A Sequential Mixed-Methods Study of Pre-Professionals' Understanding of the Undergraduate Music Therapy Internship.
Identifieur interne : 000649 ( Main/Exploration ); précédent : 000648; suivant : 000650A Sequential Mixed-Methods Study of Pre-Professionals' Understanding of the Undergraduate Music Therapy Internship.
Auteurs : Amy Clements-Cortes [Canada]Source :
- Journal of music therapy [ 2053-7395 ] ; 2019.
Descripteurs français
- KwdFr :
- MESH :
- enseignement et éducation : Musicothérapie.
- méthodes : Internat et résidence, Musicothérapie.
- normes : Compétence professionnelle.
- psychologie : Étudiants.
- Adulte, Anxiété, Enquêtes et questionnaires, Femelle, Humains, Mâle, États-Unis.
- Wicri :
- geographic : États-Unis.
English descriptors
- KwdEn :
- MESH :
- geographic : United States.
- education : Music Therapy.
- methods : Internship and Residency, Music Therapy.
- psychology : Students.
- standards : Professional Competence.
- Adult, Anxiety, Female, Humans, Male, Surveys and Questionnaires.
Abstract
Despite the importance of the clinical music therapy internship, little research has been conducted to understand the perspectives, perceived musical, clinical, and personal skills, concerns, challenges, and anxieties of pre-professionals prior to and upon completion of the internship. This sequential mixed-methods study aimed to assess the perspectives and experiences of undergraduate students in the United States at two stages in the internship in music therapy practice. In total, 177 pre-professionals from the United States participated in this two-part study: (1) an online survey and (2) individual interviews with 25% (n = 44) of the participants. Survey results indicate statistically significant increases in clinical, musical, and personal skill development from pre- to post-internship. Six broad categories emerged from the interviews: confidence, anxiety, role clarity, professional suitability, loneliness, and boundaries/ethics. The results are encouraging, showing that the internship is a valued clinical experience that fosters improvement in the clinical, musical, and personal skills needed to work as a music therapist. This paper concludes with recommendations and suggestions for educators and supervisors on preparing and supporting pre-professionals in their skill development prior to and during internship.
DOI: 10.1093/jmt/thz006
PubMed: 31049591
Affiliations:
Links toward previous steps (curation, corpus...)
Le document en format XML
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professionnelle (normes)</term><term>Enquêtes et questionnaires (MeSH)</term><term>Femelle (MeSH)</term><term>Humains (MeSH)</term><term>Internat et résidence (méthodes)</term><term>Musicothérapie (enseignement et éducation)</term><term>Musicothérapie (méthodes)</term><term>Mâle (MeSH)</term><term>États-Unis (MeSH)</term><term>Étudiants (psychologie)</term></keywords><keywords scheme="MESH" type="geographic" xml:lang="en"><term>United States</term></keywords><keywords scheme="MESH" qualifier="education" xml:lang="en"><term>Music Therapy</term></keywords><keywords scheme="MESH" qualifier="enseignement et éducation" xml:lang="fr"><term>Musicothérapie</term></keywords><keywords scheme="MESH" qualifier="methods" xml:lang="en"><term>Internship and Residency</term><term>Music Therapy</term></keywords><keywords scheme="MESH" qualifier="méthodes" xml:lang="fr"><term>Internat et résidence</term><term>Musicothérapie</term></keywords><keywords scheme="MESH" qualifier="normes" xml:lang="fr"><term>Compétence professionnelle</term></keywords><keywords scheme="MESH" qualifier="psychologie" xml:lang="fr"><term>Étudiants</term></keywords><keywords scheme="MESH" qualifier="psychology" xml:lang="en"><term>Students</term></keywords><keywords scheme="MESH" qualifier="standards" xml:lang="en"><term>Professional Competence</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Adult</term><term>Anxiety</term><term>Female</term><term>Humans</term><term>Male</term><term>Surveys and Questionnaires</term></keywords><keywords scheme="MESH" xml:lang="fr"><term>Adulte</term><term>Anxiété</term><term>Enquêtes et questionnaires</term><term>Femelle</term><term>Humains</term><term>Mâle</term><term>États-Unis</term></keywords><keywords scheme="Wicri" type="geographic" xml:lang="fr"><term>États-Unis</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Despite the importance of the clinical music therapy internship, little research has been conducted to understand the perspectives, perceived musical, clinical, and personal skills, concerns, challenges, and anxieties of pre-professionals prior to and upon completion of the internship. This sequential mixed-methods study aimed to assess the perspectives and experiences of undergraduate students in the United States at two stages in the internship in music therapy practice. In total, 177 pre-professionals from the United States participated in this two-part study: (1) an online survey and (2) individual interviews with 25% (n = 44) of the participants. Survey results indicate statistically significant increases in clinical, musical, and personal skill development from pre- to post-internship. Six broad categories emerged from the interviews: confidence, anxiety, role clarity, professional suitability, loneliness, and boundaries/ethics. The results are encouraging, showing that the internship is a valued clinical experience that fosters improvement in the clinical, musical, and personal skills needed to work as a music therapist. This paper concludes with recommendations and suggestions for educators and supervisors on preparing and supporting pre-professionals in their skill development prior to and during internship.</div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" IndexingMethod="Curated" Owner="NLM"><PMID Version="1">31049591</PMID><DateCompleted><Year>2019</Year><Month>09</Month><Day>10</Day></DateCompleted><DateRevised><Year>2019</Year><Month>09</Month><Day>10</Day></DateRevised><Article PubModel="Print"><Journal><ISSN IssnType="Electronic">2053-7395</ISSN><JournalIssue CitedMedium="Internet"><Volume>56</Volume><Issue>3</Issue><PubDate><Year>2019</Year><Month>Aug</Month><Day>13</Day></PubDate></JournalIssue><Title>Journal of music therapy</Title><ISOAbbreviation>J Music Ther</ISOAbbreviation></Journal><ArticleTitle>A Sequential Mixed-Methods Study of Pre-Professionals' Understanding of the Undergraduate Music Therapy Internship.</ArticleTitle><Pagination><MedlinePgn>209-239</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1093/jmt/thz006</ELocationID><Abstract><AbstractText>Despite the importance of the clinical music therapy internship, little research has been conducted to understand the perspectives, perceived musical, clinical, and personal skills, concerns, challenges, and anxieties of pre-professionals prior to and upon completion of the internship. This sequential mixed-methods study aimed to assess the perspectives and experiences of undergraduate students in the United States at two stages in the internship in music therapy practice. In total, 177 pre-professionals from the United States participated in this two-part study: (1) an online survey and (2) individual interviews with 25% (n = 44) of the participants. Survey results indicate statistically significant increases in clinical, musical, and personal skill development from pre- to post-internship. Six broad categories emerged from the interviews: confidence, anxiety, role clarity, professional suitability, loneliness, and boundaries/ethics. The results are encouraging, showing that the internship is a valued clinical experience that fosters improvement in the clinical, musical, and personal skills needed to work as a music therapist. This paper concludes with recommendations and suggestions for educators and supervisors on preparing and supporting pre-professionals in their skill development prior to and during internship.</AbstractText><CopyrightInformation>© American Music Therapy Association 2019. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Clements-Cortes</LastName><ForeName>Amy</ForeName><Initials>A</Initials><AffiliationInfo><Affiliation>Faculty of Music, University of Toronto and a contract academic staff at Wilfrid Laurier University, Woodbridge, Ontario, Canada.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList></Article><MedlineJournalInfo><Country>England</Country><MedlineTA>J Music Ther</MedlineTA><NlmUniqueID>0014162</NlmUniqueID><ISSNLinking>0022-2917</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><MeshHeadingList><MeshHeading><DescriptorName UI="D000328" MajorTopicYN="N">Adult</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D001007" MajorTopicYN="N">Anxiety</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D005260" MajorTopicYN="N">Female</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D006801" MajorTopicYN="N">Humans</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D007396" MajorTopicYN="N">Internship and Residency</DescriptorName><QualifierName UI="Q000379" MajorTopicYN="Y">methods</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D008297" MajorTopicYN="N">Male</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D009147" MajorTopicYN="N">Music Therapy</DescriptorName><QualifierName UI="Q000193" MajorTopicYN="Y">education</QualifierName><QualifierName UI="Q000379" MajorTopicYN="N">methods</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D011361" MajorTopicYN="N">Professional Competence</DescriptorName><QualifierName UI="Q000592" MajorTopicYN="Y">standards</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D013334" MajorTopicYN="N">Students</DescriptorName><QualifierName UI="Q000523" MajorTopicYN="Y">psychology</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D011795" MajorTopicYN="N">Surveys and Questionnaires</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D014481" MajorTopicYN="N" Type="Geographic">United States</DescriptorName></MeshHeading></MeshHeadingList><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">education</Keyword><Keyword MajorTopicYN="N">internship</Keyword><Keyword MajorTopicYN="N">music therapy</Keyword><Keyword MajorTopicYN="N">supervision</Keyword><Keyword MajorTopicYN="N">training</Keyword></KeywordList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="pubmed"><Year>2019</Year><Month>5</Month><Day>3</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2019</Year><Month>9</Month><Day>11</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2019</Year><Month>5</Month><Day>4</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate></History><PublicationStatus>ppublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">31049591</ArticleId><ArticleId IdType="pii">5485148</ArticleId><ArticleId IdType="doi">10.1093/jmt/thz006</ArticleId></ArticleIdList></PubmedData></pubmed><affiliations><list><country><li>Canada</li></country></list><tree><country name="Canada"><noRegion><name sortKey="Clements Cortes, Amy" sort="Clements Cortes, Amy" uniqKey="Clements Cortes A" first="Amy" last="Clements-Cortes">Amy Clements-Cortes</name></noRegion></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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