scholarly journals Dialogue in education: a model of cooperation between music therapy training programmes in Austria

2016 ◽  
Vol 25 (sup1) ◽  
pp. 94-94
Author(s):  
Thomas Stegemann ◽  
Monika Glawischnig-Goschnik ◽  
Christian Münzberg ◽  
Urs Rüegg ◽  
Gerhard Tucek
Keyword(s):  
Music Therapy ◽  
Therapy Training ◽  
Training Programmes

Music Therapy Training Programmes in Europe: Theme and Variations. (2016). Edited by Thomas Stegemann, Elena Fitzthum, and Tonius Timmermann

2017 ◽  
Vol 9 (2) ◽  
pp. 145
Author(s):  
Amy Clements-Cortes
Keyword(s):  
Music Therapy ◽  
Clinical Training ◽  
Musical Training ◽  
Training Programme ◽  
Theoretical Background ◽  
Theme And Variations ◽  
Evaluation Procedures ◽  
Therapy Training ◽  
Training Programmes ◽  
Keywords Education

Paperback: 192 pages | Publisher: Verlag Publications, Germany | Language: English | ISBN-9783954901791 This book provides an overview of all 119 European music therapy training programmes as well as a detailed portrait of 10 selected music therapy training courses from various countries, reflecting different music therapy backgrounds, approaches, phases of institutional developments, etc. It gives insights into the theoretical background, admission procedures, and the structure and content of each training programme, focusing especially on clinical training and internships, musical training, experiential learning and music therapy self-experience, as well as the evaluation procedures concerning the quality of teaching.   Keywords: education, training, music therapy, Europe, evaluation. 

scholarly journals Enabling the curious practitioner: perceptions on the integration of research and practice in the education of music therapy students at masters' level.

2021 ◽  
Author(s):  
◽  
Sarah Leigh Hoskyns
Keyword(s):  
Music Therapy ◽  
Holistic Approach ◽  
Integrative Model ◽  
Music Therapists ◽  
Case Study Methodology ◽  
Research And Practice ◽  
Personal Learning ◽  
Therapy Training ◽  
Critical Skills ◽  
Training Programmes

<p>This PhD research explored perceptions about the integration of research and practice in the Masters’ training of music therapists. Using constructivist case study methodology, the study analysed viewpoints of international educators, researchers and students about how research could helpfully be integrated into the practical and conceptual learning of music therapy trainees. The synthesis of research and practice in the professional music therapy field has regularly been advocated but recent studies and reviews suggest there is significant need for development of pedagogical theory and guidance for educators and students in the interface between placements and university-based learning in key areas, including research. Participants included a purposeful sample of 19 music therapy practitioners, researchers, educators and students in the wider international profession of music therapy and at music therapy training programmes in Europe and Australasia. Data sources included focus groups of professionals, two site visits to training programmes (comprising interviews, observations, field notes and concluding improvisation session) and a researcher reflective journal. Core themes identified in the thematic analysis concentrated on cherishing students’ fire and curiosity; facilitating the acknowledgement and management of change; and helping students embrace complexity in their music therapy education. Evidence from this study indicates that moving beyond ‘research competency’ and the development of individual academic skills towards collaborative, engaged learning with peers and supervisors, has potential to nurture sustainable, practice-based researchers of the future. Devising integrative strategies for learning and assessment, undertaken in diverse ways and to suit varied contexts for training, was perceived to be inspiring for students and educators and rehearsed significant professional tasks. These strategies - despite tensions experienced in their development - had potential to deepen personal learning, develop creative and critical skills that characterise graduate attributes of University Masters’ courses, and prepare graduates for evidence-based practice in health and education workplaces. An integrative model for a more holistic approach to learning, combining individual and collaborative approaches and using opportunities inside and outside the programme was developed, allowing for differences in culture and approach of the institutions which host music therapy training. The challenges and solutions explored in this research, while being particular to this qualitative music therapy study, have potential relevance to other applied areas of professional practice and research, such as arts therapies, allied health disciplines, education and nursing.</p>

scholarly journals The History and Basic Tenets of Anthroposophical Music Therapy

2012 ◽  
Vol 12 (2) ◽  
Author(s):  
Andrea Intveen ◽  
Jane Edwards
Keyword(s):  
Music Therapy ◽  
Therapeutic Process ◽  
Professional Associations ◽  
Scope Of Practice ◽  
Course Materials ◽  
Therapy Training ◽  
Present Information ◽  
The World ◽  
English Speaking ◽  
Training Programmes

The approach known as Anthroposophical Music Therapy (AnMt) was developed throughout the 20th century. In this paper we provide an historical and descriptive overview of the  foundations, techniques and methods of AnMt for readers who are not familiar with this model of music therapy training and practice. We trace AnMt's origins from the systematic application of music in curative education in Germany, Austria and Switzerland through to its use in many countries of the world, with training programmes available in German and English speaking countries currently.  We examined literature sources in German and English to glean information about the main foundations of this model. Course materials available from one programme of study were consulted to provide information about how this model is taught. This information was closely reviewed in order to be able to synthesise and present information about a. AnMt's development and current scope of practice, b. the contents of AnMt training, c. the therapeutic process in AnMt, and d. the use of music in AnMt. It is recommended that further efforts be undertaken from the leaders in AnMt, as well as the current professional associations in countries where it is practised, to consider the potential for its inclusion in the list of recognised trainings and models, if such a step would be considered useful for AnMt practitioners.

Music Therapy Research

2015 ◽  
Author(s):  
Jane Edwards
Keyword(s):  
Music Therapy ◽  
Research Capacity ◽  
Music Therapists ◽  
Education And Health ◽  
Practice Experience ◽  
Therapy Training ◽  
Theoretical Perspectives ◽  
Notable Increase ◽  
Training Programmes ◽  
The University

Music therapy is an evidence-based profession. Music therapy research aims to provide information about outcomes that support music therapy practice including contributing to theoretical perspectives that can explain why changes occur during treatment. Music therapy research has been conducted in a range of health, education, and community contexts throughout the world. Initially many music therapy developments in the university sector occurred through the establishment of training programmes that were developed and delivered by music therapists with professional experience in leading services in education and health care. Now many music therapy training programmes are led by people with practice experience along with research qualifications, and some universities offer music therapy doctoral pathways. Music therapy research capacity has expanded through a notable increase in PhD graduates as well as an increase in funded research in music therapy. This chapter covers: (1) traditions, (2) trends, and (3) contexts for music therapy research.

Issues in the Training of Music Therapists — Two Views from the Past

2005 ◽  
Vol 19 (1) ◽  
pp. 16-19
Author(s):  
Julie Sutton
Keyword(s):  
Music Therapy ◽  
Current Issue ◽  
Music Therapists ◽  
The Past ◽  
Therapy Training ◽  
Look Back ◽  
Training Programmes

Relating to the leading article in this edition of the journal, we reprint two short contributions published between 1988 and 1993, focusing on different issues about music therapy training. While these articles originally stood alone, they can be seen as perspectives from the past that also resonate with the present, and the current issue of the journal. They also draw together some general and specific ideas about the development of music therapy and the place of training programmes within this, a topic that is embedded in the Interviews from this issue. Taken as a whole, while very much of their time, these views from the past enable us to both look back and forwards, and provide another perspective from which to view this edition of the journal.

scholarly journals Enabling the curious practitioner: perceptions on the integration of research and practice in the education of music therapy students at masters' level.

2021 ◽  
Author(s):  
◽  
Sarah Leigh Hoskyns
Keyword(s):  
Music Therapy ◽  
Holistic Approach ◽  
Integrative Model ◽  
Music Therapists ◽  
Case Study Methodology ◽  
Research And Practice ◽  
Personal Learning ◽  
Therapy Training ◽  
Critical Skills ◽  
Training Programmes

<p>This PhD research explored perceptions about the integration of research and practice in the Masters’ training of music therapists. Using constructivist case study methodology, the study analysed viewpoints of international educators, researchers and students about how research could helpfully be integrated into the practical and conceptual learning of music therapy trainees. The synthesis of research and practice in the professional music therapy field has regularly been advocated but recent studies and reviews suggest there is significant need for development of pedagogical theory and guidance for educators and students in the interface between placements and university-based learning in key areas, including research. Participants included a purposeful sample of 19 music therapy practitioners, researchers, educators and students in the wider international profession of music therapy and at music therapy training programmes in Europe and Australasia. Data sources included focus groups of professionals, two site visits to training programmes (comprising interviews, observations, field notes and concluding improvisation session) and a researcher reflective journal. Core themes identified in the thematic analysis concentrated on cherishing students’ fire and curiosity; facilitating the acknowledgement and management of change; and helping students embrace complexity in their music therapy education. Evidence from this study indicates that moving beyond ‘research competency’ and the development of individual academic skills towards collaborative, engaged learning with peers and supervisors, has potential to nurture sustainable, practice-based researchers of the future. Devising integrative strategies for learning and assessment, undertaken in diverse ways and to suit varied contexts for training, was perceived to be inspiring for students and educators and rehearsed significant professional tasks. These strategies - despite tensions experienced in their development - had potential to deepen personal learning, develop creative and critical skills that characterise graduate attributes of University Masters’ courses, and prepare graduates for evidence-based practice in health and education workplaces. An integrative model for a more holistic approach to learning, combining individual and collaborative approaches and using opportunities inside and outside the programme was developed, allowing for differences in culture and approach of the institutions which host music therapy training. The challenges and solutions explored in this research, while being particular to this qualitative music therapy study, have potential relevance to other applied areas of professional practice and research, such as arts therapies, allied health disciplines, education and nursing.</p>

Approaches and Models of Music Therapy

2015 ◽  
Author(s):  
Jane Edwards
Keyword(s):  
Music Therapy ◽  
Theoretical Basis ◽  
Inclusion Criteria ◽  
Theoretical Concepts ◽  
Therapy Training ◽  
Do So

This chapter presents eleven models and approaches in music therapy practice. The inclusion criteria is that each forms the basis, or is part, of an existing training, and at least one monograph exists. The distinction betweenmodelsand approaches is made such that models refer to developments which evolved from music therapy practice, andapproachesare music therapy techniques and methods overlaid on an existing model of therapy or theoretical principles. Music therapy training requires learning about theory within the parameters of at least one model or approach, and this engagement must be thorough and intensive. Trainees can struggle with having to do so much thinking and analyzing of their own reactions and integration of key theoretical concepts while concurrently focusing on improving their techniques and methods. Ultimately good enough training allows students to first comprehend and eventually internalize, the theoretical basis of their professional thinking in practice.

Music Therapy Training Requirements

2015 ◽  
Author(s):  
Suzanne B. Hanser
Keyword(s):  
Music Therapy ◽  
Professional Organizations ◽  
Current Status ◽  
Training Requirements ◽  
Therapy Training ◽  
Current Thinking ◽  
The World ◽  
The Usa ◽  
Standards And Guidelines ◽  
English Speaking

This chapter provides an overview of the standards and guidelines established in the USA since the establishment of the first training course in 1919 and the first professional association in 1950. It details the standards that emerged during almost 100 years of music therapy training in America, and includes the current status of training practices in the English-speaking countries of the world. To begin this effort, the author interviewed a small group of eighteen music therapy educators in order to sample current thinking in the field. Through this process, an intricate web of philosophical approaches, scientific values, and musical abilities were revealed. This chapter presents some information about: (a) The challenges experienced in training provision; (b) Perspectives about training provision; and (c) Standards, guidelines, and competencies that have been devised by professional organizations.

Rudolf Steiner and the development of Anthroposophical Music Therapy

2015 ◽  
Author(s):  
Andrea Intveen
Keyword(s):  
Music Therapy ◽  
Intellectual Disabilities ◽  
Historical Development ◽  
Diagnosis And Treatment ◽  
Scope Of Practice ◽  
Rudolf Steiner ◽  
People With Intellectual Disabilities ◽  
Remedial Work ◽  
Training Programmes ◽  
Musical Elements

This chapter provides an overview of the basic tenets of anthroposophical music therapy (AnMt) by presenting its historical development and current scope of practice. The AnMt approach has its foundations in anthroposophy, a doctrine developed by Rudolf Steiner (1861–1925). AnMt developed as a therapy practice incurative educationwhich is an interdisciplinary anthroposophical approach to remedial work with people with intellectual disabilities (König 1966). AnMt’s therapeutic processes, including referral, diagnosis, and treatment, will be described here along with reference to the early and current training programmes. The specific musical elements and instruments used in AnMt are highlighted to provide information about some of the unique aspects of this approach.

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