Understanding the impact of international music therapy student placements on music therapy practice and professional identity

Abstract

ABSTRACT Introduction In this article, authors present and contextualise findings from a research project examining the experience and impact of participation in an international music therapy student placement for nine Australian music therapists. Research participants reflect on the impact both at the time of the student placement, and subsequently on their professional lives as music therapists. Method Researchers used qualitative thematic analysis to analyse nine open-ended interviews with the research participants. Themes were articulated over three iterations of analysis and were developed into a series of narratives that reflected various perspectives on key emerging themes. Results Researchers interpreted five broad areas of learning from the data: Placement structure; challenges and supporting factors on placement; learning opportunities identified within the placement; future impact on individuals; and broader insights for the international development music therapy literature. Discussion Learning from across these five areas is considered in relation to the context of international development as an emerging practice area in music therapy. Researchers suggest how key data points may inform future approaches to music therapy practice. A critical lens is used to consider some ethical considerations related to this area of work, and to propose ways that research learning may inform future music therapy practice in international development.