Multicultural Experiential Learning: An Approach to Learning, Developing, and Maintaining Multicultural Skills

Abstract

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.

Multicultural Experiential Learning in Music Therapy Supervision

“…Multicultural experiential learning varies according to individual and group identities as well as the interactions they have among one another, their clients, peers, supervisor, and environment (Hawkins & Shohet, 2012). Multicultural experiential learning combines Kolb's experiential learning theory with traditional multicultural training to create teaching applications Donley, 2018;Kim & Lyons, 2003;Kolb, 2014). Kolb defined experiential learning as the: aims to create, through a synthesis of the works of the foundational scholars, a theory that helps explain how experience is transformed into learning and reliable knowledge.…”

“…In turn, these two qualities may further promote continued and advanced cultural competence with lifelong introspective self-reflection (Whitehead-Pleaux, 2019). The next section discusses applications of Kolb's experiential learning theory in the counseling and music therapy profession and demonstrates ways to teach multicultural competence while merging theory and practice Donley, 2018;Kim & Lyons, 2003).…”

“…One of these games is called Step Forward, Step Back, which resembles a modern-day privilege walk (Kim & Lyons, 2003;Ngoasheng & Gachago, 2017). Donley (2018) reflected on her experiences as a music therapist and a participant of multicultural experiential learning in a multicultural counseling course. To understand the socioeconomic, sexual orientation, and religious dimensions of diversity, her professor assigned tasks to course participants.…”

“…All associations that provided directives on multicultural training and supervision were included in this paper. The author also reviewed the American Counseling Association's resources, which provided an important guide in a similar article (Donley, 2018). The author was unable to access several websites that were out of date.…”

“…The supervisor assumes these qualities recognizing that they cultivate and stem from cultural competence (Whitehead-Pleaux & Tan, 2017). Other beneficial skills for the ethical practitioner include multicultural counseling and group processing for when strong feelings and emotions arise in the supervisory process (Donley, 2018;Hardy & Bobes, 2017). In addition to these requirements, the supervisor supports and validates the supervisee's experience by creating and holding a safe space (Feiner, 2001;Hardy & Bobes, 2017).…”