Ethics in Music Therapy Education: Four Points to Consider

2020 ◽  
Vol 38 (1) ◽  
pp. 42-50
Author(s):  
Lauren DiMaio ◽  
Becky Engen
Keyword(s):  
Music Therapy ◽  
Ethical Issues ◽  
Ethical Dilemmas ◽  
Cultural Bias ◽  
Music Therapists ◽  
Academic Setting ◽  
The Subject ◽  
Ethical Thinking ◽  
Therapy Education ◽  
Music Therapy Education

Abstract Ethical thinking in music therapy is a vital aspect of the profession. However, little is published on the subject of ethics in the music therapy academic setting. Therefore, this article explores the complex issues of ethics and ethical thinking in music therapy education from the perspective of two music therapists who have held various positions within academics in music therapy. The purpose of this article is to encourage integrity within music therapy education and to draw attention to the complex ethical issues within music therapy academics. Four points are described for music therapy educators: (1) Assess positions of power, (2) Explore your adaptability, (3) Assess possible infringement of rights, and (4) Consider cultural bias in your responses. These points are offered as recommendations inserted into the Dileo Model of Ethical Thinking for Music Therapists for people in academia when faced with ethical dilemmas.

Ethical Issues in Private Practice: A Phenomenological Investigation of Music Therapy Business Owners

2021 ◽  
Author(s):  
Kyle Wilhelm ◽  
Lindsey Wilhelm
Keyword(s):  
Music Therapy ◽  
Private Practice ◽  
Phenomenological Study ◽  
Ethical Issues ◽  
Ethical Dilemmas ◽  
The United States ◽  
Business Owners ◽  
Snowball Sampling ◽  
Structured Interviews ◽  
Music Therapists

Abstract As a music therapy private practice is both a business and a healthcare service, it should adhere to ethical standards from both disciplines. However, this topic has rarely been examined in the music therapy literature. The purpose of this phenomenological study was to explore ethical dilemmas experienced by music therapy business owners (MTBOs) in their private practice and how MTBOs avoid or address ethical dilemmas. Utilizing convenience and snowball sampling techniques, 21 MTBOs in the United States were interviewed using semi-structured interviews. To answer the two areas of inquiry, we identified three themes and 12 subthemes: (1) Ethical issues related to client welfare, (2) Ethical issues related to business relationships and operation, and (3) Strategies to address or avoid ethical dilemmas. MTBOs also shared how they ensure ethical behavior in themselves, with their employees or independent contractors, and when interacting with professionals outside the private practice. These findings provide a better understanding of MTBOs’ lived experiences of ethics in their private practice and may benefit other music therapists who are in private practice or are wanting to go into private practice. Limitations and recommendations for further research are provided.

scholarly journals Queering the Curriculum

2019 ◽  
Vol 19 (3) ◽  
Author(s):  
Sue Baines ◽  
Jane Edwards ◽  
Jennyfer Hatch ◽  
Judy Pereira
Keyword(s):  
Music Therapy ◽  
Social Constructions ◽  
Music Therapists ◽  
Socially Constructed ◽  
Academic Faculty ◽  
The Media ◽  
Therapy Education ◽  
Equity And Inclusion ◽  
Music Therapy Education ◽  
Special Responsibility

Music therapy academic faculty responsible for teaching the next generation of healthcare practitioners have a special responsibility to ensure that the learning environment is one in which the principles of equity and inclusion are upheld and practiced. When LGBTQ+ content is unavailable in the educational environment, it marks the presence of overt and covert hostility and microaggressions toward LGBTQ+ people and their identities. The classroom then exists as a heteronormative and cisnormative space that places the burden on students to discover, include and manage reference to LGBTQ+ identities and experiences.   Socially constructed roles which relied on limited conceptions of a normative binary that recognized only hetero and cis male and female identities is shifting; LGBTQ+ people are increasingly reflected in the media and our society, creating opportunities for deep thinking and expansion. Reviewing current teaching environments and methods allows consideration of the kinds of social constructions that limit our capacity as educators and music therapists to fully include LTBTQ+ people and content. In this paper, two LGBTQ+ relatively recent music therapy graduates and two hetero cis seasoned feminist music therapy educators use anti-oppressive practice theory to reflect on and reveal predominant heteronormative and cisnormative values in music therapy education and reflect on ways to make classroom and practicum settings a safe and exploring space for all students and their clients.

Using Case-Based Learning to Teach Information Literacy and Critical Thinking Skills in Undergraduate Music Therapy Education: A Cohort Study

2020 ◽  
Vol 38 (2) ◽  
pp. 143-149
Author(s):  
Meganne K Masko ◽  
Kelly Thormodson ◽  
Kristen Borysewicz
Keyword(s):  
Critical Thinking ◽  
Music Therapy ◽  
Information Literacy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Techniques ◽  
Case Based Learning ◽  
Therapy Education ◽  
Music Therapy Education ◽  
Case Based

Abstract Higher education traditionally focuses on didactic, or passive, teaching and learning techniques as these are efficient ways of conveying information to the students. However, passive learning places the responsibility for students’ learning on the instructor rather than the students themselves. Constructive learning techniques, such as case-based learning (CBL), give students opportunities to apply previous knowledge while constructing their own deep learning. The purpose of this article is to describe both the implementation and evaluation of a CBL unit in a junior-level undergraduate music therapy theories and methods course. The cohort study utilized student reflection papers, faculty observations, class materials, and a student survey to evaluate the impact of a behavioral health-focused CBL unit on information literacy, critical thinking skills, and student enjoyment of learning. Students answered both Likert-type and open-ended questions on these topics. Open-ended questions were analyzed using a directed qualitative content analysis. Students felt that the CBL unit was effective in increasing their information literacy and critical thinking skills, and they enjoyed the unit. According to survey results, the CBL developed several measured areas of student critical thinking skills, with the exception of the students’ abilities to analyze their own biases. The CBL unit appeared to be an effective and efficient way of simultaneously covering multiple learning outcomes and music therapy competencies. However, students did not perceive any changes in their ability to analyze their own biases which, based on previous psychology and sociology research, takes more than one isolated learning unit to address. Implications for music therapy education are addressed.

Expanding a Music Therapy Business Using AMTA’s Aspirational Code of Ethics

2020 ◽  
Vol 38 (1) ◽  
pp. 34-37
Author(s):  
Meredith Roman Pizzi
Keyword(s):  
Music Therapy ◽  
Ethical Issues ◽  
Code Of Ethics ◽  
Applied Ethics ◽  
The United States ◽  
Business Practices ◽  
Music Therapists ◽  
Ethical Decisions ◽  
Therapy Services ◽  
Trust Law

Abstract While all music therapists look to the Code of Ethics as a guiding document, music therapists who are self-employed or managing teams rely heavily on this document to create sound business and administrative policies. This article articulates how the 2019 Code of Ethics informs the music therapy entrepreneur or manager to make thoughtful, accountable, and ethical decisions, decreases confusion about specific business practices, and addresses significant concerns related to aspects of the previous AMTA Code of Ethics that were in conflict with federal anti-trust regulations in the United States, including the Sherman Anti-Trust Law. To address the legal and ethical issues inherent in expanding a service business, a discussion guided by the 2019 Code of Ethics and the Markkula Center for Applied Ethics (2009) model is provided as a way to think through potential ethical dilemmas when considering subcontracting music therapy services.

The Muslim Surgeon and Contemporary Ethical Dilemmas Surrounding the Restoration of Virginity

Hawwa ◽  
2007 ◽  
Vol 5 (2-3) ◽  
pp. 324-349 ◽  
Author(s):  
Vardit Rispler-Chaim
Keyword(s):  
Young Women ◽  
Ethical Issues ◽  
Ethical Dilemmas ◽  
The Status ◽  
The Subject ◽  
Women And Girls ◽  
The Impact ◽  
Scientific Technology ◽  
Status Of Women

AbstractIn the last few decades surgeons have been able to perform an operation that repairs a torn hymen, and thus allows young women and girls whose hymen is not intact to reappear as virgins. Most of the ethical issues related to hymen repair surgery concern the conduct of the surgeon and the question of whether restoration of virginity is a way to deceive husbands. The status of hymen restoration surgery has been the subject of several fatwas issued by leading religious authorities and articles written by Muslim lawyers, physicians and ethicists. Virginity restoration, based on the above sources, appears to have its supporters and opponents. The study of hymen restoration is also related to the status of women in society and their rights, to ancient social taboos, and to the impact of modern scientific technology on society at large.

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