Music Therapy Education and Training: From Theory to by Karen D. Goodman

By Karen D. Goodman

Written by means of a senior clinician and educator so one can meet the desires of potential and present educators, scientific supervisors and scholars of song treatment, this e-book presents an outline and specific statement approximately all features and complex schooling and coaching in track therapy.

Major issues include:

(1) ancient viewpoint and assessment of educational criteria outlined through either the nationwide organization of faculties of track (NASM) and the yank track remedy organization (AMTA), college skills, degrees of perform steered by means of degrees of academic programming, post-graduate education and distance learning.

(2) incorporating, contextualizing and lengthening tune and medical foundations into song treatment coursework whereas educating tune remedy foundations at successive degrees of depth.

(3) specified feedback for education the coed in perform potential- either practicum and internship.

(4) historic remark on how potential for complicated perform have been composed and the way revised criteria will play a component within the improvement of masters and doctoral courses within the United States.

(5) research of the coursework in 32 graduate courses around the usa to be able to recommend the present use of coursework in assembly complicated competency areas.

(6) mirrored image on correct studying idea, studying kinds, pupil improvement levels, and alertness to tune treatment pedagogy and evaluation.

(7) details relating to admissions, advisement, retention, instructing and assessment ideas in track treatment programs.

(8) evaluation of track remedy courses in 30 nations which concludes with a dialogue of universal topics and matters within the improvement of overseas schooling and training.

As we contemplate the continued demanding situations within the usa and in the course of the international to increase curriculum that's applicable to varied measure degrees and altering specialist access criteria, this publication will turn out a major source. With a foreword by way of Dr. Suzanne Hanser and appendices which come with a list and research of sixty years of books released in track treatment, this e-book is a useful addition to the song remedy literature.

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Additional resources for Music Therapy Education and Training: From Theory to Practice

Example text

INFORMATION RELATED TO EDUCATION AND TRAINING Multiple Credentials in Music Therapy Education and Training Universities are in a state of ongoing change. Music therapists, responding to the needs of the workplace as well as the desire to augment their education complement their credentials with additional degrees, certifications and/ or licenses, as appropriate to various fields such as counseling, music education, special education and creative arts therapy. Currently, one of the results of real (New York State License in Creative Arts Therapists, necessitating a 48 credit Masters) or perceived pressures in the marketplace is the packaging of music therapy education.

The report of this Education and Clinical Training Competency-Based Education and Training 29 Commission was issued as a draft in November, 1998. Draft recommendations suggested outcome/competency-based standards for education and training versus curricular/course-based standards with the responsibility for quality control at the local level, with schools and training sites (Crowe & Bruscia, 1999). With the founding of the American Music Therapy Association in 1998, a further revised set of competencies was put forth in 1999 as a result of the Education and Clinical Training commission.

Was it really realistic for educators to assume that students would master all these skill areas within the undergraduate program? What did mastery mean? In our administrative zest to organize levels of information, did we compartmentalize skills and knowledge? I hope that in reviewing the AMTA Professional Competencies with you, we may consider them in a new light, in accordance with Piaget’s sentiment to create knowledge anew from the minds of both men and women. In this chapter, current and prospective students and educators will profit from discussion and considerations for the delivery of the AMTA Professional Competencies, which spans classroom education and clinical preprofessional training.

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