Study-Abroad in Music Therapy: Cultural Immersion as a Form of Self-Experience

Abstract

Music therapists are expected to attain and maintain a broad range of multicultural competencies. In order to do so, a group of students participated in a study-abroad program in music therapy, involving classroom learning, community building, a clinical placement, and attendance at an international conference. A sample of these students participated in a qualitative interview study to explore what they learned. Results suggest that the program led to changes in students’ views of music therapy practice, the music therapy profession, and their definition of music therapy. The profession of music therapy is thus viewed as culturally situated, underscoring the importance of cultural self-awareness. The discussion contextualizes the results of these learning experiences using a Piagetian framework. Recommendations for music therapy faculty and organizations are drawn from the study findings.