E-Book of Articles - World Federation of Music Therapy

Wheeler, Barbara: WMFT Proceedings of the Education Symposium
of the hours should be music therapy courses and one-half should be
supportive courses. (Note: There are no standards for a doctorate degree).
Clinical Internship
It must consist of a minimum of 6 continuous months and 1040 hours
of clinical training. Any accredited or licensed facility or group of facilities
is eligible if it provides music therapy services and has an RMT or MT-BC a
minimum of 20 hrs. per week. A program proposal must be submitted for
approval to the AMTA Clinical Training Committee. AMTA has responsibility
for the clinical internship programs. The Clinical Training Director must be
a professional member of AMTA; hold the MT-BC credential (effective
1/1/88); be retained by one or more settings for a minimum 20 hrs. per
week; have a minimum of 3 years full-time, post-internship experience (or
equivalent); one year full-time experience in facility; and completion of one
5-hour CMTE workshop on Music Therapy Intern supervision or other
documented training.
Accreditation
An Overview of the AAMT Model
Academic institutions offering music therapy programs shall be
accredited by a professional or regional agency. Schools may apply for both
NASM accreditation and AAMT Model approval or only AAMT Model approval.
The National Association of Schools of Music (NASM) and originators of the
AAMT Model established a consultative relationship which serves to unify
procedures and schedules for review for schools seeking both accreditation
and AAMT approval and to provide consistency between accreditation and
approval standards.
Faculty
The academic institution shall employ a sufficient number of music
therapy faculty who are qualified by education and experience to administer
the music therapy program, teach core courses, advise music therapy
students, and organize and supervise field and internship training programs.
The academic institution determines the qualifications of faculty.
Approval Standards
Approval standards are established for both the Baccalaureate and
Master's degrees. The ultimate measure of the quality of an educational
program in music therapy is the extent to which graduates of the program
have acquired the competencies needed to practice music therapy. A list of
required competencies has been formulated to serve as the focal point for
all approval standards. That is, all variables and factors affecting the
quality of a program (as outlined in the AAMT Model standards) are viewed
in terms of what effects they have on enabling the student to acquire the
competencies of a music therapist. In short, the AAMT Model standards
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