The Music Therapy Clinical Intern: Performance Skills, Academic Knowledge, Personal Qualities, and Interpersonal Skills Necessary for a Student Seeking Clinical Training

1984 ◽  
Vol 21 (4) ◽  
pp. 193-201 ◽  
Author(s):  
L. M. Brookins
Keyword(s):  
Music Therapy ◽  
Clinical Training ◽  
Interpersonal Skills ◽  
Performance Skills ◽  
Academic Knowledge ◽  
Personal Qualities

scholarly journals Peer Mentoring as a Tool for Developing Soft Skills in Clinical Practice: A 3-Year Study

2021 ◽  
Vol 9 (5) ◽  
pp. 57
Author(s):  
Antonio M. Lluch ◽  
Clàudia Lluch ◽  
María Arregui ◽  
Esther Jiménez ◽  
Luis Giner-Tarrida
Keyword(s):  
Clinical Practice ◽  
Skill Acquisition ◽  
Clinical Training ◽  
Peer Mentoring ◽  
Clinical Skills ◽  
Technical Skills ◽  
Study Groups ◽  
Self Evaluation ◽  
Academic Knowledge ◽  
Post Hoc

Education currently focuses on improving academic knowledge and clinical skills, but it is also important for students to develop personal and interpersonal skills from the start of their clinical practice. The aim was to evaluate the effect of peer mentoring in third-year students and to gauge the evolution of non-technical skills (NTS) acquisition up to the fifth year. The study groups were selected between September 2015 and May 2018, based on the NTS training they had or had not received: (1) fifth-year students with no training (G1); (2) third-year students mentored in NTS (G2a); and (3) a small group of fifth-year students who became mentors (G2b). A total of 276 students who took part in this study were assessed using a 114-item self-evaluation questionnaire. Data were collected from seven surveys conducted between September 2015 and May 2018, and statistical analysis was performed using one-way ANOVA and Fisher’s post-hoc test. G2a improved their non-technical skill acquisition over three years of clinical training up to their fifth year. This group and G2b showed statistically significant differences compared to non-mentored students (G1). Peer mentoring at the beginning of clinical practice is a valid option for training students in non-technical skills.

AOTA 2021 Standards for Continuing Competence in Occupational Therapy

2021 ◽  
Vol 75 (Supplement_3) ◽  
Author(s):  
Keyword(s):  
Occupational Therapy ◽  
Interpersonal Skills ◽  
Occupational Therapists ◽  
Ethical Practice ◽  
Self Assessment ◽  
New Developments ◽  
Performance Skills ◽  
Roles And Responsibilities ◽  
Ongoing Process ◽  
Continuing Competence

Continuing competence is essential to occupational therapists and occupational therapy assistants for fulfilling their roles and abilities across experience, context, and time. It requires an ongoing process to keep up with new developments related to the profession and specialty areas throughout one’s career (i.e., early, mid-, late, change, or reentry). To build capacity, occupational therapists and occupational therapy assistants must commit to a process of self-assessment, reflecting on, in, and toward action to advance the knowledge, professional reasoning, interpersonal skills, performance skills, and ethical practice necessary to perform current and future roles and responsibilities within the profession. The American Occupational Therapy Association’s Standards for Continuing Competence serve as a foundation for analyzing the occupation in regard to continuing competence. These standards can be viewed separately and collectively and can be combined with other standards documents to gain an overarching perspective.

The State of the UK Music Therapy Profession

2000 ◽  
Vol 14 (1) ◽  
pp. 13-31 ◽  
Author(s):  
David Stewart
Keyword(s):  
Job Satisfaction ◽  
Music Therapy ◽  
Clinical Supervision ◽  
Postal Questionnaire ◽  
Support Networks ◽  
Full Time ◽  
Working Models ◽  
Mixed Feelings ◽  
Personal Qualities ◽  
The Uk

This paper outlines the findings from a self-administered postal questionnaire to the UK music therapy profession carried out in June 1997. It details the background to the study, its design and methodology, the results and their implications. The survey gathered data on the personal qualities used in practice, working models, support networks and job satisfaction among UK music therapists. Taken together, these responses were deemed an indication of the overall ‘state of the profession’. Further, an attempt was made to ascertain a correlation between job satisfaction and other variables as a way of delineating a profile of a ‘job-satisfied music therapist’. Key results indicated a profession of diverse individuals, more likely to be balancing part-time music therapy work than to be employed in a full-time post. They indicated a profession with cohesive personal qualities underlying its practice, and more definitive priorities for working models. They revealed a profession more likely to describe itself as ‘supported’ and ‘satisfied’ than either ‘very supported/satisfied’, ‘quite supported/mixed feelings’, ‘unsupported/dissatisfied’ or ‘very unsupported/dissatisfied’. They identified clinical supervision and communication with colleagues and carers as the two most significant support networks among the sample. A statistically significant correlation was established between the level of professional support experienced and job satisfaction.

scholarly journals Acquisition of clinical skills

1999 ◽  
Vol 5 (4) ◽  
pp. 311-316 ◽  
Author(s):  
Linda Gask
Keyword(s):  
Clinical Training ◽  
Interpersonal Skills ◽  
Clinical Skills ◽  
Continuous Process ◽  
Skills Training ◽  
Communication Skills Training ◽  
Clinical Teachers ◽  
The Past ◽  
Postgraduate Level ◽  
Closed Door

“No-one except you and the patient really know what happens when you take him for an interview. You learn from your own mistakes behind the closed door” (Adams & Cook, 1984).Clinical skills in psychiatry are not best acquired in unsupervised practice or in learning by apprenticeship. In the past, it was reported that during the course of their clinical training, students' interviewing skills actually deteriorated rather than improved (Helfer, 1970; Maguire & Rutter, 1976), although recent research suggests that improved training is now having an impact (Davis & Nicholaou, 1992). The methods described below may be employed at both undergraduate and postgraduate level. Traditionally, psychiatrists have been actively involved, along with general practitioners, in the provision of communication skills training to undergraduates. In the future, this training will become a continuous process carried out alongside and within other teaching in all specialities (Gushing, 1996). One of the biggest challenges facing medical schools is how to engage and train clinical teachers from a range of specialities in facilitating students in the acquisition of clinical interpersonal skills.

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. 

Clinical Training in Music Therapy

1967 ◽  
Vol 4 (4) ◽  
pp. 128-131
Author(s):  
G. O'Morrow
Keyword(s):  
Music Therapy ◽  
Clinical Training

scholarly journals Book Review: Clinical Training Guide for the Student Music Therapist (2nd edition)

2018 ◽  
Vol 18 (2) ◽  
Author(s):  
Janelle Chambers
Keyword(s):  
Music Therapy ◽  
Clinical Training ◽  
Music Therapists ◽  
Music Therapist ◽  
Self Reflection ◽  
Goals And Objectives

Clinical Training Guide for the Student Music Therapist (2nd edition), written by Donna Polen, Carol Shultis, and Barbara Wheeler, is an updated resource book for student music therapists with various levels of training.  A multitude of resources, references, and personal and professional insights are organized into an easy-to-read layout and covers areas such as assessments, goals and objectives, documentation, planning and implementing music therapy experiences with groups and individuals, as well as encourages self-reflection and special considerations for the student music therapist and their supervisors.  This book is reviewed with a sociocultural lens.

scholarly journals A Kiwi Odyssey: Music Therapy University Training in New Zealand Takes Flight

2003 ◽  
Vol 3 (1) ◽  
Author(s):  
Robert E. Krout
Keyword(s):  
New Zealand ◽  
Music Therapy ◽  
Clinical Training ◽  
Ethnically Diverse ◽  
Full Time ◽  
Music Therapist ◽  
Aotearoa New Zealand ◽  
The Many ◽  
University Training ◽  
Therapy Programme

This article looks at the new postgraduate music therapy programme at Massey University in New Zealand, and at how it has developed as this country's first full-time tertiary course in music therapy. Music therapy in New Zealand has a history going back almost 30 years, and the new programme builds on the fine traditions established over that time. The emphasis and challenge have been to craft a programme that weaves the many skills required to become a competent music therapist with the unique flavour of what music therapy is and can become in the ethnically diverse and rich cultures of Aotearoa - New Zealand. Particular attention and discussion are given regarding the issue of supervised clinical training.

scholarly journals Finding power and privilege as a violinist and music therapist

2010 ◽  
Vol 10 (2) ◽  
Author(s):  
Naoko Matsumura McKee
Keyword(s):  
Social Work ◽  
Music Therapy ◽  
Interpersonal Skills ◽  
Personal History ◽  
Self Awareness ◽  
Music Therapists ◽  
Music Therapist ◽  
Self Reflection ◽  
Social Work Training ◽  
Work Training

Power and privilege is often addressed in social work literature and is taught as a part of social work training in Canada. The purpose of this training is to enhance self-awareness and interpersonal skills, and to promote the practice of critical self-reflection. Critical self-reflection not only includes one's examination of thoughts, feelings, and behaviors, but also one's understanding of how these are shaped by personal history, social location, attitudes, and values related to diversity and difference (Mandell, 2007). Not all practices in the field of social work can be directly applied to music therapy practice. However, critical self-reflection as introduced in social work may be adapted for music therapists in realizing their own power and privilege in their work. This paper applies theoretical and conceptual ideas of power and privilege in music-centered music therapy practice through the author's personal critical reflection. 

Clinical Training Guide for the Student Music Therapist: 2nd Edition Polen, Donna, Shultis, Carol, & Wheeler, Barbara (Eds.)

2018 ◽  
Vol 10 (1) ◽  
pp. 48
Author(s):  
Darlene Brooks
Keyword(s):  
Music Therapy ◽  
Clinical Training ◽  
Music Therapist ◽  
Knowledge And Skills

This is a second, expanded and updated edition of Clinical Training Guide for the Student Music Therapist, originally published in 2005. Designed for use by music therapy students at all levels of training, the information is organized to support the scaffolding of knowledge and skills as students advance through typical levels of involvement: observing session; participating and assisting; planning and co-leading; and ultimately leading sessions independently

Sign in / Sign up

Export Citation Format

Share Document