Dialogues in Music Therapy Education 2022-01-13T19:02:59-05:00 Meganne K. Masko Open Journal Systems <p><em>Dialogues in Music Therapy Education</em> (DMTE) aims to highlight critical conversations around, and innovations in, music therapy education and clinical training through the dissemination of creative and scholarly works. The journal publishes qualitative, quantitative, mixed methods, arts based, philosophical, theoretical, and historical research. <em>DMTE</em> also welcomes letters to the editor, creative works, book reviews, and resource sharing materials. The journal seeks to center the voices of formal and informal educators, students, and those whose perspectives have historically been marginalized. In selecting an open access journal format, we affirm that dialogues can only occur when knowledge, experience, and expertise are freely and equitably shared.</p> The Price of Attending Universities with AMTA-Approved Undergraduate Music Therapy Degree Programs 2021-07-12T11:24:40-04:00 Dawn Iwamasa Austin C. Thorn <p>The purpose of this study was to analyze tuition, student loan, and Pell Grant data from universities with AMTA-approved undergraduate music therapy degree programs. Data from the College Insight Tool was used to collect data on average tuition and fees, average loan debt of graduates, percentage of graduates with debt, and percentage of students who received a Pell Grant from four-year institutions offering an undergraduate music therapy degree during the 2016-2017 academic year. Results indicated that tuition and fees were slightly higher at public universities and slightly lower at private institutions than national averages. The data also suggested that students who attended schools with music therapy programs were more likely to have student loan debt. Percentages of Pell Grant recipients were similar to national averages, indicating similar representation of low- to middle-income students. Regional data suggested that the Southeast region was the least expensive area of the country for tuition and fees, and among the lowest for student loan debt. The inverse was found for schools in the Great Lakes region where student loan debt was among the highest. More research is needed to better understand the implications of student loan debt on the education, long-term financial security, and career choice for professional music therapists.</p> 2022-01-13T00:00:00-05:00 Copyright (c) 2022 Dawn Iwamasa, Austin C. Thorn From Surviving to Thriving: Creating a Viable Virtual Model of Music Therapy Internship in Private Practice During a Global Pandemic 2021-09-21T12:44:51-04:00 Madison Michel Miranda Rex Annie Roberson <p>Though many music therapists pivoted to offer online clinical services during the COVID-19 pandemic, the methodology of music therapy internship sites that adapted to a virtual model of internship during this time is largely unknown. The private practice the authors work for, located in a large metropolitan area of the United States, has trained at least 11 interns using a virtual model of music therapy supervision created during the pandemic. The practice’s five internship supervisors use technology tools including Zoom, Google Drive, and Calendly as the basis for their virtual supervision program. Programming concepts for interns include online group supervision to discuss professional topics, intern social hours, intern study hall hours, and supplemental online resources for intern growth and reflection. Supervisor and intern feedback highlighted major challenges including clear communication, clinical skill development, and maintaining work-life balance during a virtual internship. The authors stress the need for vulnerable leadership and open communication in this model of internship. Advantages of a virtual model include decreased financial burden for interns, increased flexibility of programming, and increased accommodations available for interns. A partial or total online model of internship can be one strategy to meet the growing need for internship sites as the pandemic continues and society becomes increasingly technological.</p> 2022-01-13T00:00:00-05:00 Copyright (c) 2022 Madison Michel, MM, MT-BC, Miranda Rex, MA, MT-BC, Annie Roberson, MT-BC Student Satisfaction with Music Therapy Education Programs in the United States of America 2021-08-16T14:55:09-04:00 Livia S. Umeda <p>Music therapy education is unique in that it includes academic coursework, practicum, and internship. Due to the gap in the literature regarding students’ satisfaction, this is an important topic that must be assessed to improve future music therapy education. The purpose of this exploratory survey study was to investigate the educational satisfaction of final year undergraduate music therapy students, music therapy students who have finished undergraduate coursework but not started internship or are in a master’s equivalency music therapy program one or two semesters immediately before internship in the United States of America. The aspects of students’ satisfaction studied include academic experiences (e.g., coursework, practicum, internship), interactions with faculty/supervisors, and available resources (e.g., information, financial aid, availability of instruments). Findings showed that students were satisfied with their university experience, especially with the diverse client experiences and clinical work-related coursework. The largest concerns were excessive non-music therapy related courses, limited practicum supervision, and overabundance of outside work which led to students feeling overwhelmed. As the COVID-19 pandemic may have affected the level of participation and respondents’ responses, I will use this study as a baseline by which to compare the results of a future replication study. Educators may be able to use the findings when creating or making changes to educational policies, which may lead to higher students’ satisfaction. </p> 2022-01-13T00:00:00-05:00 Copyright (c) 2022 Livia Umeda Sanctuary Model Supervision: Reflections and Implications for the Music Therapy Profession 2021-10-06T10:09:46-04:00 Alex Peuser Kailey Campbell <p><span style="font-weight: 400;">This paper outlines The Sanctuary Model from the perspective of two former music therapy interns who completed their internship at a Sanctuary Certified residential psychiatric treatment facility for children and adolescents in the midwest. Both writers reflect on their experiences with supervision within this model as supervisees and board-certified music therapists. Strengths of this model such as creating a common language with which to process clinical phenomena, formation of better, more equitable interpersonal relationships between the supervisee and supervisor, and the emphasis on parallel processes are all unique aspects of this model. Discussions of Sanctuary Model supervision’s value in music therapy clinical supervision are included.</span><span style="font-weight: 400;"><br></span><span style="font-weight: 400;">Keywords: Supervision, Sanctuary Model, Trauma-Informed Supervision, Internship</span></p> 2022-01-13T00:00:00-05:00 Copyright (c) 2022 Alex Peuser, MM, MT-BC, Kailey Campbell, MA, MT-BC Book Review of Music Therapy in a Multicultural Context, edited by Melita Belgrave & Seung-A Kim 2021-01-23T15:21:19-05:00 Adrienne C. Steiner <p>This manuscript is a book review of the 2019 Jessica Kingsley publication, <em>Music Therapy in a Multicultural Context</em>, edited by Melita Belgrave &amp; Seung-A Kim.&nbsp;</p> 2022-01-13T00:00:00-05:00 Copyright (c) 2022 Adrienne C. Steiner