A Survey of Music Therapy Students' Practica Experiences in Hospice and Palliative Care Settings

Pitts, Sarah E.; Cevasco, Andrea M.

doi:10.1093/mtp/31.2.144

Cited by 4 publications

(6 citation statements)

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“…Internship supervisors have likewise expressed concerns about students' development of counseling skills (Knight, 2008), and pre-professional students identified counseling skills training as an area that was weak or underdeveloped (Clements-Cortes, 2015). Music therapy students have also expressed the desire for improved counseling skills training, particularly before being placed in challenging settings like hospice (Pitts & Cevasco, 2013). Professionals too are interested in developing improved verbal processing skills; according to the American Music Therapy Association, counseling or verbal processing skills are a frequently requested continuing education topic (AMTA National Conference, 2015).…”

Section: E Educ Ducation and T Ation And Tr Raining Ainingmentioning

confidence: 99%

“…Microskills training imparts skills needed to verbally process text, musical elements and/or clients' associations, and development of these skills may improve the quality of music therapy interventions like song discussion. Equally as important, the skills learned in the microskills model are applicable to group and individual experiences, to a variety of settings including hospice, medical, and mental health, and to communication with parents and colleagues (Baek, 2007;Gooding, 2014;Nolan, 2005;Pitts & Cevasco, 2013;Pitts & Silverman, 2015). The adaptability and flexibility of this model lends itself to inclusion in music therapy training and practice.…”

Section: Implic Implications F Ations For Music Ther or Music Therap mentioning

confidence: 99%

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Microskills Training: A Model for Teaching Verbal Processing Skills in Music Therapy

Gooding

2017

Voices

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Abstr Abstract actMusic therapy scholars have suggested that verbal processing is widely integrated into music therapy practice, though specific implementation varies based on the therapeutic approach and the clients' level of functioning. Results from music therapy studies have suggested that clients find verbal processing both important and useful, yet the development of verbal processing skills can be difficult for music therapists and music therapy students. Given the complexity of the skills needed, inclusion of a model or framework may help focus and organize skill development. One model that may have wide utility among music therapy practice is the microskills model (microcounseling). Microcounseling is built upon ethical and cultural competence, addresses skills in a hierarchical manner, and can be combined with a number of theoretical approaches. Research shows that this model has been successfully translated into 21 languages, used in a range of helping professions, and taught in both traditional and self-instruction formats. Perhaps most importantly, the model initially focuses on skills needed by all music therapists, regardless of theoretical orientation, and then progresses to skills needed to effectively facilitate common music therapy interventions like song discussion. Combining this model with other elements of music therapy education may better promote skill development and guide music therapists in skill usage.

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Section: E Educ Ducation and T Ation And Tr Raining Ainingmentioning

confidence: 99%

Section: Implic Implications F Ations For Music Ther or Music Therap mentioning

confidence: 99%

Microskills Training: A Model for Teaching Verbal Processing Skills in Music Therapy

Gooding

2017

Voices

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“…Music therapy appears to influence pain perception, not only by offering a distraction (Groen, 2007; Hartwig, 2010; Bradt, 2010; McClean et al, 2012; Pitts & Cevasco, 2013) but also by influencing a number of affective factors, such as evoking happier memories (Clements-Cortes, 2004; Cadrin, 2006; McClean et al, 2012); improving mood (Gallagher et al, 2006; Nakayama et al, 2009; O'Callaghan & Barry, 2009; Leow et al, 2010 b ; Curtis, 2011; McClean et al, 2012); and reducing anxiety (Nguyen, 2003; Gallagher et al, 2006; Horne-Thompson & Grocke, 2008). The developments in the neuro-scientific literature pertaining to music therapy help to further explain how it may improve psychological symptoms (Archie et al, 2013).…”

Section: Resultsmentioning

confidence: 99%

Music therapy for palliative care: A realist review

McConnell

Porter

2016

Pall Supp Care

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Tables: 1 2 Music therapy for palliative care: a realist review ABSTRACT Objectives: Music therapy has experienced a rise in demand as an adjunct therapy for symptom management among palliative care patients. We conducted a realist review of the literature to develop a greater understanding of how music therapy may benefit palliative care patients and the contextual mechanisms that promote or inhibit its successful implementation. Methods:We searched electronic databases (CINAHL, Embase, Medline, and PSYCHinfo) for literature containing information on music therapy for palliative care.In keeping with a realist approach, we examined all relevant literature to develop theories which could explain how music therapy may work.Results: Forty six articles were included for the review. Music therapy had a therapeutic effect on the physical, psychological, emotional and spiritual suffering of palliative care patients. We also identified programme mechanisms that help explain music therapy's therapeutic effects, along with facilitating contexts for implementation. Significance of results:Music therapy may be an effective nonpharmacological approach to managing distressing symptoms in palliative care patients. Findings also suggest group music therapy may be a cost-efficient, and effective way to support staff caring for palliative care patients. We encourage others to continue developing 3 the evidence base in order to expand our understanding of how music therapy works with the aim of informing and improving the provision of music therapy for palliative care patients.

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“…Studies highlighting the perceived experiences of music therapy internships in Canada [27] and the United States [26] point to some common challenges faced by pre-professionals. Feelings of unpreparedness when starting internship, concerns regarding finances, not measuring up to expectations, lack of verbal counseling skills, and difficulty putting theory into practice were all expressed [27,[31][32][33]. Clinical, musical, and personal skill development were notably increased during internship, and being immersed in clinical work fostered skill building, improved musicianship, reduced anxiety, and increased confidence [26].…”

Section: Music Therapy Internshipsmentioning

confidence: 99%

“…More specific concerns were voiced by students placed in hospice and palliative care settings over developing emotional attachment to patients who are at end of life, anxiety and uncertainty regarding their potential reactions to certain situations including the death of a patient, how to navigate brief therapy that may be provided over just one session, and how to learn a relevant music repertoire quickly [27,31,33]. By better understanding the aims, concerns, and issues faced by pre-professionals, internship supervisors, educators, and care team members can be more responsive and better equipped to support pre-professionals in their learning experiences and skill building throughout internship.…”

Section: Music Therapy Internshipsmentioning

confidence: 99%

Fostering Pre-Professionals and Learning Experiences in End-of-Life Care Contexts: Music Therapy Internship Supervision

Clements-Cortés,

Klinck

2024

Healthcare

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Certified music therapists use music within therapeutic relationships to address human needs, health, and well-being with a variety of populations. Palliative care and music therapy are holistic and diverse fields, adapting to unique issues within end-of-life contexts. Palliative care music therapy has been formally practiced since the late 1970s and affords a variety of benefits, including pain and anxiety reduction, enhancement of quality of life, emotional expression, and relationship completion. The training of music therapists varies around the globe, but clinical supervisors play a key role in skill acquisition. Clinical supervisors support pre-professionals as they realize the application of their training, foundational competencies, and authentic therapeutic approaches in end-of-life care, while navigating the challenges and rewards of this work. This article is a narrative review which offers background information on palliative care music therapy, and reports the authors’ viewpoints and reflections on supervision strategies and models employed with music therapy interns in palliative care settings based on their experiences. Approaches are shared on supporting pre-professionals as they begin working in palliative care contexts, as well as implications for supervision practices.

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A Survey of Music Therapy Students' Practica Experiences in Hospice and Palliative Care Settings

Cited by 4 publications

References 0 publications

Microskills Training: A Model for Teaching Verbal Processing Skills in Music Therapy

Microskills Training: A Model for Teaching Verbal Processing Skills in Music Therapy

Music therapy for palliative care: A realist review

Fostering Pre-Professionals and Learning Experiences in End-of-Life Care Contexts: Music Therapy Internship Supervision

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