Abstract
Though many music therapists pivoted to offer online clinical services during the COVID-19 pandemic, the methodology of music therapy internship sites that adapted to a virtual model of internship during this time is largely unknown. The private practice the authors work for, located in a large metropolitan area of the United States, has trained at least 11 interns using a virtual model of music therapy supervision created during the pandemic. The practice’s five internship supervisors use technology tools including Zoom, Google Drive, and Calendly as the basis for their virtual supervision program. Programming concepts for interns include online group supervision to discuss professional topics, intern social hours, intern study hall hours, and supplemental online resources for intern growth and reflection. Supervisor and intern feedback highlighted major challenges including clear communication, clinical skill development, and maintaining work-life balance during a virtual internship. The authors stress the need for vulnerable leadership and open communication in this model of internship. Advantages of a virtual model include decreased financial burden for interns, increased flexibility of programming, and increased accommodations available for interns. A partial or total online model of internship can be one strategy to meet the growing need for internship sites as the pandemic continues and society becomes increasingly technological.
Highlights
In the wake of the COVID-19 pandemic, many music therapists shifted their operations to include telehealth sessions, virtual music lessons, and pre-recorded video sessions (Gaddy et al, 2020)
Though many individual music therapists have been able to adapt and continue serving clients during the pandemic, it appears that a significant number of university-affiliated and national roster internship sites are unable to provide enough internship placements to accommodate the number of students attempting to intern in the field
In the American Music Therapy Association’s (AMTA) 2021 survey of music therapy faculty and clinical supervisors, 68% percent of respondents indicated that their students were having problems finding internship placements due to the COVID-19 pandemic (American Music Therapy Association [AMTA], 2021)
Summary
In the wake of the COVID-19 pandemic, many music therapists shifted their operations to include telehealth sessions, virtual music lessons, and pre-recorded video sessions (Gaddy et al, 2020). Though many individual music therapists have been able to adapt and continue serving clients during the pandemic, it appears that a significant number of university-affiliated and national roster internship sites are unable to provide enough internship placements to accommodate the number of students attempting to intern in the field. The need for distance supervision in music therapy has increased as a result of the expansion of educational programs and the field in general. Literature aimed to help clinicians develop virtual programming has been available since the 2000s and has increased in recent years, with resources providing models for various tiers of virtual music therapy services during COVID-19 (Baker & Krout, 2009; Knott & Block, 2020). Limited literature currently exists concerning a virtual model for the supervision of music therapy interns and practicum students. Our supervision team will share key takeaways from developing a virtual model of intern supervision including
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