Clinical Supervision and Mentoring in an American Music Therapy Educational Program
2016 DOI: https://doi.org/10.29091/9783752001945/007 Seite 111 - 122
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This article provides a generalized overview of clinical music therapy supervision in the United States, with focus placed on the Music Therapy program at Colorado State University (CSU), and examines the differences in undergraduate versus graduate competencies and expectations. Many universities are expanding their programs to include distance learning Master’s degree programs in Music Therapy which are taught online. The rationale and development of the CSU distance learning program will be discussed, with a particular focus on the clinical practicum course. This course is designed to further the working Music Therapist‘s clinical skills. Students submit written documentation and video examples of their clinical work with their selected populations. The course instructor reviews and provides feedback and suggestions for the students to improve and continue to meet functional goals with their clients. Electronic correspondence with the course instructor regarding the implementation of the feedback is encouraged to optimize the students’ clinical skills development. Information regarding the written work that accompanies the video examples, as well as an explanation of the grading rubric with which students structure their clinical demonstrations will be shared. Recent research and student feedback explore the effectiveness of this model. Online resources for further investigation of electronic supervision and mentoring conclude the article.