Music therapy internship supervisors and preinternship students: a comparative analysis of questionnaires

The purpose of this study was to compare perceptions of professional competency between preinternship music therapy students and internship supervisors. Preinternship music therapy students and internship supervisors were asked to fill out the Internship Concerns Questionnaire (ICQ-ST, student; ICQ-SU, supervisor). Participants (N = 106) included 85 students at 16 AMTA-approved universities (n = 85), and 21 internship supervisors at active AMTA national roster internship sites (n = 21). Twenty items on the ICQ were rated on a Likert-type scale, and 1 item (Part B) asked the participant to indicate any other concerns not addressed in the ICQ. Music therapy interns and supervisors differed significantly in their mean ratings on 2 of the 20 items: "Communicating with facility staff" (p = .025) and "Maintaining client confidence" (p = .016). In both cases the student interns reported a significantly lower mean level of concern about getting assistance in these areas than did their supervisors. The present study suggests that music therapy educators may better prepare music therapy students for a successful internship by evaluating the perceptual gaps in professional training expectations between students and supervisors prior to the internship. Internship supervisors may also benefit from student's own perceptions of their knowledge and skills upon beginning the internship. Ultimately, the student is responsible for being prepared to begin the process from intern to beginning professional at the start of the internship, and to commit to gaining as much as possible from the combination of academic and clinical experiences available to them.     

Music therapy career aptitude test

The purpose of the Music Therapy Career Aptitude Test (MTCAT) was to measure the affective domain of music therapy students including their self-awareness as it relates to the music therapy career, value in human development, interest in general therapy, and aptitude for being a professional music therapist. The MTCAT was administered to 113 music therapy students who are currently freshman or sophomores in an undergraduate music therapy program or in the first year of a music therapy master's equivalency program. The results of analysis indicated that the MTCAT is normally distributed and that all 20 questions are significantly correlated with the total test score of the MTCAT. The reliability of the MTCAT was considerably high (Cronbach's Coefficient Alpha=0.8). The criterion-related validity was examined by comparing the MTCAT scores of music therapy students with the scores of 43 professional music therapists. The correlation between the scores of students and professionals was found to be statistically significant. The results suggests that normal distribution, internal consistency, homogeneity of construct, item discrimination, correlation analysis, content validity, and criterion-related validity in the MTCAT may be helpful in predicting music therapy career aptitude and may aid in the career decision making process of college music therapy students.     

Bringing simulation to life

As the complexity and acuity of patients are ever increasing, the faculty at Kingsborough Community College struggled to assure that their students will be qualified to safely care for their patients when they graduate from the nursing program. Because opportunities often were not available in the clinical setting, simulation was introduced into the curriculum to meet these needs. Simulation is an ideal teaching strategy for high-risk/low-volume events in a safe environment. This article describes the implementation of simulation into the nursing curriculum with emphasis on critical thinking in the clinical setting as well as debriefing and reflection at the completion of the simulation.     

Epistemological development and collaborative learning: a hermeneutic analysis of music therapy students' experience

Undergraduate education must address student's developmental needs, as well as their learning needs. Yet, there has been little discussion regarding music therapy students' epistemological development, how that influences their education and clinical training, and how that understanding can inform educators and clinical supervisors. As part of an introductory music therapy course that was taught using collaborative learning consensus groups, students provided written and verbal comments about their experience and some students agreed to a series of interviews (Luce, 2002). This hermeneutic analysis of that data was based upon Perry's Scheme and Women's Ways of Knowing suggested that (a) the students' comments reflected the various perspectives or positions within the models, (b) the collaborative learning consensus groups facilitated transitions and movement within the models, and (c) there was a need for more research to understand music therapy students' developmental needs, to enhance teaching methods and pedagogy, and to address students' developmental needs as they prepare to enter the profession.     

The use of music therapy within the SCERTS model for children with Autism Spectrum Disorder

The SCERTS model is a new, comprehensive curriculum designed to assess and identify treatment goals and objectives within a multidisciplinary team of clinicians and educators for children with Autism Spectrum Disorders (ASD). This model is an ongoing assessment tool with resulting goals and objectives derived there from. Because music therapy offers a unique interaction setting for children with ASD to elicit communication skills, music therapists will need to be an integral part of the multidisciplinary assessment team using the SCERTS model which is projected to become the primary nation wide curriculum for children with ASD. The purpose of this paper is to assist music therapists in transitioning to this model by providing an overview and explanation of the SCERTS model and by identifying how music therapists are currently providing clinical services incorporated in the SCERTS Model for children with ASD. In order to formulate comprehensive transitional suggestions, a national survey of music therapists working with clients at risk or diagnosed with ASD was conducted to: (a) identify the areas of SCERTS assessment model that music therapists are currently addressing within their written goals for clients with ASD, (b) identify current music therapy activities that address various SCERTS goals and objectives, and (c) provide demographic information about settings, length, and tools used in music therapy interventions for clients with ASD.     

The music therapy clinical intern: performance skills, academic knowledge, personal qualities, and interpersonal skills necessary for a student seeking clinical training

The music therapy curriculum consists of two distinct parts: the academic phase and the internship. The music therapy student must apply for a clinical internship during the last year of the academic phase, and the student is expected to evolve from student to professional music therapist during the internship phase. The present study sought to determine the skills, knowledge, and qualities clinical training directors considered most important for a prospective intern to possess. The sample population of the survey consisted of 25 clinical training directors from the Great Lakes Region. Results of the survey indicated that piano skills, knowledge of psychology, emotional maturity, and the ability to express needs and feelings were considered most important for the prospective intern to possess.     

Influence of occupational therapy curricula on students' attitudes toward persons with disabilities.

The influence of occupational therapy curricula on students' attitudes toward persons with disabilities was studied. Twenty-six female students in either their first or fourth (i.e, final) semester of the occupational therapy curriculum were assessed with the Attitudes Toward Disabled Persons Scale (ATDP) (Yukor, Block, & Younng, 1966). A comparison group, 26 female students in either their first or fourth semester of the medical technology program, was also assessed with this scale. As hypothesized, the fourth-semester occupational therapy students showed significantly higher scores than did the other three groups of subjects. Also as predicted, this same group showed significantly higher scores than their first-semester counterparts and the fourth-semester medical technology students. No significant difference was found between first-semester and fourth-semester medical technology students. The occupational therapy curriculum appears to positively influence students' attitudes toward persons with disabilities.     

Song repertoire across the generations: a comparison of music therapy majors' and senior citizens' recognitions

This study examined whether a basic song repertoire of folk-type melodies which can be accompanied with principal triads exists in the senior citizen population and compared this repertoire with that of music therapy students. An audiotape of the tunes of 25 standard songs, assumed in previous research to be known by everyone who has finished 6th grade, was played for undergraduate music therapy students (N = 78) and for healthy, active senior citizens (N = 78). None of the senior citizens had received any music therapy services, although many were involved in music activities such as the senior choir at church. Music therapy majors identified significantly more tunes than did the older listeners. Further analysis indicated that there is a good deal of overlap in the repertoires of these two groups. Sixteen tunes were recognized by 80% of therapy students; 10 songs were recognized by 80% of the seniors; the 10 songs identified by these seniors were 10 of the top 11 identified by the college students ("Kumbaya" was not known by the older listeners). Six songs could not be named by 50% of the students; 7 songs could not be named by 50% of the seniors; these two lists contained five common selections ("Oh Shenandoah," "Kookaburra," "Down in the Valley," "Shalom Chaverim," and "Tinga Layo"). Given the growth of the senior segment of the American population, the expansion of services for them, and the popularity of including music activities among these services, it would appear that music therapy students' basic knowledge of a repertoire of songs which are known to older people and which can easily be accompanied with principal triads is adequate, even though the range of songs which could be identified was broad (11-24) and the mean correctly named was merely 70.82% of a set which other investigators, teachers, and professional organizations have said represent a minimal repertoire for all citizens beyond the 6th grade.     

Effects of music therapy on oxygen saturation in premature infants receiving endotracheal suctioning

The purpose of this study was to investigate how premature infants' oxygen saturation changed in response to music therapy while they were receiving endotracheal suctioning. A convenience sample of 30 premature infants was selected from three neonatal intensive care units. A one-group repeated measures design was adopted for this study. The oxygen saturation of all subjects was first measured while they were receiving endotracheal suctioning during a four-hour control period with regular care. Then, four hours after the control period was completed, an experimental period began in which the music " Transitions " was played. One minute before suctioning, the level of oxygen saturation was measured to provide the baseline data. During a period of 30 minutes after suctioning, the oxygen saturation was recorded every minute to analyze the clinical effects of music therapy. The results showed that premature infants receiving music therapy with endotracheal suctioning had a significantly higher SPO(2); than that when not receiving music therapy (p <.01), and the level of oxygen saturation returned to the baseline level faster than when they did not receive music therapy (p <.01). Accordingly, it is hoped that giving appropriate music therapy as developmental care to premature infants when performing any nursing intervention may enhance not only the quality of nursing care but also quality of the infant's life.     

Alexander Technique classes improve pain and performance factors in tertiary music students

BackgroundProfessional and student instrumental musicians experience high rates of playing-related pain (PR pain) and other playing-related musculoskeletal disorders (PRMDs). This significant occupational health risk signals an urgent need for preventive education at the college level. During tertiary studies however, music students may be more focused on musical skill development than health outcomes. Alexander Technique (AT) is reputed to be beneficial for factors relating to both PR pain and the improvement of performance quality in musicians, therefore AT training for music students could be relevant for prevention.ObjectivesTo examine the effects of AT classes for tertiary music students on PR pain, associated risk factors for PR pain, and factors associated with improvements in music performance quality.MethodsResponses were collected from 23 volunteer music performance students at an Australian University who undertook weekly AT classes for one semester using a curriculum specifically designed for music students.ResultsThe majority of participants rated AT classes as beneficial for all factors, particularly reduction of PR pain, posture, ability to release excess muscle tension, improvements in instrumental technique, and improvements in performance level. Benefits to practice effectiveness and a reduction in non-playing-related pain, stress levels and performance anxiety were also reported.ConclusionsPurpose-designed AT classes may contribute to the management of PR pain and pertinent risk factors in music students, thus further investigation of the potential role of AT classes in pain prevention programs is warranted. Reports of benefit across a range of performance-related skills strengthen relevance to music practice and performance.     

Effects of music on gastric myoelectrical activity in healthy humans

The aim was to study the effects of listening to music on gastric myoelectrical activity in healthy humans. Gastric myoelectrical activity was recorded using surface electrogastrography from 17 healthy volunteers before and for 30 min after they listened to music. All subjects listened to the same music. Ten perceived the music as enjoyable and seven did not. The percentages of normal slow wave, dominant frequency and dominant power did not differ significantly between baseline and during music intervention. An analysis of covariance model that included the subjects' feelings about the music and dominant power showed significantly higher dominant power during music intervention in subjects who enjoyed the music (p < 0.01). In the individuals who enjoyed the music, dominant power (55.0 +/- 9.2 dB) was significantly higher during music intervention than at baseline (49.5 +/- 6.8 dB, p = 0.03). In the subjects who did not enjoy the music, dominant power was significantly lower during music intervention than at baseline (48.8 +/- 6.8 and 55.7 +/- 6.2 dB, respectively; p < 0.01). Listening to enjoyable music increases the amplitude of gastric myoelectrical activity in healthy humans. Music therapy may improve gastric motility and may be used to stimulate gastric emptying.     

Internal versus external locus of control: an analysis of music populations

This study investigated the relationship between locus of control and chosen field of music specialization. The Nowicki-Strickland Locus of Control Scale was designed to assess the construct of locus of control and reinforcement, which is defined as the perception of a connection between one's action and its consequences; the version of the scale used in this study was specifically developed and validated for use with college-aged students by Nowicki (2000). This scale was administered to four separate college-aged groups: music therapy majors, music education majors, applied music majors, and nonmusic majors who also had previous music background and were currently enrolled in a formal college music performance organization. Results indicated that there were indeed, differences among these populations with music therapy majors evidencing a significantly lower internal locus of control. Music education majors and nonmajors evidenced a greater internal level and were not significantly different from each other, yet both were significantly different from the music therapy majors. Music performance majors were also significantly lower in internal control compared to the music education and nonmusic majors, but they were not significantly different from the music therapy majors. This entire line of research has a long history and seems advisable to continue with all music populations, especially potential music therapists in order to investigate those aspects of self-perception that may help or hinder therapeutic effectiveness.     

Behavioral and endocrinological evaluation of music therapy for elderly patients with dementia

The present study investigated the effectiveness of music therapy for dementia patients using endocrinological and behavioral evaluations. The study comprised 10 patients with senile dementia who received music therapy; six had Alzheimer's dementia and four had vascular dementia. Music therapy was performed twice a week for 8 consecutive weeks (16 sessions). As a result, total scores on the Mini-Mental State Examination (MMSE) did not significantly change, but the scores of a subscale, "language", improved significantly. According to the Multidimensional Observation Scale For Elderly Subjects (MOSES), scores for "irritability" decreased significantly. Regarding changes in salivary chromogranin A (CgA) levels, the average was significantly decreased before session 16 compared to after this. These results suggest that the combination of endocrinological measurements, behavioral evaluations and functional assessment methods are useful in evaluating the effects of music therapy in persons with senile dementia.     

Randomized crossover trial studying the effect of music on examination anxiety

The purpose of this study was to assess the effect of lento music on examination anxiety among nursing students. A randomized crossover classroom-based trial was conducted. Thirty-eight students with a mean age of 19.4 years (SD = .54) were randomly assigned to either a music/silence or a silence/music group sequence. The students in the music group were given a 40-min group-based music intervention in a classroom, whereas the students in the silence group received the regular test without music. Using paired t-tests, there were no significant different in pretest scores for state anxiety, examination anxiety, finger temperature and pulse rate between the two conditions. Nonetheless, the findings indicated that music intervention did effectively decrease examination anxiety and state anxiety as well as reducing pulse rate and increasing higher finger temperature (p = 0.05 to 0.001). In addition, significant differences were detected between the pretest and posttest measures for silence (p = 0.001). The results suggest that lento music is effective at anxiety reduction. This study provides evidence for nursing faculty and clinical educators to foster nursing students' mastering over the anxiety of examination by using lento music.     

Preservice music teachers' predictions, perceptions, and assessment of students with special needs: the need for training in student assessment

The purpose of the current study was to examine preservice teachers' predictions and perceptions of students with special needs' levels of mastery of specific music education concepts and actual grades achieved by these students using alternative assessments and testing accommodations within two subpopulations: students with emotional and/or behavior disorders (EDBD) and students with acute cognitive delays (ACD). The preservice teachers predicted students within the EDBD class would achieve a significantly higher level of mastery of the music concepts than students within the ACD classroom. After the field experience, however, the preservice teachers' perceptions of all students' levels of mastery increased from prediction scores overall. Additionally, preservice teachers were able to execute testing accommodations and implement successful alternative assessments which gave empirical data on the students' levels of mastery of the music education concepts within the curriculum. Implications for music therapists, as consultants in special education, are discussed.     

The analgesic effect of odour and music upon dressing change

Vascular wounds may require frequent dressing changes over a long period of time, often involving pain, which may not be adequately controlled with conventional analgesia. Complementary analgesia may be beneficial as an adjunctive therapy. This pilot study presented eight patients with two odour therapies, lavender and lemon, two music therapies, relaxing and preferred music and a control condition, during vascular wound dressing changes. Although the therapies did not reduce the pain intensity during the dressing change there was a significant reduction in pain intensity for the lavender therapy and a reduction in pain intensity for the relaxing music therapy after the dressing change. This supports the use of these complementary therapies, which are inexpensive, easy to administer and have no known side effects, as adjunctive analgesia in this patient population. Earlier administration before dressing change may enhance these effects. Further research is required to ascertain why certain complementary therapies are more effective than others at relieving pain.     

Survey of duties and responsibilities of current music therapy positions

Survey questionnaires examining the duties and responsibilities of current music therapy positions were mailed to 200 active registered and nonregistered music therapists randomly selected from the 1978-70 NAMT membership directory. The information was sought to: (a) enrich communication among active music therapists and persons interested in the field; (b) act as a possible reference basis for curriculum development; and (c) examine the potential of a classification plan for music therapy positions entailing similar duties and responsibilities. Surveys completed as directed were received from 127 (63.5%) of those music therapists sampled. Analysis of these surveys identified several practical skill areas common to many of the respondents. Certain position responsibilities were identified as significantly related to existing levels of music therapy positions, as implied by official job titles. These findings warrant further discussion of a national classification plan for music therapy positions.