Music therapy educators are tasked by the American Music Therapy Association with creating practica placements for students. However, open-ended instructions result in many differing structures of placements and no formal guidelines or codifying supports for educators working with community partners. The purpose of this descriptive survey study was to provide an understanding of music therapy educators’ perspectives on successful and challenging elements of community partnerships and evaluative factors educators use when creating, monitoring, or discontinuing practica placements. Of the 139 participants, 100 currently teach or previously taught music therapy, and their quantitative and qualitative responses were included in data analysis. Educators perceived relational elements of partnerships as greater contributors to success than logistical elements. They identified pro-active and consistent communication (23.69%, n = 59), commitment to the partnership (18.07%, n = 45), and partners’ perception of students providing meaningful services (18.07%, n = 45) as necessary to successful partnerships. The most prominent challenging element was partners who did not value or understand music therapy. However, only 2.9% of educators (n = 2) indicated teaching partners about music therapy and its benefits as a part of their processes for establishing and monitoring community partnerships. The recognition that education and advocacy of music therapy play an underlying role in practica relationships can help guide educators toward more successful partnerships. Recommended future research should include perspectives of community partners and students on practica relationships.
{"title":"Music Therapy Educators’ Perspectives on Practica Community Partnerships","authors":"Shelly R Z Broder, Lily Fugita","doi":"10.1093/mtp/miad031","DOIUrl":"https://doi.org/10.1093/mtp/miad031","url":null,"abstract":"\u0000 Music therapy educators are tasked by the American Music Therapy Association with creating practica placements for students. However, open-ended instructions result in many differing structures of placements and no formal guidelines or codifying supports for educators working with community partners. The purpose of this descriptive survey study was to provide an understanding of music therapy educators’ perspectives on successful and challenging elements of community partnerships and evaluative factors educators use when creating, monitoring, or discontinuing practica placements. Of the 139 participants, 100 currently teach or previously taught music therapy, and their quantitative and qualitative responses were included in data analysis. Educators perceived relational elements of partnerships as greater contributors to success than logistical elements. They identified pro-active and consistent communication (23.69%, n = 59), commitment to the partnership (18.07%, n = 45), and partners’ perception of students providing meaningful services (18.07%, n = 45) as necessary to successful partnerships. The most prominent challenging element was partners who did not value or understand music therapy. However, only 2.9% of educators (n = 2) indicated teaching partners about music therapy and its benefits as a part of their processes for establishing and monitoring community partnerships. The recognition that education and advocacy of music therapy play an underlying role in practica relationships can help guide educators toward more successful partnerships. Recommended future research should include perspectives of community partners and students on practica relationships.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":"2 7","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139380411","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}
A scoping review of publications pertaining to music therapy interventions with people who are unhoused and living in shelters was implemented to determine if the available evidence supports professional advocacy and program development with this underserved population at the present time. Searches using EBSCOHost, PsycINFO, ProQuest, and search engines for music therapy journals resulted in 294 publications. Specification of inclusion criteria (population-context-concept) resulted in 13 articles for review to determine the types of evidence, key characteristics of participants and interventions, and gaps and limitations in the literature. An overview of therapists’ descriptions of their sessions’ goals, interventions, and recommendations, combined with information from shelter staff and former participants, provides practical information for interventions and future research. However, the diversity within the small collection of articles prevents generalizations and provides only a glance at possibilities, not a foundation, for professional advocacy and program development.
{"title":"Music Therapy in Shelters for People Who Are Unhoused: A Scoping Review","authors":"Dianne Gregory, Flor Hernandez, Christopher Beach","doi":"10.1093/mtp/miad027","DOIUrl":"https://doi.org/10.1093/mtp/miad027","url":null,"abstract":"A scoping review of publications pertaining to music therapy interventions with people who are unhoused and living in shelters was implemented to determine if the available evidence supports professional advocacy and program development with this underserved population at the present time. Searches using EBSCOHost, PsycINFO, ProQuest, and search engines for music therapy journals resulted in 294 publications. Specification of inclusion criteria (population-context-concept) resulted in 13 articles for review to determine the types of evidence, key characteristics of participants and interventions, and gaps and limitations in the literature. An overview of therapists’ descriptions of their sessions’ goals, interventions, and recommendations, combined with information from shelter staff and former participants, provides practical information for interventions and future research. However, the diversity within the small collection of articles prevents generalizations and provides only a glance at possibilities, not a foundation, for professional advocacy and program development.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":"5 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139212034","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}
The COVID-19 pandemic ushered in widespread restrictions that impacted clinical and academic settings. These restrictions required music therapy educators to not only shift their teaching platform but to find methods to engage students in the continued development of their clinical practice skills through practicum experiences while clinical sites were closed. To provide alternative practicum experiences, three music therapy faculty at a major metropolitan private university offered Telehealth Practica (THP) for undergraduate and graduate students in the first year of the pandemic. Music therapy faculty facilitated individual or group sessions with 10 clients to provide ongoing practicum experiences for students over the course of two semesters. Twenty-two students participated in five focus group interviews to share their experiences of THP. Using a thematic analysis, 14 themes were identified, and through further latent analysis, five attributes of the THP model: accessibility, usefulness, uniqueness, limitation, and potential were developed. THP offered students a new and novel learning opportunity that is not experienced in traditional in-person practicum, and they identified this as a valuable and unique training option. THP experience highlighted the need to develop student competencies and skills related to the use of technology for telehealth delivery, as telehealth has become a new norm and will be one of the ways health professionals continue to provide services in the future.
{"title":"Alternative Clinical Training During the First Year of COVID-19 Pandemic: Students’ Experience","authors":"Juyoung Lee, Emma Moonier, A. Heiderscheit","doi":"10.1093/mtp/miad026","DOIUrl":"https://doi.org/10.1093/mtp/miad026","url":null,"abstract":"The COVID-19 pandemic ushered in widespread restrictions that impacted clinical and academic settings. These restrictions required music therapy educators to not only shift their teaching platform but to find methods to engage students in the continued development of their clinical practice skills through practicum experiences while clinical sites were closed. To provide alternative practicum experiences, three music therapy faculty at a major metropolitan private university offered Telehealth Practica (THP) for undergraduate and graduate students in the first year of the pandemic. Music therapy faculty facilitated individual or group sessions with 10 clients to provide ongoing practicum experiences for students over the course of two semesters. Twenty-two students participated in five focus group interviews to share their experiences of THP. Using a thematic analysis, 14 themes were identified, and through further latent analysis, five attributes of the THP model: accessibility, usefulness, uniqueness, limitation, and potential were developed. THP offered students a new and novel learning opportunity that is not experienced in traditional in-person practicum, and they identified this as a valuable and unique training option. THP experience highlighted the need to develop student competencies and skills related to the use of technology for telehealth delivery, as telehealth has become a new norm and will be one of the ways health professionals continue to provide services in the future.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":"37 6","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139246318","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}
Abstract Centered in the Scholarship of Teaching and Learning, we describe and reflect upon student and teacher experiences of an undergraduate music therapy course in which students are introduced to two core clinical perspectives derived from the music therapy literature: decision-making and case formulation. Guiding the reader through four interrelated course phases, we discuss key content areas, challenges students encountered, and the ways the course instructors engaged with and worked through these challenges. Key learning outcomes are identified, specifically focusing on the importance of 1) teaching multiple perspectives early in a music therapy curriculum, 2) prerequisite knowledge, 3) musical competence, and 4) an integrated curriculum. In doing so, we advocate for an integral perspective to clinical practice, through which students develop the ability to locate themselves and shift perspectives in service of their clients.
{"title":"Developing Clinical Perspectives: Reflections on Student and Teacher Experiences of an Undergraduate Music Therapy Course","authors":"Kerry Devlin, Karrin Lukacs, Zoe Simon-Levine, Hanne Mette Ridder, Anthony Meadows","doi":"10.1093/mtp/miad024","DOIUrl":"https://doi.org/10.1093/mtp/miad024","url":null,"abstract":"Abstract Centered in the Scholarship of Teaching and Learning, we describe and reflect upon student and teacher experiences of an undergraduate music therapy course in which students are introduced to two core clinical perspectives derived from the music therapy literature: decision-making and case formulation. Guiding the reader through four interrelated course phases, we discuss key content areas, challenges students encountered, and the ways the course instructors engaged with and worked through these challenges. Key learning outcomes are identified, specifically focusing on the importance of 1) teaching multiple perspectives early in a music therapy curriculum, 2) prerequisite knowledge, 3) musical competence, and 4) an integrated curriculum. In doing so, we advocate for an integral perspective to clinical practice, through which students develop the ability to locate themselves and shift perspectives in service of their clients.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":"127 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135541055","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}
Abstract Informal or family caregivers (ICGs) are unpaid individuals who assist those with various diagnoses or conditions with their health and/or living-related needs. In 2020, there were an estimated 53 million individuals in the United States who provided informal care, which research indicates can negatively impact physiological and psychological health. Music therapy is a promising nonpharmacological intervention for psychosocial needs, including many that ICGs experience. The purpose of this study was to pilot a single, virtually delivered, music-based wellness workshop to examine feasibility and acceptability amongst ICGs of adults over 50. Additionally, the study aimed to establish the appropriateness of the measurement tools in addressing the research questions. Results of the study (N = 24) revealed a significant reduction in perceived stress score from pre to the post intervention t(23) = 5.71, p < .001. Slight positive increases were also observed from pre- to two weeks post intervention for wellbeing (14.75 vs. 14.79) and quality of life (6.00 vs. 6.08) measures. Additionally, 93.1% of participants completed the study from pre to two-week post-intervention, indicating a high feasibility of the intervention design. Themes emerged related to perceived value of the intervention and resource provided, including positive perception of music and mindfulness techniques along with themes related to difficulty with delivery and future needs of ICGs.
非正式或家庭照顾者(ICGs)是无偿的个人，他们帮助那些有各种诊断或条件的人满足他们的健康和/或生活相关的需求。2020年，美国估计有5300万人提供非正式护理，研究表明，这可能对生理和心理健康产生负面影响。音乐疗法是一种很有前途的非药物干预心理社会需求，包括许多icg经历。本研究的目的是试点一个单一的、虚拟交付的、基于音乐的健康研讨会，以检查50岁以上成年icg的可行性和可接受性。此外，该研究旨在建立适当的测量工具，以解决研究问题。研究结果(N = 24)显示干预前和干预后感知压力得分显著降低t(23) = 5.71, p <措施。从干预前到干预后两周，幸福感(14.75比14.79)和生活质量(6.00比6.08)指标也略有增加。此外，93.1%的参与者在干预前至干预后两周完成了研究，表明干预设计具有很高的可行性。出现的主题与干预措施的感知价值和提供的资源有关，包括对音乐和正念技术的积极感知，以及与icg的交付困难和未来需求有关的主题。
{"title":"A Virtual Music-Assisted Wellness Workshop for Family Caregivers: A Pilot Study","authors":"Adrienne C Steiner-Brett, Rashmita Basu","doi":"10.1093/mtp/miad025","DOIUrl":"https://doi.org/10.1093/mtp/miad025","url":null,"abstract":"Abstract Informal or family caregivers (ICGs) are unpaid individuals who assist those with various diagnoses or conditions with their health and/or living-related needs. In 2020, there were an estimated 53 million individuals in the United States who provided informal care, which research indicates can negatively impact physiological and psychological health. Music therapy is a promising nonpharmacological intervention for psychosocial needs, including many that ICGs experience. The purpose of this study was to pilot a single, virtually delivered, music-based wellness workshop to examine feasibility and acceptability amongst ICGs of adults over 50. Additionally, the study aimed to establish the appropriateness of the measurement tools in addressing the research questions. Results of the study (N = 24) revealed a significant reduction in perceived stress score from pre to the post intervention t(23) = 5.71, p &lt; .001. Slight positive increases were also observed from pre- to two weeks post intervention for wellbeing (14.75 vs. 14.79) and quality of life (6.00 vs. 6.08) measures. Additionally, 93.1% of participants completed the study from pre to two-week post-intervention, indicating a high feasibility of the intervention design. Themes emerged related to perceived value of the intervention and resource provided, including positive perception of music and mindfulness techniques along with themes related to difficulty with delivery and future needs of ICGs.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":"257 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135977425","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}
{"title":"Correction to: Lesbian, gay, bisexual, transgender, and questioning: Best practices in music therapy and Rhode Island Fire Music Therapy Project Final Report","authors":"","doi":"10.1093/mtp/miad023","DOIUrl":"https://doi.org/10.1093/mtp/miad023","url":null,"abstract":"","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135252402","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}
Abstract ABSTRACT: Given the limited literature on the specific termination practices of music therapists in multiple clinical settings, clinicians were asked to participate in open-ended interviews to address the following research questions: What are the current termination practices of music therapists? What types of termination practices might they describe? and What processes do they move through in their termination practices? Thematic analysis of the interview data was used to identify several themes, one of which is described in the present paper: clinical intentions. Four clinical intentions are described in the results: preparing the person for termination, considering the person’s context, framing the therapeutic structure, and implementing the termination process. Comparison of the results to the termination-related music therapy literature showed that general guidelines for termination are not universally applicable. A model for self/peer-supervision and decision-making for termination was presented for three purposes: (a) to provide an approach for students and clinicians to consider the specific termination-related circumstances in which they find themselves, (b) to provide an approach for them to consider how they might most effectively attend to the needs of the persons they serve, and (c) to provide an approach for them to consider their own needs for self-care.
{"title":"Clinical Intentions in Music Therapy Termination Processes: A Qualitative Inquiry","authors":"Elaine A Abbott","doi":"10.1093/mtp/miad021","DOIUrl":"https://doi.org/10.1093/mtp/miad021","url":null,"abstract":"Abstract ABSTRACT: Given the limited literature on the specific termination practices of music therapists in multiple clinical settings, clinicians were asked to participate in open-ended interviews to address the following research questions: What are the current termination practices of music therapists? What types of termination practices might they describe? and What processes do they move through in their termination practices? Thematic analysis of the interview data was used to identify several themes, one of which is described in the present paper: clinical intentions. Four clinical intentions are described in the results: preparing the person for termination, considering the person’s context, framing the therapeutic structure, and implementing the termination process. Comparison of the results to the termination-related music therapy literature showed that general guidelines for termination are not universally applicable. A model for self/peer-supervision and decision-making for termination was presented for three purposes: (a) to provide an approach for students and clinicians to consider the specific termination-related circumstances in which they find themselves, (b) to provide an approach for them to consider how they might most effectively attend to the needs of the persons they serve, and (c) to provide an approach for them to consider their own needs for self-care.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135878515","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}
Abstract By championing the strengths, resources, and resilience of service users and increasing treatment access while limiting costs, single-session therapy (SST) represents a collaborative, direct, and transparent approach to providing treatment. In SST, service users have active and empowered roles in determining the focus, solutions, and extent of the therapy. SST practitioners note that all circumstances, settings, and contexts are unique and thus provide service users with autonomy to help them address the concerns that brought them to seek treatment. In Part II, I describe various ways to implement SST for music therapy clinicians in acute mental health settings. As Carr et al. (2013) noted a need for a music therapy model in acute mental health settings, I highlight Soo-Hoo’s (2018) Strength-Based Multicultural Integrative Therapy model as a potential therapeutic framework. To help music therapists apply aspects of SST to their clinical practice, I also provide questions for therapists to use in SST, describe how to conclude SST, provide suggestions for single-session group music therapy and other applications of single-session therapy in music therapy, and conclude with a critical reflection of SST.
{"title":"Reconceptualizing Music Therapy in Acute Mental Health Settings Part II: Clinical Applications of Single-Session Therapy","authors":"Michael J Silverman","doi":"10.1093/mtp/miad019","DOIUrl":"https://doi.org/10.1093/mtp/miad019","url":null,"abstract":"Abstract By championing the strengths, resources, and resilience of service users and increasing treatment access while limiting costs, single-session therapy (SST) represents a collaborative, direct, and transparent approach to providing treatment. In SST, service users have active and empowered roles in determining the focus, solutions, and extent of the therapy. SST practitioners note that all circumstances, settings, and contexts are unique and thus provide service users with autonomy to help them address the concerns that brought them to seek treatment. In Part II, I describe various ways to implement SST for music therapy clinicians in acute mental health settings. As Carr et al. (2013) noted a need for a music therapy model in acute mental health settings, I highlight Soo-Hoo’s (2018) Strength-Based Multicultural Integrative Therapy model as a potential therapeutic framework. To help music therapists apply aspects of SST to their clinical practice, I also provide questions for therapists to use in SST, describe how to conclude SST, provide suggestions for single-session group music therapy and other applications of single-session therapy in music therapy, and conclude with a critical reflection of SST.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136192407","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}
Abstract Single-session therapy (SST) is a collaborative, direct, and transparent approach to providing treatment that emphasizes service users having active and empowered roles in determining the focus, solutions, and extent of the therapy. Clinicians developed SST as many adult mental health service users only receive a single session of therapy. Service users tend to be satisfied with SST and often chose to not return for additional sessions. SST emphasizes the strengths, resources, and resilience of service users and increases treatment access while limiting costs. Some of the impetus for SST is based on research indicating that rapid improvement tends to occur early in treatment with additional sessions being less impactful. In Part I, I provide a descriptive overview and synthesis of the SST literature. I conclude Part I by naming assumptions of long-term therapy and SST. In Part II, I describe approaches to conducting SST, apply SST to music therapy, and provide a critical reflection of SST.
{"title":"Reconceptualizing Music Therapy in Acute Mental Health Settings Part I: A Descriptive Overview of Single-Session Therapy","authors":"Michael J Silverman","doi":"10.1093/mtp/miad018","DOIUrl":"https://doi.org/10.1093/mtp/miad018","url":null,"abstract":"Abstract Single-session therapy (SST) is a collaborative, direct, and transparent approach to providing treatment that emphasizes service users having active and empowered roles in determining the focus, solutions, and extent of the therapy. Clinicians developed SST as many adult mental health service users only receive a single session of therapy. Service users tend to be satisfied with SST and often chose to not return for additional sessions. SST emphasizes the strengths, resources, and resilience of service users and increases treatment access while limiting costs. Some of the impetus for SST is based on research indicating that rapid improvement tends to occur early in treatment with additional sessions being less impactful. In Part I, I provide a descriptive overview and synthesis of the SST literature. I conclude Part I by naming assumptions of long-term therapy and SST. In Part II, I describe approaches to conducting SST, apply SST to music therapy, and provide a critical reflection of SST.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136361948","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}
To support student learning about clinical music therapy termination processes, a qualitative research method was used to address three research questions: (a) What are the current termination practices of music therapists from multiple clinical settings? (b) What types of termination practices might they describe? and (c) What processes do they move through in their termination practices? Forty-six music therapists were interviewed about their experiences of clinical termination in music therapy. They described 134 termination scenarios that took place in 18 different types of clinical settings. Inductive thematic analysis of the scenarios identified several themes, one of which is addressed in this paper: termination types. Nine types of termination processes are described in the results. The types were described using the salient features of the termination scenarios. Identifying termination types in this way has the potential to provide students and clinicians with ways to think critically and creatively about what it means to effectively terminate a therapeutic relationship and about what effective termination can look like in different clinical settings.
{"title":"Types of Termination in Clinical Music Therapy Practice: A Qualitative Inquiry","authors":"Elaine A Abbott","doi":"10.1093/mtp/miad020","DOIUrl":"https://doi.org/10.1093/mtp/miad020","url":null,"abstract":"\u0000 To support student learning about clinical music therapy termination processes, a qualitative research method was used to address three research questions: (a) What are the current termination practices of music therapists from multiple clinical settings? (b) What types of termination practices might they describe? and (c) What processes do they move through in their termination practices? Forty-six music therapists were interviewed about their experiences of clinical termination in music therapy. They described 134 termination scenarios that took place in 18 different types of clinical settings. Inductive thematic analysis of the scenarios identified several themes, one of which is addressed in this paper: termination types. Nine types of termination processes are described in the results. The types were described using the salient features of the termination scenarios. Identifying termination types in this way has the potential to provide students and clinicians with ways to think critically and creatively about what it means to effectively terminate a therapeutic relationship and about what effective termination can look like in different clinical settings.","PeriodicalId":44813,"journal":{"name":"Music Therapy Perspectives","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42848900","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：