Multicultural experiential learning is an approach that offers a unique way for music therapy students and professionals to learn, develop, and maintain multicultural skills that are necessary when working with any client. This approach may help music therapists and students, particularly those that identify as White and female in gaining a greater awareness of themselves in relation to diverse clients. Multicultural learning is a process that involves three steps: self-examination, learning about other cultures, and developing clinical skills. Because of the varied experiences and training of music therapists, this approach offers opportunities for music therapists to take initiative in their own multicultural learning. It also provides new developments in university and college curriculums. Examples of multicultural experiential learning and the process of the author and music therapist are discussed to provide insight into how these tasks impacted her and her awareness of multicultural issues.
Abstr Abstract actAlthough music therapists have discussed the importance of multicultural training in supervision, few approaches and applications have been developed to assist music therapy students and professionals in moving towards multicultural competence. Multicultural experiential learning is an approach that supervisors and supervisees can utilize to learn and maintain multicultural skills across the supervision continuum and throughout their careers. This paper explores the responsibilities of supervisors and supervisees who participate in this approach as well as recommendations to determine supervisee eligibility. The role of music in multicultural experiential learning is also discussed to provide opportunities to enhance these types of experiences. Examples of multicultural experiential learning and their instructions are provided for qualified supervisors who want to learn about this approach and implement it in their supervision practice.
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