The Current Use of the University-Affiliated Internship Option by Universities/Colleges Approved by the American Music Therapy Association

Abstract

ABSTRACT: Academic institutions approved by the American Music Therapy Association are charged with the task of providing quality internship experiences for every music therapy student. The American Music Therapy Association's Standards for Education and Clinical Training (AMTA, 2004) offer educators two different options for the selection of internships (i.e., utilizing AMTA's national roster, or establishing university-affiliated programs). The researchers conducted a survey of all AMTA-approved university/college program directors to examine the use of the university-affiliated option. Results indicate that most AMTA-approved institutions are utilizing this option and that most program directors are very satisfied with their universityaffiliated internships. Survey results also demonstrate that procedures for establishing internships and supervising interns vary greatly. Since the establishment of the first music therapy internships, researchers and music therapy organizations have evaluated clinical training programs in order to learn from and to improve training processes and practices. Researchers have investigated the status of education and training in music therapy (Maranto & Bruscia, 1989); emotional stages of an intern (Grant & McCarty, 1990); performance skills, academic knowledge and personal qualities of an intern (Brookins, 1984); and learning outcomes associated with the internship experience (Petrie, 1993). However, little research has been done on the structures and processes associated with internship development and implementation or on educators' satisfaction with their own internship procedures. Early in the development of the music therapy field, O'Morrow (1967) discussed learning issues interns face and made suggestions for supervisors addressing those issues. O'Morrow (1967) stated a clinical training program should be designed to give the student a knowledge of the application of music therapy in the treatment of the patient; an understanding of the causes, development, and treatment of an illness; clinical experience as a participant, under close supervision, in an active treatment program; and a concept of professional ethics and professional responsibility (p. 128). As the profession grew and more university and internship programs were developed, researchers began to gain information on music therapists' perceptions of their internship training. Gault (1978) surveyed 918 Registered Music Therapists (RMTs) to determine perceptions regarding the effectiveness of their clinical experience in preparing them for clinical practice. Sixty percent of respondents considered their internship experience adequate. The respondents, however, expressed a need for more standardization and regulation of clinical training by the former National Association for Music Therapy (NAMT). For example, 67% believed NAMT should provide specific types and amounts of clinical experience for music therapy students prior to internship. In addition, 69% felt NAMT should have a more active role in internship format. Finally, 57% believed NAMT should regulate the percentage of internship time to be spent in actual music therapy practice (p. 38). In an extensive survey of 1064 RMTs, Braswell, Maranto, and Decuir (1979) questioned perceptions regarding the adequacy of education and clinical training. The vast majority of respondents considered their training at least adequate. In another survey, Braswell, Decuir, and Brooks (1985) examined clinical training in facilities approved by NAMT and compliance with NAMT's Guidelines for Establishing and Maintaining Music Therapy Clinical Training Programs. One hundred thirty-four clinical training directors and seventy-five interns were asked detailed questions regarding many aspects of clinical training. The researchers considered their results primarily positive, with the exception of a few instances of non-compliance with NAMT's guidelines. …