Video-based Reflective Practice (VRP)

Sekyung Jang

doi:10.15845/voices.v22i1.3364

Abstract

Various forms of reflective practice, including journal writing and self-experiences, have been explored in music therapy. However, there is limited literature on practical methodologies that articulate how to reflect on sessions. The author introduces a practical methodology that guides the process of reflective practice in music therapy clinical training. The methodology includes self-observation through video-recorded sessions, a set of questions designed for self-assessment, evaluation of clinical situations of trainee identified areas, and identification of strengths, weaknesses, and future action plans. This framework has implications in music therapy education and training in that it (a) supports students and practicum supervisors with practical guidelines about how to reflect on sessions; (b) may facilitate student growth and development through self-directed learning and acknowledgement of strengths and working points; and (c) provides a cognitive framework that may help develop metacognition skills which are crucial components of learning during and post clinical training.

Highlights

Reflexivity is defined as “the therapist’s efforts to continually bring into awareness, evaluate, and when necessary, modify one’s work with a client - before, during, and after each session, as well as at various stages of the therapy process” (Bruscia, 2015, p. 88)
Reflexivity can be practiced through self-observation that involves understanding oneself as well as others who are involved; self-inquiry that examines musical and verbal interactions; conversations with the client and caregivers regarding goals and progress being made; and clinical supervision, which is a crucial component for student development (Bruscia, 2015)
Gibbs’s model describes how reflection occurs in cycles starting from the “what” aspect of a situation and ending with specific action plans for future behavior

Summary

Introduction

Reflexivity is defined as “the therapist’s efforts to continually bring into awareness, evaluate, and when necessary, modify one’s work with a client - before, during, and after each session, as well as at various stages of the therapy process” (Bruscia, 2015, p. 88). When a chosen clinical situation is fully reflected based on self-assessment, understanding of the reciprocal and cyclic nature of the therapist-client interaction, and evaluation of strengths and limitations, the construction of specific action plans can occur for future clinical facilitation. Through this process, new strategies may emerge, strengths may become talent (Krutkowski, 2017), and weakness may become an area to be explored and changed in this continuous journey of self-discovery and cultural humility as competent music therapists. When videorecording of a session is not allowed due to restrictions imposed by the clinical site, trainees can retrospectively recall and reflect on their experience by answering the questions articulated above

Suggested Application of the VRP in Clinical Training

Implications for Music Therapy Education and Training