23.7. 1993 Vitoria-Gasteiz / Spain - World Federation of Music Therapy

healthcare psychiatry and psychotherapy, which may
not be the theoretical framework of an aspíring
occupation. Yet to adopt the scientific net might be to
loose or severely compromise the occupations primary
skillys and inhibit the development of valuable
alternative models of working (Lee 1992). Bennet and
Hokenstad (cited in Green 1991a) assert that the use of
knowledge by the professions is substantielly different
to that of the semi-professions. A doctor will use her
knowledge to treat but will not share the process of
using tho knowledge with the client. A semi-professional
works more as a catalyst, using her knowledge to help
the client help herself. To become professional would
arguably necessitate a change in the use of knowledge
from giving to withholding.
The health occupations desire to be professionals is
1273
largely one of self preservation and parity of steem with
competing groups (Green 1991b). It needs to be asked
whether this is,the best motive and best way to develop
good practice for clients. For security most occupations
develop exclusory practices especially so if they wish to
professionalise. Yet the extent to which is this beneficial
to clients is open to debate. For example, all available
music therapy literature emphasises that music
therapists must be extremely accomplished musicians
(eg Paulicevic 1992, Bruscia 1989), this is mirrored in
the formal entry requirements for post-graduate training
in Britain. Perhaps it needs to be asked to what extent
this ís a real prerequisite of good practice It could be
seen as an exclusory device to separate music
therapists from other clinicians of differing musical
ability or to restrict entry into the profession hence
hightening its professíonal profile There are parts of a
formal music education that do not appear to have