E-Book of Articles - World Federation of Music Therapy

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Wheeler, Barbara: WMFT Proceedings of the Education Symposium 3. Some programs offer courses in ethno-cultural topics, but most do not. Music is not an international language - it is a cultural modality. Thus, in order for therapists to be able to practice in any European country, a basic knowledge of the cultural differences is necessary. Moreover, we all know the important role that authentic childhood music might play in the therapeutic process. 4. The U.K. Association of Professional Music Therapists has collected information from all of its schools and integrated it into one basic module of training. This procedure provides a reasonable picture of the distinct and shared aspects of each program. It would be worthwhile for every country with more than one program to follow the same procedure. 5. Research is the Achilles Heel of many programs. In most cases, research projects are part of the requirements for a Master's and/or Ph.D. degree. As research in music therapy is essential and has become increasingly developed, it is recommended to include research methods in each program, even at the stage of basic studies. 6. The student (future music therapist) should be encouraged by his teachers to take psychotherapy for self-development. 7. Generally speaking, there must be a way to design a basic program which includes the following relevant branches of study: SUBJECT HOURS Complementary studies in music (after having a previous degree in music) H=45 Min 150-210 Medicine 150-210 Psychology 400-450 Special Education 60-90 Ethno-cultural Aspects of Music 45-60 Research methods 30-60 Integrative Studies in Music Therapy (including theory, workshops, 1000- internship and supervision). Specific subjects (such as movement, visual arts, advanced technology in MT etc.) European Examinations 1300 90-120 It would be desirable to consider establishing a European Committee for General Examinations in Music Therapy in order to ensure a basic level of knowledge and maturity, at least for professionals who wish to work in another country. At the moment this is impossible even within one country. Dr. Chava Sekeles Director of Music Therapy Program Insitute of Art Therapies, Music Therapy Program, David Yellin College Nataf, D. N. Harei Yehuda 90804 Israel E-mail: sekeles@netvision.net.il 330
Wheeler, Barbara: WMFT Proceedings of the Education Symposium xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxx CONCEPTS AND ISSUES IN EDUCATION AND TRAINING xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxx Self Experience for Music Therapy Students – Experiential Training in Music Therapy as a methodology – a compulsory part Introduction of the Music Therapy Programme at Aalborg University Ass. Professor Inge Nygaard Pedersen, RMT Aalborg University, Denmark As a pre-experience for clinical work, students at the Music Therapy Program at Aalborg University, Denmark are placed in the role of ”studentclients”, over four years, as a preparation for work in music therapy from a psychotherapeutic basis with many different client populations. Overall this part of the training program is called ” Experiential Training in Music Therapy” (ETMT), and the music therapy teachers working in this area are called “Experiential Training Music Therapy Teachers.” (ETMT teachers) The basic method of ETMT at this program is improvisational, active, music therapy as developed primarily by Mary Priestley in her model of Analytical Music Therapy (AMT). This model has been further developed and adapted for the programme at Aalborg University as this Program offers a five-year, full-time Masters level (MA) Degree in Music Therapy. Important elements in the 5-year training program are: MUSICAL SKILLS – Musical and clinical approach to vocal, instrumental and keyboard improvisation. Musical repertoire. SELF EXPERIENCE, – individual and group training in the therapy process DIDACTICS AND METHODOLOGY – Theory and practice including practice placements with different client populations. THEORETICAL KNOWLEDGE – Psychology of Music; general and clinical 331
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E-Book of Articles Music Therapy: A
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TABLE OF CONTENTS GARY HARA........
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TABLE OF CONTENTS QUALIFICATIONS OF
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Amir, Dorit: The Role Of Music Ther
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Introduction Bonde, Lars Ole: Analo
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Bonde, Lars Ole: Analogy And Metaph
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D'ulisse, M. E..: The Educational F
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D'ulisse, M. E..: The Educational F
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D'ulisse, M. E..: For the Training
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D'ulisse, M. E.. et al.: Music Ther
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D'ulisse, M. E.. et al.: A Music Th
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D'ulisse, M. E.. et al.: Applicatio
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Fachner, Jörg: The Musical Time-Sp
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• Aims: Brain Damage? • Methods
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Pre-THC-Gavg Fachner, Jörg: The Mu
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Summary and Conclusion Fachner, Jö
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Garcia, Maria: Forms Of Expression
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Hara, Gary: Coming Together: The He
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Natalia, Johanna: Te Influence of S
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Heart rate Respiration Natalia, Joh
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Nayak, Sangeetha: Music Therapy in
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Nayak, Sangeetha: Music Therapy in
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Up to 10 treatments 3 times a week
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Nuki, Michiko et al: Effects Of Hea
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Raglio, Alfredo: Qualitative Resear
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THE PROTOCOLS TABLE IV Protocol A 3
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TABLE V: PROTOCOL B Raglio, Alfredo
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TABLE VII PROTOCOL D Raglio, Alfred
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• Prevailing tonic state (of the
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Table XII Raglio, Alfredo: Qualitat
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Table XIII Raglio, Alfredo: Qualita
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Table XV Raglio, Alfredo: Qualitati
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Sabbatella, Patricia: The process o
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PURPOSE OF THE STUDY Sabbatella, Pa
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Schiltz-Ludwig, Lony: When Aggressi
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Schulberg, Cecilia: Many Vioces In
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Sutton, Julie; Beyond the Ordinairy
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Wheeler, Barbara: WMFT Proceedings
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Accreditation Wheeler, Barbara: WMF
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Alabama U. of Alabama School of Mus
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Wartburg College School of Music 22
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SUNY-New Paltz Music Department- SU
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