Dialogues in Music Therapy Education最新文献

A Position Paper on Paid Music Therapy Internships: An Analysis of Strengths, Weaknesses, Opportunities, and Threats to Initiate Dialogue 关于带薪音乐治疗实习的立场文件：分析优势、劣势、机会和威胁以启动对话

Dialogues in Music Therapy Education Pub Date : 2024-03-09 DOI: 10.18060/27661

Michael Silverman

{"title":"A Position Paper on Paid Music Therapy Internships: An Analysis of Strengths, Weaknesses, Opportunities, and Threats to Initiate Dialogue","authors":"Michael Silverman","doi":"10.18060/27661","DOIUrl":"https://doi.org/10.18060/27661","url":null,"abstract":"The music therapy internship represents the culmination of students’ clinical training. Currently, most music therapy internships are unpaid while other healthcare professions offer paid internship options or do not require an internship. The purpose of this position paper was to conduct a SWOT (strengths, weaknesses, opportunities, and threats) analysis and initiate dialogue regarding paid music therapy internships in the United States. Designed to initiate dialogue and conversation, this article is not a research paper. I conducted an initial SWOT analysis on paid music therapy internships. I then shared the analysis with music therapy students, internship directors, clinicians, business owners, and faculty and integrated their feedback. Although the SWOT analysis indicated that the current internship model can result in strong clinicians, there are weaknesses regarding workforce diversity, accessibility, and finances. There may be numerous opportunities for the profession to strengthen itself through paid internships. The profession’s mission and values regarding increased access to music therapy for service users, greater workforce diversity, and quality of care amid escalating tuition and cost of living expenses are consequential factors that may influence paid music therapy internships. Although paid internships may be beyond the control of clinical training directors and thus may not be feasible in all contexts, the large number of unpaid internships may hinder the music therapy profession from thriving and advancing toward its mission. The profession may have an opportunity to use its own agency by valuing itself through paid music therapy internships. Questions and considerations are provided to conclude the paper.","PeriodicalId":127565,"journal":{"name":"Dialogues in Music Therapy Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140256253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Outcomes and Experiences of Students in Course-based Undergraduate Research Experience (CURE) 以课程为基础的本科生研究体验（CURE）的成果和学生体验

Dialogues in Music Therapy Education Pub Date : 2024-03-09 DOI: 10.18060/27164

Virginia Driscoll, Zachary Palma, Katja Beebe

{"title":"Outcomes and Experiences of Students in Course-based Undergraduate Research Experience (CURE)","authors":"Virginia Driscoll, Zachary Palma, Katja Beebe","doi":"10.18060/27164","DOIUrl":"https://doi.org/10.18060/27164","url":null,"abstract":"Research is a pivotal element of music therapy education. Finding, interpreting, and integrating research into clinical practice are required in the professional competencies (American Music Therapy Association, 2013, 2021). Course-based undergraduate research experiences (CURE) have been identified by the National Science Foundation to increase access to underrepresented student populations in STEM programs. Fewer studies have been seen in humanities. To develop competency in a cohort of music therapy students, a CURE was developed with student research collaborating on all parts of the study. Elements of the CURE were guided by Dvorak and Hernandez-Ruiz (2019); one of the first publications in music therapy using this approach with students. However, in the present CURE each student developed their own research question within a larger project, modeled after a lab-based approach. Students who wished to present their research as a poster for the regional or national conference were prepared to do so. Significant improvements in were found (p<.0001) three categories on the Research Skill Development Questionnaire (RSDQ: Dvorak et al., 2021) including knowledge of research-related content, research skills, and research dispositions. Student reflections share a growth in comfort with and accessibility of conducting research as something “not just for scientists and doctors” but that was “a lot less stressful, and really fun!” Others reported a motivation to identify questions and conduct research in the future. The outcome was a fully immersive educational experience and functional a resource for members within the School of Music to educate on hearing loss prevention.","PeriodicalId":127565,"journal":{"name":"Dialogues in Music Therapy Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140255580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Trauma-Informed Music Therapy: Theory and Practice, edited by Laura E. Beer and Jacqueline C. Birnbaum 创伤信息音乐治疗：理论与实践》，劳拉-E-比尔和杰奎琳-C-伯恩鲍姆编辑

Dialogues in Music Therapy Education Pub Date : 2024-03-09 DOI: 10.18060/27651

Andrea Dalton

引用次数: 0

Student Satisfaction with Music Therapy Education Programs in the United States of America 美国学生对音乐治疗教育计划的满意度

Dialogues in Music Therapy Education Pub Date : 2022-01-13 DOI: 10.18060/24747

Livia S. Umeda

{"title":"Student Satisfaction with Music Therapy Education Programs in the United States of America","authors":"Livia S. Umeda","doi":"10.18060/24747","DOIUrl":"https://doi.org/10.18060/24747","url":null,"abstract":"Music therapy education is unique in that it includes academic coursework, practicum, and internship. Due to the gap in the literature regarding students’ satisfaction, this is an important topic that must be assessed to improve future music therapy education. The purpose of this exploratory survey study was to investigate the educational satisfaction of final year undergraduate music therapy students, music therapy students who have finished undergraduate coursework but not started internship or are in a master’s equivalency music therapy program one or two semesters immediately before internship in the United States of America. The aspects of students’ satisfaction studied include academic experiences (e.g., coursework, practicum, internship), interactions with faculty/supervisors, and available resources (e.g., information, financial aid, availability of instruments). Findings showed that students were satisfied with their university experience, especially with the diverse client experiences and clinical work-related coursework. The largest concerns were excessive non-music therapy related courses, limited practicum supervision, and overabundance of outside work which led to students feeling overwhelmed. As the COVID-19 pandemic may have affected the level of participation and respondents’ responses, I will use this study as a baseline by which to compare the results of a future replication study. Educators may be able to use the findings when creating or making changes to educational policies, which may lead to higher students’ satisfaction. ","PeriodicalId":127565,"journal":{"name":"Dialogues in Music Therapy Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126221920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Price of Attending Universities with AMTA-Approved Undergraduate Music Therapy Degree Programs 参加amta认可的本科音乐治疗学位课程的大学的价格

Dialogues in Music Therapy Education Pub Date : 2022-01-13 DOI: 10.18060/25405

Dawn A Iwamasa, Austin C Thorn

{"title":"Price of Attending Universities with AMTA-Approved Undergraduate Music Therapy Degree Programs","authors":"Dawn A Iwamasa, Austin C Thorn","doi":"10.18060/25405","DOIUrl":"https://doi.org/10.18060/25405","url":null,"abstract":"The purpose of this study was to analyze tuition, student loan, and Pell Grant data from universities with AMTA-approved undergraduate music therapy degree programs. Data from the College Insight Tool was used to collect data on average tuition and fees, average loan debt of graduates, percentage of graduates with debt, and percentage of students who received a Pell Grant from four-year institutions offering an undergraduate music therapy degree during the 2016-2017 academic year. Results indicated that tuition and fees were slightly higher at public universities and slightly lower at private institutions than national averages. The data also suggested that students who attended schools with music therapy programs were more likely to have student loan debt. Percentages of Pell Grant recipients were similar to national averages, indicating similar representation of low- to middle-income students. Regional data suggested that the Southeast region was the least expensive area of the country for tuition and fees, and among the lowest for student loan debt. The inverse was found for schools in the Great Lakes region where student loan debt was among the highest. More research is needed to better understand the implications of student loan debt on the education, long-term financial security, and career choice for professional music therapists.","PeriodicalId":127565,"journal":{"name":"Dialogues in Music Therapy Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131062262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Sanctuary Model Supervision: Reflections and Implications for the Music Therapy Profession 庇护模式监督:对音乐治疗专业的反思与启示

Dialogues in Music Therapy Education Pub Date : 2022-01-13 DOI: 10.18060/25609

Alex Peuser, Kailey Campbell

引用次数: 0

From Surviving to Thriving: Creating a Viable Virtual Model of Music Therapy Internship in Private Practice During a Global Pandemic 从生存到繁荣:在全球大流行期间创建一个可行的私人实践音乐治疗实习虚拟模型

Dialogues in Music Therapy Education Pub Date : 2022-01-13 DOI: 10.18060/25608

Madison Michel, Miranda Rex, Ann R. Roberson

{"title":"From Surviving to Thriving: Creating a Viable Virtual Model of Music Therapy Internship in Private Practice During a Global Pandemic","authors":"Madison Michel, Miranda Rex, Ann R. Roberson","doi":"10.18060/25608","DOIUrl":"https://doi.org/10.18060/25608","url":null,"abstract":"Though many music therapists pivoted to offer online clinical services during the COVID-19 pandemic, the methodology of music therapy internship sites that adapted to a virtual model of internship during this time is largely unknown. The private practice the authors work for, located in a large metropolitan area of the United States, has trained at least 11 interns using a virtual model of music therapy supervision created during the pandemic. The practice’s five internship supervisors use technology tools including Zoom, Google Drive, and Calendly as the basis for their virtual supervision program. Programming concepts for interns include online group supervision to discuss professional topics, intern social hours, intern study hall hours, and supplemental online resources for intern growth and reflection. Supervisor and intern feedback highlighted major challenges including clear communication, clinical skill development, and maintaining work-life balance during a virtual internship. The authors stress the need for vulnerable leadership and open communication in this model of internship. Advantages of a virtual model include decreased financial burden for interns, increased flexibility of programming, and increased accommodations available for interns. A partial or total online model of internship can be one strategy to meet the growing need for internship sites as the pandemic continues and society becomes increasingly technological.","PeriodicalId":127565,"journal":{"name":"Dialogues in Music Therapy Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116936218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Book Review of Music Therapy in a Multicultural Context, edited by Melita Belgrave & Seung-A Kim 《多元文化背景下的音乐治疗书评》，梅利塔·贝尔格雷夫、金承娥主编

Dialogues in Music Therapy Education Pub Date : 2022-01-13 DOI: 10.18060/24571

Adrienne C. Steiner

引用次数: 0

Book Review: Advanced methods of music therapy practice: Analytical Music Therapy, the Bonny Method of Guided Imagery and Music, Nordoff-Robbins music therapy, and vocal psychotherapy 书评:音乐治疗实践的先进方法:分析性音乐治疗，引导意象和音乐的邦尼方法，诺多夫-罗宾斯音乐治疗和声乐心理治疗

Dialogues in Music Therapy Education Pub Date : 2020-12-22 DOI: 10.18060/24275

Kayla C Daly

引用次数: 0

Do we need another journal? 我们还需要另一本日记吗?

Dialogues in Music Therapy Education Pub Date : 2020-12-22 DOI: 10.18060/24825

Meganne K. Masko, C. Moore, Virginia Driscoll, Natasha Thomas

引用次数: 0