Presentation is loading. Please wait.

Presentation is loading. Please wait.

Supervising the Music Therapy Intern

Similar presentations

Presentation on theme: "Supervising the Music Therapy Intern"— Presentation transcript:

1 Supervising the Music Therapy Intern
AMTA Association Internship Approval Committee

2 Overview of the CMTE CMTE requirements – must attend entire session and complete post-test to receive certificate Outline of CMTE What is Supervision? Ethics of Supervision Supervision Techniques Stages of Internship Additional things to consider

3 AIAC Representatives Great Lakes – Kay Luedtke-Smith
Mid-Atlantic – Teri McManus New England – Eve Montague Southeastern – Lauren DiMaio Southwestern – Christine Neugebauer Midwestern – Gina Hacker Western – Andrea Scheve National Office – Jane Creagan Chair – Mary Jane Landaker

4 Situations Please write down specific questions or situations that you have experienced or feel that you may experience Pass notes to AIAC representatives during breaks or during the CMTE We may or may not address all of your situations, but we will try to talk about each of the situations that you present to us… Before switching to the next slide, ask group members to share why they are taking course/planning on being an ID. Highlight possible reasons: commitment to the future of MT as a profession noble cause/satisfying recognition from others no pay more work free CMTE credits for attending CMTE and for training future MTs

5 -The AMTA National Roster Internship Guidelines
What is Supervision? “Supervision includes, but is not limited to, formal and informal observation and interaction in the areas of: direct patient contact, evaluation and documentation, treatment planning, supervision, participation in interdisciplinary didactic sessions, team involvement, participation in training sessions, and staff relationships.” -The AMTA National Roster Internship Guidelines The intent of the guidelines is to assure that…. Ask group: Why is supervision necessary?

6 Supervision: A distinct professional activity in which education and training aimed at developing science-informed [evidence-based] practice are facilitated through a collaborative interpersonal process. Falender & Shafranske (2004) Ask group: What do you look for in a supervisor?

7 Elements of Supervision
Acquisition of knowledge & skills by: Instruction Modeling Mutual problem-solving “Tell me and I forget; show me and I remember; involve me and I understand.” Unknown

8 Supervisory Relationships
Forinash (2001) states that the focus of the supervision relationship is “to address the complexities involved in helping supervisees in their ongoing (and never-ending) development as competent and compassionate professionals.” Mollon (in Malchiodi & Riley 1996) observes that “the aim of supervision is to facilitate the trainee’s capacity to think about the process of therapy.”

9 Supervision helps interns to:
Understand their clients Develop a capacity for self-awareness and reflections Understand theory and practical application of therapy to diverse settings

10 Supervision ideas….. A dynamic process Unique for each individual
Both members have to decide the direction of the experience Personal growth is a common by-product Supervisor MUST convey a positive attitude about the profession Demonstrate awareness of the diversity of settings and philosophies in MT Understanding the “power” of being a supervisor - perfection or executioner

11 Supervision can be used to discuss…
Feelings and reactions to clients in & out of the MT setting Self-reflection as an aspect of supervision from the beginning of the process Importance of understanding issues of culture, gender, violence and abuse, and family roles in supervision Uniqueness of music therapy role itself Maintaining the boundary between supervision and therapy – not psychotherapy opportunity

12 *Group supervision vs. Individual supervision
Types of Supervision Consultant/Mentor Clinician/Administrator/Manager Instructor/Educator/Teacher Peer/Supporter Consultant/Evaluator *Group supervision vs. Individual supervision

13 Same Track Parallel Track Rotation Multi-Supervisor
Models of Supervision Same Track Parallel Track Rotation Multi-Supervisor Give examples of each –your program and style should help you determine how you will structure your program. May need to consider facility requirements. Please note that as your program evolves you may change the structure!

14 Ethical Issues in Music Therapy Supervision

15 Two primary categories addressing students and supervision:
AMTA Code of Ethics Two primary categories addressing students and supervision: 3.0 Relationships with Clients/Students/Research Subjects 11.0 Education (Teaching, Supervision, Administration) Emphasize that supervision & clinical training is significantly covered in the AMTA Code of Ethics…encourage participants to read this over routinely.

16 Ethical Considerations
We recommend that supervisors read the section entitled “Ethical Issues in Supervision” by Cheryl Dileo in Music Therapy Supervision edited by Michele Forinash. Another good resource for MTs to supplement this section

17 Overview of Ethical Considerations
Supervisory Relationship & Process (informed consent, transference) Multiple Roles as Supervisor (teacher, administrator, evaluator, etc) Confidentiality Competence/Skills of Supervisor (AMTA Advanced Competencies) These are some topics that will be covered during the CMTE training

18 Supervisory Relationship & Process
Establish expectations at the beginning…review informed consent Recognize that transference/counter-transference is common and can be positive or negative Maintain objectivity and avoid value/judgment statements: Be fair 1 Openly discuss the supervision process with interns (handout on preparing intern for supervision) 2 Working through these common reactions of transference can increase the effectiveness of supervision as well as contribute to the professional and personal development of the supervisee. 3 Especially important when you are supervising more than one intern simultaneously

19 Supervisors are legally responsible for their supervisees
Supervisors are legally responsible for their supervisees. They have responsibility to meet the training needs of the student/intern but primary accountability is to the clients Rubin, in Malchiodi & Riley, 1996 Remember that we also have accountability to our clients that they will receive quality care

20 Supervisor Roles & Boundaries
Educator/teacher Administrator/Manager Supporter Evaluator Sometimes these roles can overlap or become blurred when dual relationships surface and professional boundaries are crossed

21 Supervisor, not to be confused with…
Friend Therapist Co-worker (interns are not “free labor”) Colleague (that comes after the internship is completed) As supervisors, we need to continuously keep ourselves in check in keeping our relationship a professional one.

22 The Slippery Slope of Dual Relationships
Be aware that as a supervisor, you are in a “power” position… Importance of understanding issues of culture, gender, violence and abuse, and family roles in supervision Maintaining the boundary between supervision and therapy - not psychotherapy opportunity Sometimes dual relationships happen gradually or the supervisor is in denial or rationalizes the dual relationship (e.g. example of having the intern babysit your children)

23 Supervision is not a time for the supervisor to “dump” on the intern about his/her own stressors

24 Discussing Personal Issues in Supervision
Feiner (in Forinash, 2001) - Personal issues should be addressed only when: Issues interfere with the intern’s understanding or treatment of clients Issues interfere with the intern’s relationship with the supervisor, interfering with the learning process Issues interfere with the intern’s relationship with staff on-site Just as we need to be careful about self-disclosure with our clients, we need to keep it in check with our interns as well There needs to be a balance. On the one hand, we want our interns to be open and honest in sharing their thoughts/feelings/reactions to their clients. However, we need to be cognizant as to when this information borders on a deeply personal level. - It’s okay to have interns seek outside therapy when necessary – talk to intern and Academic faculty if this requirement needs to be added to the internship agreement

25 Is supervision confidential?
Confidentiality Is supervision confidential? Encourage group discussion in response to this question.

26 From AMTA Code of Ethics:
The MT protects the confidentiality of information obtained in the course of practice, supervision, teaching, and/or research. Supervision is confidential to an extent…remember to discuss confidentiality with your interns at the first supervision session

27 Supervisor Competence
AMTA Advanced Competencies (2007) has 18 items under Clinical Supervision including… 2.14     Evaluate the effects of one’s own personality and supervisory style on the supervisee and the supervisory process. 2.16     Demonstrate understanding of the ethical issues, problems, and procedures involved in the supervision of students and professionals. 2.17     Recognize limitations as a supervisor and seek consultation when appropriate.          Since 2007, AMTA has now adopted competencies specific to music therapy supervision. These are some that are related to the topic of ethics. Everyone in this room, including those of us presenting, need to continuously improve our competence as supervisors. This CMTE course is only the beginning and is really the tip of the iceberg.

28 Do… Keep documentation of supervision sessions & activities (be specific) Choose competent interns that are appropriate for your client population Read & co-sign all clinical documentation Be available for your intern Read books and articles on supervision Attend supervision workshops/sessions at conferences (MT and related disciplines) Consult with other supervising music therapists Ways to keep ethical in your supervisory role…

29 Self-Care for the Supervisor
Balance & pacing Be aware of the preliminary signs of burnout Give self permission to take a break from supervising (it’s not a marathon) Network with other MT supervisors (JOIN THE LISTSERV!!!) Cannot emphasize this point enough. We need to know when it’s time to take a break from supervising…if you are an internship director and have other supervising MTs on site, you have an ethical responsibility to look for the warning signs of your supervisors.

30 National Roster Internship Listserv
Please send an to the address below to join:

31 Situations

32 15 minutes Do not be late Thank you
Break 15 minutes Do not be late Thank you

33 Establishing and Maintaining the Supervision Dialogue
Key concepts to minimize the need for confrontation as a means of communication The skills that support open and productive communication are easily recognizable as common sense. The basic counseling training music therapists receive in academic programs, together with the experience of being mentored, usually serves the intern supervisor well. However, as previously discussed in this training, the supervisor-intern relationship is not a therapy relationship, you are not their professor, and your intern is not yet an employee. The authors of the communication book, Crucial Conversations, provide some useful guideposts that can help the supervisor establish and maintain healthy dialogue with supervisees who will soon to become your colleagues.

34 The Foundation for Dialogue
Know what you want Know what you want for your intern Know what you want for the relationship Make it safe to dialogue Make sure your behavior matches what you want Know what you want Overall, what do you want out of the experience of having an intern as part of your professional music therapy practice? In a given situation or issue, what do you really want to have happen as a result of discussing the situation or issue with your intern? Know what you want for your intern What do you want your intern to take away from the internship experience at your site? In a given discussion, what do you want your intern to learn, feel, or think at the end of your discussion? Know what you want for the relationship Every conversation you have with your intern, from the interview forward, characterizes the quality and course of development for your relationship. Where do you want this journey to go, regardless of the particular personality or talents of a given individual? Make it safe to dialogue It is not uncommon for a supervisor to find out at the exit interview that an event or issue that occurred during a 6-month internship experience was troubling or frustrating for the intern. It may come out as highly dissatisfied ratings on some portion of the site evaluation. How come the intern never came forward before the end? Was there something in your supervision style that inhibited the intern from coming forward? Make sure your behavior matches what you want Under the normal stresses and strains of any music therapy work environment, a supervisor’s response/reaction to intern behavior can be counterproductive to what you really want for yourself, the intern, and the relationship. If a conversation or supervision session has gone badly, did a secondary motive derail your words, actions, or best intentions? Why did you loose your cool?

35 Holding in mind what you want for yourself, the intern and relationship helps diminish secondary motives that are dialogue killers: Trying to save face Withdrawing to avoid embarrassment or confrontation Simply trying to win Needing to be right Wanting to punish Holding in mind what you want for yourself, the intern, and the relationship helps diminish secondary motives that are dialogue killers. You may be able to recall or imagine instances where a supervisor might act or speak with these motives that pop up in the heat of the moment: Trying to save face Withdrawing to avoid embarrassment or confrontation Simply trying to win Needing to be right Wanting to punish Any of these secondary motives can produce words (sarcasm, exaggeration, threats, name-calling) or behaviors (including body language) that can shut down the open line of communication between intern and supervisor. These are also defense behaviors that the supervisor may observe in the intern. They are signs that the environment has become hostile to honest dialogue.

36 Make it safe to dialogue
Establish mutual purpose Maintain mutual respect Use contrasting statements Acknowledge contributions to a common pool of meaning So knowing what you want to avoid saying and doing, how do you make it safe for you and your intern to say what really needs to be said? Establish mutual purpose This is where the competencies and internship agreements can really serve to provide solid common ground. This is not judging the person. All music therapists are expected to meet these competency requirements. Maintain mutual respect No matter how different an intern appears to be from you (either as you are now, or as you believe you were when you were an intern) there remains a kinship to be found in the shared decision to become music therapists. Authentic sympathy and empathy can emerge from focusing on the kinship instead of dwelling on the differences. Use contrasting statements Returning to your reflections on what you want, try using contrasting statements to open up the dialogue. Example: “I don’t want you to think I objected to your choice of rap music for today’s TME in group, and I want to support you in meeting your competency requirement in keyboard accompaniment. Let’s see if we can brainstorm on ways to make this type of intervention even more effective.” Acknowledge contributions to a common pool of meaning Once a dialogue has been established, be sure to acknowledge and consider what an intern comes up with as suggestions, observations, and feedback on you in your efforts to supervise.

37 Your path to action should reflect what you really want
Pursuing a secondary motive may lead you down a false action path and close down dialogue This can damage the relationship and you still don’t have what you really want – for yourself or the intern The next exchange on a given issue may end up as a full-blown confrontation. Your path to action should reflect what you really want. Pursuing a secondary motive may lead you down a false action path (including your choice of words and body language) and close down dialogue. This can damage the relationship and you still don’t have what you really want - for yourself or the intern The next exchange on a given issue may end up as a full-blown confrontation.

38 The common pool of meaning
The common pool of meaning should be a resource that you and your intern can contribute to and draw from throughout the internship experience. Forcing ideas into the pool violates safety and makes dialogue into an argument. The internship agreement and the objectives stated in the 3-month and 6-month evaluation forms provide concrete common purpose. The intern probably stated what he/she really wanted out of the internship experience sometime during the application or interview process. Contributions to this resource should be made in an atmosphere of mutual purpose, mutual respect, and trust.

39 Resources Crucial Conversations Crucial Confrontations Influencer
All by Patterson, Grenny, Maxfield, McMillan and Switzler Also: The ideas for this discussion have been drawn from the book, Crucial Conversations. The authors, Patterson, Grenny, Maxfield, McMillan and Switzler, have authored two companion books that are also very useful: Crucial Confrontations and Influencer. Additional resources can be found at their website:

40 Racial & Cultural Identity Development
Part of Multicultural Considerations D. W. Sue and Stanley Sue suggest that competency in multicultural counseling can be informed by an appreciation of racial and cultural identity development.

41 Definitions Cross-Cultural – different cultural identities
Multi-Cultural – pluralistic cultural perspective Enculturation – learning what it takes to fit in with one’s group Acculturation – culture learning that takes place as a result of contact between two or more culturally distinct groups Often the terms used in these discussions are used interchangeably. For clarity, we can work with the following definitions: Cross-Cultural - The relationship that exists between groups or individuals with distinctly different cultural identities. Multicultural - A pluralistic cultural perspective; arguably, the perspective Americans hold in the United States. Enculturation - One becomes enculturated by learning what it takes to fit in with one’s group. Acculturation - The culture learning that takes place as a result of contact between two or more culturally distinct groups. Generally, this learning is primarily undertaken by the minority group in order to gain acceptance by the dominant culture, and to enjoy the benefits enjoyed by those individuals fully identified with the dominant culture.

42 Acculturation Curve Where are you? Where is your intern?
Is mixed race or mixed ethnicity a factor? Make no assumptions Inquire, explore, and be curious In the United States, everyone can find a position on an acculturation continuum, or curved line. On one extreme are individuals who relate exclusively to a racial, ethnic, or cultural subgroup separate from the dominant and other minority cultures. On the other extreme are those individuals who view themselves wholly as members of the dominant culture. They may have a foreign country or culture of origin and value their own unique backgrounds, along with those of the dominant and minority cultures. As we consider multicultural issues in our presentation today, it could be useful to ask yourself: Where are you on the acculturation curve? Where is your intern? Where are your clients: Is mixed race or mixed ethnicity a factor? It is wholly possible that a white, Anglo-Saxon music therapist, with a family tree reaching back to the Mayflower, has a position on this curve more close than distant to that held by a second or third-generation, Asian-American with a comparable college education. You can’t tell by looking at obvious differences. Be sensitive and aware, but make no assumptions Inquire, explore, and be curious about those who appear different from you based on race, ethnicity or culture.

43 Five Practices of Exemplary Leadership
Kouzes, J.M., & Posner, B.Z (2002). The Leadership Challenge (3rd ed.). San Francisco, CA: Jossey-Bass.

44 Earning the right and respect to lead
Model the Way Commitment: Find your voice by clarifying your personal values Set the example by aligning actions with shared values Earning the right and respect to lead Model the Way lead from what you believe words and deeds must be consistent actions demonstrate commitment to beliefs spending time, working side by side, sharing stories that made values come alive, asking questions to get others thinking about earning the right and respect to lead

45 Inspire a Shared Vision
Commitment: Envision the future by imagining exciting and ennobling possibilities Enlist others in a common vision by appealing to shared aspirations Leadership is a dialogue, not a monologue Inspire a Shared Vision confident in abilities to make things happen must know constituents and must speak their language leadership is a dialogue, not a monologue forge unity of purpose through enthusiasm, action, and stories

46 Challenge the Process Commitment: Leaders are Learners
Search for opportunities by seeking innovative ways to change, grow, and improve Experiment and take risks by constantly generating small wins and learning from mistakes Leaders are Learners Challenge the Process search for opportunities to innovate, grow and improve recognition of good ideas recognizing potential risks and approaching change through incremental steps and small wins pay attention to capacity of constituents to take control of challenging situations – if they don’t feels safe, they won’t take risks leaders learn by leading – learn best in the face of obstacles leaders are learners – learn from failures and successes

47 Leadership is a Team Effort
Enable Others to Act Commitment: Foster collaboration by promoting cooperative goals and building trust Strengthen others by sharing power and discretion Leadership is a Team Effort Enable Others to Act leadership is a team effort foster collaboration, build trust leaders make it possible for others to do good work – sense of personal power and ownership work to make people feel strong, capable, and committed “what do you think” leadership founded on trust and confidence produces relationships where people take risks, make changes, keep the vision alive

48 Encourage the Heart Commitment: “What do you think?”
Recognize contributions by showing appreciation for individual excellence Celebrate the values and victories by creating a spirit of community “What do you think?” Encourage the Heart genuine acts of caring lift spirits and draw people forward dramatic gestures to simple actions spending time, recognizing, celebrating celebrations and rituals, when authentic, build a strong sense of collective identity and community spirit

49 Supervisor Responsibilities
Accountability to the client Training needs of the intern Timely address of concerns Clarity Consistent and inclusive communication (includes policies and procedures) Commitment COMPETENCIES INCLUDE: Active listening Assertive communication and behavior Handling conflict – variety Recognizing and effectively using power Negotiation Problem solving Teamwork Short and long term planning Effective networking

50 Interventions Verbal discussion Set structured time lines Suggestions
Homework Teaching Coaching Modeling observation Role play Music tasks Receptive techniques COMPETENCIES INCLUDE: Active listening Assertive communication and behavior Handling conflict – variety Recognizing and effectively using power Negotiation Problem solving Teamwork Short and long term planning Effective networking

51 When Challenges Arise… Creating TEAM

52 TEAM Defining TEAM Relationship between one or more entities
Relationship that links stakeholders Results from the relationships of the whole are greater than the individuals separately Relationships exist within a bounded structure (Longoria, 2005). * do a quick group definition of team and then scroll the bullets.

53 Type-Watching One strategy for building a TEAM Extrovert - Introvert
Sensing – Intuition Thinking – Feeling Judging - Perceiving Myers-Briggs Type Indicator 16 types ONE method of gathering information on team *handout for consideration

54 How does supervision change by stage?
Stages of Internship How does supervision change by stage? 54

55 Orientation Stage: first 3 weeks
Interns: What do you need? Supervisors: What do you provide as a result? 55

56 Learning Stage: Months 2-3
Interns: What do you need? Supervisors: What do you provide as a result? 56

57 Development Stage: month 4
Interns: What do you need? Supervisors: What do you provide as a result? 57

58 Maturation Stage: Month 5
Interns: What do you need? Supervisors: What do you provide as a result? 58

59 Entry Level Professional Stage: Month 6
Interns: What do you need? Supervisors: What do you provide as a result? 59

60 15 minutes Do not be late. Thank you.
Break 15 minutes Do not be late. Thank you.

61 Situations

62 Administrative & Managerial Tasks of Supervision

63 Time Management is Key How many of us try to help interns learn this skill…we need to role model this as well.

64 Intern Recruitment Regularly update internship fact sheet
Present at regional and national conferences Network with academic faculty Guest lecture for MT classes AMTA annual internship fair Post internship information on facility website if possible Ways to increase the volume of applicants to your site

65 Interview and Audition Process The Screening Process
Would you take a job sight unseen? On-site interviews and auditions Involve others - both MTs and non-MT staff Observe the prospective intern with staff and client Sensitivity to student financial needs ID must be aware of the bigger picture and the needs of your team.

66 Organized Record-Keeping
Intern file application materials, interview notes Internship agreement internship plan, goals projects, observation forms, exchanges with academic advisor, etc Supervision log dates, time, brief summary of session Clinical case load Track intern’s clinical experience Own statistical data collection Organization will improve your ability to supervise. Here are some ways to maintain good record-keeping

67 Clinical Management Matching interns to supervising MTs
Clinical case load assignments Observing interns & timely feedback Scheduling supervision sessions, outside observations, educational opportunities… Preparing for supervision Intern evaluation & program evaluation As a supervisor, you also have to apply some clinical administrative tasks such as…

68 Program Evaluation Encourage honest and constructive feedback from intern – w/ discussion Self-evaluate your own program after each intern: what went well, what to change/improve, etc. Make a list of items to add/remove/change before you forget!! Effective program evaluation will only improve the quality of your internship Don’t be stagnant…keep improving and making changes each year.

69 Internship Agreements
NOT a legal contract or agreement Different from facility affiliation agreements – these are between legal departments of school and hosting facility – each one is different

70 Internship Agreements - 2
Agreements are supposed to be initiated by the academic faculty This is not always the case Have your own ideas about what you need to know about an intern - ASK Many forms and formats As ID, you are able to amend the form PRIOR to the intern’s start date – Send back to academic faculty for re-approval Feel free to ask for an agreement from an academic faculty member

71 A written internship agreement will also be made between the student, internship supervisor, and the academic faculty to describe the student’s level of performance at the initiation of the internship and the expected student’s level of performance in demonstrating the required exit-level competencies at the conclusion of the internship. The internship agreement may also include other pertinent information, such as the length of the internship; the student’s work schedule; the supervision plan; role and responsibilities of each party; and health, liability, and insurance issues.

72 The content and format of each internship agreement may vary according to the situation and parties involved. This internship agreement is required for both the university affiliated and AMTA national roster internship programs. These individualized training plans and internship agreements are separate and distinct from any affiliation agreements or other legal documents that delineate the terms of the relationship between the university and the clinical training site(s).

73 AMTA Competencies Foundation of all Music Therapy Education Programs – INCLUDING internships! AMTA Professional Competencies AMTA Standards of Education and Clinical Training “4) Internship programs shall be designed according to competency objectives delineated by the Association, and in relation to the competency objectives addressed by affiliate academic institutions.” (From the AMTA Standards of Education and Clinical Training) Ask participants to read the Standards of Education and Clinical Training after the CMTE to find out how AMTA words requirements – important elements will be covered during this section Ask participants to get out AMTA Competencies – indicate that the competencies are the essential aspects of music therapy practice – VERY important to know when providing supervision to learners

74 5) The academic institution and internship program shall evaluate students of its programs according to the competency requirements established by AMTA, and shall use the evaluation in determining each student’s readiness for graduation. These competencies are the basis of internship agreements and should provide an outline for internship learning

75 Tenets of Competency-Based Training
All members of the training team are aware of what is expected Skills are clearly defined – not always the case with the AMTA Competencies Format is PASS/FAIL or YES/NO – can they do it? Clear expectations of how interns WILL be evaluated – what are you looking for? How will you know that the intern has achieved the skill? WRITE it down!!

76 AMTA Competencies LONG document
Competencies are open to interpretation – skills are not defined as competencies – each ID has to define skills under each competency Interpret each competency in skill-based terms to provide you with a framework for how to evaluate each skill

77 Competency Practice Competency 1.1 – Recognize standard works in the literature What are standard works? What would a professor use to evaluate this competency? Is the professor’s definition the same as yours? How will interns demonstrate this skill to you? How will you evaluate? Do you even want to take time to evaluate this skill? Competency 1.1 – an example of a confusing competence – use as example to demonstrate difficulty with communication with interns and academicians

78 Competency Practice - 2 You need to let interns know how you will be evaluating them at the beginning of the internship This means thinking about the skills that you want to see and writing them down Competency-based education/training requires this pre-warning so interns know what they need to do to pass

79 Competency Tips Review your definitions periodically
Ask your interns and fellow therapists to define the competencies as well List the skills that you need interns to have BEFORE you interview prospective students – they need to know that you want someone who knows specific techniques BEFORE applying!

80 More Competency Tips Ask faculty members about specific skills rather than general competency ratings – you are more likely to get the information that you want! Use the same skill sets throughout the internship to illustrate gains in knowledge If you will not be addressing a competency – TELL all about it – it’s okay!

81 Music in Supervision

82 Musical Development Playing, practicing, improvising on own instrument to nourish musical self, build rapport/team-building Playing, practicing, improvising on non-primary instrument to develop music skills, let go of perfection. Becoming more comfortable with different musical styles/increasing repertoire Encourage use of main instrument as well as “weaker” instruments in sessions Focus on a specific music competency (e.g., improvisation) These are possible ways to use music in supervision as a means to promote the musical development in the intern Possible questions to ask participants How much time/week do you think interns should spend on musical development? Do think that interns should use time outside of scheduled hours for practicing?

83 Self-Awareness & Insight
Improvise musically certain aspects of self or the client: improvising feelings, sensations, and perceptions to gain insight/when “stuck” with a client Create a musical portrait of client via improvisation for insight/ideas Role-play musical interactions with intern in role of client and supervisor as role of intern (then switch) Team-building with departmental staff These are some ways to use music to assist the intern in developing self-awareness & insight

84 Session Analysis Audio recording musical interactions in client sessions: analyzing the music (client alone, therapist alone, together) Actively listening to audio recordings of sessions to be more sensitive to clients’ needs/responses Some models of music therapy use musical analysis to analyze sessions – even if you are not of this theoretical orientation, you can still apply this technique as a way for interns to understand their clients’ musical responses

85 Situations

86 Post-Test 30 minutes to complete questions and CMTE evaluations!
No talking, but you may use notes.

Download ppt "Supervising the Music Therapy Intern"

Similar presentations

Ads by Google