing and understanding their fears, and then leaving them there on the paper! Song-writing can also provide adults dying of cancer with a container for expressing their feelings–about life and death–while also serving as a parting gift to loved ones. Clients with drug or alcohol addictions often find group song-writing to be an excellent vehicle for examining irrational beliefs and fears, and for documenting their intention to change.
• Music listening experiences are used with clients who need to be activated or soothed physically, emotionally, intellectually or spiritually–as these are the kinds of responses that music listening elicits. For example, hospitalized patients find music listening helpful in relaxing, reducing stress, managing pain, and regulating body functions such as heart rate, breathing. It can also be arousing, energizing, and reassuring. With psychiatric patients, listening to songs invariably accesses ideas and thoughts that need to be examined and discussed, while also bringing to the surface feelings that need to be expressed and shared. With individuals in psychotherapy, music listening can be used to stimulate images, fantasies, associations, and memories, all of which contribute immeasurably to the process. And with elderly individuals, listening to music can facilitate structured reminiscence or a review of their lives.
• With learning disabled and mentally retarded children, perceptual listening tasks can be used to build auditory processing skills. Listening to songs and following the lyrics can also help these children to learn and memorize colors, numbers, vocabulary, behavior sequences and a host of other academic subjects. Finally, with all client populations music listening is of inimitable value in bringing about spiritual highs or peak experiences. Such experiences instill hope and courage, while reaffirming the beauty of life.
• The subtle and wonderful thing about music therapy is that, in actuality, every musical experience can be adapted to meet a broad spectrum of client needs. For example consider how: improvising can be adapted to explore experiences of structure as well as freedom: re-creating music can be adapted to encourage free self-expression as well as compliance with the score; composing can be adapted to require spontaneity as well as planned decision-making; and listening can be adapted to be active as well as passive, or physical as well as intellectual.

WHAT DO MUSIC THERAPISTS ACTUALLY DO

Working as a music therapist essentially involves preparing, conducting, evaluating and documenting sessions with clients. Working with a client usually begins before the first session. The first step is to collect the necessary background information by reviewing any written records or referrals that may be available. Then in the first session, the music therapist usually conducts an assessment to determine the client's strengths and therapeutic needs. In a music therapy assessment, information on how the client makes, responds to, and relates to music is collected and analyzed, and then related to other aspects of the client's life. Based on the assessment findings, the music therapist formulates goals, sometimes with input from the client, the client's family, other professionals, or an interdisciplinary team of clinicians. Care is taken that the goals are realistic enough to be accomplished within the time frame set for therapy. Once goals have been set, the music therapist makes a treatment plan outlining possible strategies and music experiences that might be helpful in meeting the client's needs. In institutional settings, a meeting is usually held to coordinate treatment efforts and to formulate a program plan. As a result, the client is placed in individual, family, or group sessions, and the treatment phase of music therapy begins. Then after working with the client for a sufficient time, the music therapist conducts periodic evaluations to determine whether the methods of treatment are effective and whether the client is making any progress in reaching the prescribed goals, When necessary, adjustments are made in the goals or methods. Finally, when the time comes for ending therapy, the music therapist prepares the client for leaving and helps to bring some kind of closure to the process.

In addition to these clinical procedures, music therapists may have other responsibilities, depending upon the work setting, the client populations, and the therapist's job requirements. In hospital settings, music therapists may develop listening programs to meet various patient needs, produce shows or various kinds of musical events involving patients, arrange for patients to attend concerts in the community, or direct various kinds of recreational or therapeutic activities. In schools, music therapists may consult with classroom teachers or develop group music programs for special students. In the community, music therapists may consult with psychologists or psychiatrists, or provide musical instruction to special children. Music therapists working in institutions also have other duties such as ordering necessary equipment and supplies, and maintaining them. As will be discussed later, music therapists may also have positions which require administration, supervision, consultation, or teaching.

WHAT QUALITIES SHOULD A MUSIC THERAPIST HAVE

Individuals who go into music therapy are typically musicians who have a sincere desire to use their love and talents for music to help others. Often there is an equal interest in music and psychology or medicine.

• Musicianship is an essential quality. Being a music therapist requires an in-depth understanding of the power of music, and the ability to reach others through singing and playing instruments. Music therapy students can major in any performance medium, however most training programs place additional emphasis on piano, guitar and voice, as these media are used most frequently in the clinical setting. Music therapists also have to have a breadth of musical knowledge and ability. They are frequently called upon to know about or perform classical music as well as country, rock, jazz and popular styles.
• The successful music therapist is in good physical and mental health and has the motivation, stamina, and maturity necessary for working with exceptional individuals in a therapeutic way. It goes without saying that a therapist has to be a sensitive and caring person who can accept differences in others. Just as important, a therapist should also have the self-awareness and emotional stability needed to enter a helping relationship with individuals who have problems. The best therapists are those who have healed themselves! This is why therapy is often recommended as an essential experience for therapists, both during training and at various times during their clinical career. Music therapists should receive music therapy themselves!

HOW DO I BECOME A MUSIC THERAPIST

To become a music therapist, one has to complete an undergraduate degree in music therapy (or it equivalence) at an accredited college or university, do an approved internship of approximately 1040 supervised clinical hours, and then obtain certification by passing a national examination given by the Certification Board for Music Therapist (CBMT).

• Approximately 70 colleges and universities in the USA offer bachelor's degrees and equivalency programs in music therapy. The bachelor's degree usually requires about 130 semester hours or credits plus the internship. This usually takes 4 1/2 years to complete. The curriculum is divided into three main subjects: 1) Music (Theory, History, Performance, Composition, Conducting, Ensembles, and Functional Piano, Guitar and Voice); 2) Music Therapy (Foundations, Methods and Materials, Practicum, Research, etc.); and 3) General Studies (English, Math, Languages, Psychology, Physical Sciences, Humanities, Arts, etc.). In the internship, the student works in a clinical agency under the direct supervision of music therapists, and learns to assume the full range of responsibilities of a professional.
• Equivalency programs are for students who already have a bachelor's degree in an area other than music therapy. These programs usually require the student to take all core music therapy courses at the undergraduate level and to make up any deficiencies the student may have in supportive areas such as anatomy, psychology, music, etc. Essentially, equivalency students have to complete all courses required in the undergraduate music therapy degree program which they have not already taken. Those who already have a degree in music performance or music education can usually complete an equivalency program and the internship in about two years; students who do not have a music degree may take significantly longer. Many students work on a master's degree while completing equivalency requirements.
• Several colleges and universities offer a master's degree in music therapy. It usually requires 30 semester hours or credits beyond the undergraduate or equivalency program. The curriculum consists of advanced courses in music therapy, music, and supportive areas. A thesis or final project and a comprehensive examination are also required. Typically, a master's degree takes two years to complete.
• A few universities offer doctoral degrees in music therapy. Typically, these are housed in the music or music education department.

Music Therapy
Listening to music does wonders to alleviate stress. Please note that everyone has different tastes in music. Listen to the music that you feel comfortable. Sitting down and forcing yourself to listen to relaxation music that you don't like may create stress, not alleviate it.
Music has always been a great healer. In the Bible, we learn about how David played the harp to help ease his severe depression of King Saul . 
Music is a significant mood-changer and reliever of stress, working on many levels at once.

Music/Singing Play a tune on the guitar and sing along. That works even in the worst of times. By the time I'm done with the song, I've breathed deep, I've controlled myself to some degree to be able to sing on key :-), and I've come back into myself, and more into the real time moment. Internet Discussion Forum

Many experts suggest that it is the rhythm of the music or the beat that has the calming effect on us although we may not be very conscious about it. They point out that when we were a baby in our mother's womb, we probably were influenced by the heart beat of our mother. We respond to the soothing music at later stages in life, perhaps associating it with the safe, relaxing, protective environment provided by our mother.
Music can be one of the most soothing or nerve wracking experiences available. Choosing what will work for any individual is difficult, most will choose something they 'like' instead of what might be beneficial. In doing extensive research on what any given piece of music produces in the physiological response system many unexpected things were found. Many of the so-called Meditation and Relaxation recordings actually produced adverse EEG patterns, just as bad as Hard Rock and Heavy Metal. The surprising thing was many selections of Celtic, Native American as well as various music containing loud drums or flute were extremely soothing. The most profound finding was Any music Performed Live and even at moderately loud volumes even if it was somewhat discordant had very a beneficial response. Whenever the proper sounds were experienced an amazing right/left brain hemisphere synchronization occurred. The normal voltage spiking pattern changed to a smooth sinusoidal waveform and the usual voltage differential equalized. The entire human energetic system is extremely influenced by sounds, the physical body and chakra centers respond specifically to certain tones and frequencies. Special consideration should be given to the positive effects of one actually playing or creating music themselves.
Among the first stress-fighting changes that take place when we hear a tune is an increase in deep breathing. The body's production of serotonin also accelerates.
Music was found to reduce the pain during dental procedures.
Playing music in the background while we are working, seemingly unaware of the music itself, has been found to reduce the stress.
Music was found to reduce heart rates and to promote higher body temperature - an indication of the onset of relaxation. Combining music with relaxation therapy was more effective than doing relaxation therapy alone.


Maximizing With Music Therapy
As we mentioned before, there is not a single music that is good for everyone. People have different tastes. It is important that you like the music being played.
The following are general guidelines to maximize the effectiveness of the music:

·         To wash away stress, try taking a 20-minute "sound bath." Put some relaxing music on your stereo, then lie in a comfortable position on a couch or on the floor near the speakers. For a deeper experience, you can wear headphones to focus your attention and to avoid distraction.

·         Choose music with a slow rhythm - slower than the natural heart beat which is about 72 beats per minute. Music that has repeating or cyclical pattern is found to be effective in most people

·         As the music plays, allow it to wash over you, rinsing off the stress from the day. Focus on your breathing, letting it deepen, slow and become regular. Concentrate on the silence between the notes in the music; this keeps you from analyzing the music and makes relaxation more complete.

·         If you need a stimulation after a day of work, go for a faster music rather than slow calming music.

·         When going gets tough, go for a music you are familiar with - such as a childhood favorite or favorite oldies. Familiarity often breeds calmness.

·         Take walks with your favorite music playing on the walkman. Inhale and exhale in tune with the music. Let the music takes you. This is a great stress reliever by combining exercise (brisk walk), imagery and music.

           Listening to the sounds of nature, such as ocean waves or the calm of a deep forest, can  reduce stress. Try taking a 15- to 20-minute walk if you're near the seashore or a quiet patch of woods. If not, you can buy tapes of these sounds in many music stores.