A Prospectus for the Future of Music Therapy: Education Standards, Requirements, and Professional Designations

1989 ◽  
Vol 7 (1) ◽  
pp. 103-107 ◽  
Author(s):  
J. M. Standley
Keyword(s):  
Music Therapy ◽  
Education Standards ◽  
The Future ◽  
Therapy Education ◽  
Music Therapy Education

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.

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.

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