E-Book of Articles - World Federation of Music Therapy

Wheeler, Barbara: WMFT Proceedings of the Education Symposium
completely private therapy in addition to (or rather than) that connected
to the course?
Another area discussed concerned boundaries. Where does idea that
exploring traumatic blocks is part of training come from? How does that
become an educational goal? How do they bridge personal boundaries and
education? Inge responded that the goal is “to explore,” not “to cure.” It
was suggested that other disciplines do not include personal growth. Inge
responded that that gives experiential ETMT teachers the possibility of
showing and transferring to students how self-experiences can be a part of
a therapeutic identity. It was then asked why boundary problems and
diffuse anxiety problems would not be shown in other aspects of the
education? Why should someone who is essentially a personal therapist
need to bring those back to class; they would normally show up in other
aspects of class. Inge’s answer was that students with these problems can
be referred from other aspects of class. If they are referred from the ETMT
teacher, they will only go to one professor and it can then be determined
how to deal with the problems.
A question was raised about the tape recording, with the point that it is
unusual to use a tape with third person to “arbitrate.” Inge responded that
they have never had to use this, so it is really done as a security for the
student. Students often use the tapes to listen back to as a learning
project. The therapist keeps, then destroys when the therapy is finished.
But the student can have copies for personal use.
It was questioned why supervisors of ETMT are psychologists and not music
therapists? Inge responded that no music therapists have been trained so
far to be supervisors. Tony also pointed out that the supervisor who is used
has been involved with the program for many years.
Mechtild said that she has been working in Berlin to have
Lehrmusiktherapie included as requirement in the program, but that the
Lehrmusiktherapie is done outside of the training. Students must go
through a self-process in order to work. Mechtild is concerned that students
cannot work if they know too much about each other – the boundaries are
not safe. Boundaries are important; the work for the professors is to
integrate the outside and the inside. She thinks the boundaries are
extremely important. She also believes that paying for it is important.
Mechtild thought that her program in Berlin must be very different from
the program at Aalborg because of this, and that it must be more
analytically based. Inge responded that they have 20 hours, focused on the
student being a therapist. Mechtild has 100 hours and a very different
focus.
The point was made that in Guided Imagery and Music (GIM)it is essential
that the therapist experiences the method in a very full way in order for
the educational method to be effective. But while experiencing it, certain
issues come up. So when you see personal growth as the primary focus,
versus having to deal with personal issues as they come up in training, it is
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