Historical and contemporary perspectives on the development of Analytical Music Therapy Training

2021 ◽  
pp. 1-19
Author(s):  
Seung-A Kim
Keyword(s):  
Music Therapy ◽  
Therapy Training

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.

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 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

scholarly journals Learning to be Mindful: An Exploratory Study into the Perceived Benefits of Mindfulness-Based Stress Reduction Training for a Music Therapy Student

2021 ◽  
Author(s):  
◽  
Jessica O. M. Graham
Keyword(s):  
Music Therapy ◽  
Stress Reduction ◽  
Secondary Analysis ◽  
Mindfulness Training ◽  
Anxiety And Depression ◽  
Perceived Benefits ◽  
Complex Needs ◽  
Therapy Training ◽  
Mindfulness Based Stress Reduction ◽  
Clinical Records

<p>Mindfulness training has become very popular in recent years and has proven successful for reducing anxiety and depression and enhancing coping skills (amongst other benefits). This research project explores the perceived benefits of mindfulness-based stress reduction (MBSR) training on a music therapy student working with young people with complex needs in special education. Secondary analysis of clinical records (session notes and a reflexive journal) was employed and included the use of both inductive and deductive methods of analysis. Five themes were developed (framed as themes of learning) including: Presence, Non-striving, Beginner’s Mind, Acceptance, and Patience with a final key finding being the effect of modelling to the students. Findings showed these benefits emerging through a journey from early data (before MBSR training) to later data (after MBSR training) and suggest that mindfulness training can be beneficial for both music therapy students and (indirectly) to those they work with. The themes and perceived benefits proved very interconnected with each relating to several others and ‘Being Present’ emerging as an over-arching theme. Similarities between benefits discovered and certain principles of music therapy were discussed and whether the benefits found may have occurred naturally through the course of music therapy training amongst other factors of change and natural growth.</p>

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 Converging Reflections on Music Therapy With Children and Adolescents: A Collaborative Seminar on Diverse Areas of Music Therapy Practice and Research

2013 ◽  
Vol 13 (2) ◽  
Author(s):  
Karin Antonia Mössler ◽  
Simon Gilbertson ◽  
Viggo Krüger ◽  
Wolfgang Schmid
Keyword(s):  
Music Therapy ◽  
Children And Adolescents ◽  
Team Building ◽  
Children With Autism ◽  
Research Centre ◽  
Pediatric Traumatic Brain Injury ◽  
Music Therapists ◽  
Therapy Training ◽  
Building Process ◽  
Training Courses

Four music therapists working at the Grieg Academy Music Therapy Research Centre (GAMUT) in Bergen, Norway, collaborated in providing a seminar at a national conference called “Barn og deres andre” [Children and their others] in November 2012. The four therapists were educated in different music therapy training courses in four different countries, and have worked and carried out research in distinctly different areas of music therapy practice: pediatric traumatic brain injury, children with autism, and children and adolescents in child welfare. Significantly, their experience of creating a collaborative seminar led to an awareness of each other’s work and also a process of identifying shared perspectives about music therapy with children and adolescents. This report on the symposium presents the three seminar papers and documents the journey of a team-building process within the music therapy discipline.

scholarly journals Celebrating 15 Years of Music Therapy Training in South Africa

2015 ◽  
Vol 15 (2) ◽  
Author(s):  
Helen Brenda Oosthuizen
Keyword(s):  
South Africa ◽  
Music Therapy ◽  
Years Of Experience ◽  
Music Therapists ◽  
Training Course ◽  
Therapy Training ◽  
University Of Pretoria ◽  
Recent Graduates ◽  
15Th Anniversary ◽  
The University

In 2014, the Music Therapy Master’s training course at the University of Pretoria, South Africa, celebrated its 15th anniversary. To mark the occasion, two showcases held in Gauteng and Port Elizabeth celebrated the work that is being done by music therapists and community musicians across the country, both those with many years of experience, students and recent graduates. This report of the showcases highlights the calibre of exciting music therapy projects that are emerging and developing within diverse contexts and communities throughout our country.

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