![]() Written by: Maren Meneley In May, students from the University of Kansas embarked on a new, hybrid clinical and experiential study abroad opportunity in both the speech-language pathology and music therapy fields. Four music therapy and 11 speech-language-hearing students spent 10 days in Bulgaria and four days in France. While this wasn’t KU’s first interdisciplinary, therapy-based trip, this was the first to feature music therapy! Maren Meneley, a second-year undergraduate music therapy student, explains what drew her to participate in this opportunity. “I have always wanted to study abroad,” said Meneley. “When I heard about this trip, I knew it was the perfect opportunity for me to not only gain clinical experience before entering into practicum but to be immersed in a new culture.” The students spent the first couple of days in Sofia, Bulgaria. On the first day, they met with individuals from the Bulgarian Music Therapy Association, learned about their approach to using music therapy with different populations, and participated in a few activities led by the Bulgarian music therapists. The next day, the students met with individuals from the Bulgarian Alzheimer’s Association and they shared their perspective of being professionals in the field of memory care. Along with the informational presentations, students also had the opportunity to explore Sofia. “I really loved walking around downtown,” said third-year undergrad music therapy student Kiersten Grant, “and my favorite building was the St. Alexander Nevski Cathedral because of how beautiful it was inside and out.” Graduate music therapy student Grace Park enjoyed visiting and learning about the many ancient churches of Bulgaria. “These visits gave me a deeper understanding of Bulgaria’s cultural heritage and history,” stated Park. “The beauty and peace of these sites made the experience truly memorable.” After spending a few days in Sofia, the group made their way to north-central Bulgaria, where they would be spending the bulk of the trip. They provided interdisciplinary speech-language therapy and music therapy at a children’s home and an elder home in nearby villages. “It was a big adjustment for me to just jump into the clinical work rather than having weeks to plan,” said Meneley. Grace agreed. “I learned a lot about the importance of being flexible and adaptable in clinical settings,” stated Park. “Additionally, I realized how important it is to be open to learning from every interaction, whether it’s with clients, team members or local professionals.” When asked about her favorite part of her clinical work, first-year undergraduate music therapy student Simone Ross brought attention to the impact that music had on the groups the students worked with. “I learned that music therapy has the ability to bring people together no matter what their backgrounds are,” said Ross. “We were able to create memories and unique relationships with the clients that we worked with by bonding through music.” Kiersten touched on the specifics of co-treating with both speech and music therapy. “While working with the speech-language pathology students, we focused on providing intentional music while they focused on the direct communication,” expressed Grant. “We all learned to use each other as a resource because everyone had something different to bring to the table.” When their time in Bulgaria was finished, the group also traveled to Athens to visit historical landmarks like the Parthenon in Acropolis and to Santorini to learn more about the culture of Greece. After spending a few days in Greece, the group made their way back home. “Leaving Europe was very bittersweet,” says Meneley. “I can’t wait to start practicum this year and see how much I have grown not only as a music therapist and a person.” “The opportunity to study abroad was easily one of the best decisions that I think that I will have made in my entire life,” expressed Ross. “Not only did I get the chance to explore a country that I otherwise would never have gotten to, but I got to create new memories and friendships with individuals who also share the desire to help others through their respected specialty.”
0 Comments
A Heartfelt Farewell: Celebrating Dr. Jayne Standley’s Contributions and Legacy (July 2024)7/2/2024 Behind the ever-growing field of music therapy are several pioneers who have paved the way for our practice. Among them, Dr. Jayne Standley stands out as the most influential and innovative pioneer of NICU music therapy. Known for her role as a Robert O. Lawson Distinguished Professor at Florida State University and the inventor of the Pacifier Activated Lullaby (PAL), Dr. Standley has become a beacon of inspiration for many in the field. Her exceptional intelligence and innovative contributions have profoundly impacted the communities at Florida State University and the Neonatal Institute for Infant and Child Medical Music Therapy. Dr. Standley has left an indelible mark on the profession, inspiring and supporting countless individuals along the way.
As Dr. Standley approaches retirement from Florida State University this year, music therapists across the globe have come together to honor her significant contributions to the field. In a recent edition of Imagine magazine for early childhood music therapy, 70 authors celebrated Dr. Standley's work. The magazine features 180 heartfelt tribute letters, resources, intervention ideas, and research snapshots of current NICU practices, highlighting her dedication and innovative contributions. Additionally, the Evidence-Based Music Therapy for Premature Infants, 3rd edition textbook, published last year, includes contributions from several NICU fellows who are FSU alumni and former students of Dr. Standley. This book illuminates Dr. Standley’s accomplishments, serving as a valuable resource for all current and future music therapists. At the 2024 SER-AMTA conference, attendees had the unique opportunity to receive NICU-MT training from Dr. Standley herself and get their new textbooks signed. Alongside the many tributes from the NICU Institute and the music therapy community honoring Dr. Standley’s work, her FSU family has made sure she feels the impact of her legacy in her final year. Toward the end of spring semester, several doctoral students in the music therapy program at FSU organized a special serenade by the FSU Marching Chiefs—a group Dr. Standley was part of during her time as an FSU student. Faculty, staff, and students all came together for this heartfelt celebration. Following her 10 a.m. class, everyone gathered in the classroom to present Dr. Standley with flowers and kind words. In a touching tribute, they formed a large circle, linked arms, and sang the FSU Alma Mater, celebrating her remarkable contributions and lasting influence. A couple months later, following Dr. Standley’s final class period at FSU, her students came together to celebrate her last day on campus with flowers, a farewell card, and dessert. A little over a year ago, I made the decision to apply to FSU for my master’s degree with the hope of studying under Dr. Standley. I was delighted to find that I had been accepted. All my expectations were exceeded. The support, inspiration and education I received from Dr. Standley during my time at FSU was profound. I am beyond blessed to have had the opportunity to celebrate her during her final year at FSU and contribute to the 2024 edition of the Imagine magazine. She has become a role model for myself and for many. Though there have been many tears shed at the prospect of Dr. Standley’s leaving, we are overcome with joy, appreciation, and immense respect for the legacy she has created. Dr. Standley’s contributions to the field of music therapy will remain an integral part of our profession and live on to inspire current and future generations of music therapists. Written by Hannah Gross, MT-BC, NICU-MT Exciting Summer Events with AMTAS: Fundraisers, Merch, Master Classes, and More! (JUNE 2024)6/3/2024 Welcome to the vibrant summer season with the American Music Therapy Association for Students! As we gear up for a series of engaging events, we’re thrilled to share what’s on the horizon. From fundraisers to master classes, merch relaunches to symposiums, there's something for everyone in our community. Here’s a sneak peek at what’s coming up:
June: Donation-Based Fundraiser We’re kicking off the summer with our first annual donation-based fundraiser. This initiative is more than just a way to raise money; it's a vital source of support for our students. Every dollar contributed will be directed towards organizing impactful events, providing scholarships, and offering various resources to help our members thrive. How to Get Involved:
July: Relaunching AMTAS Merchandise Show off your AMTAS pride with our freshly relaunched merchandise line this July! Our new collection features stylish apparel and accessories that allow you to connect with fellow AMTAS members and showcase your passion for music therapy. What to Expect:
Stay tuned for more details and be ready to update your wardrobe with our latest offerings! August: Virtual Heartbeat Song Master Class We are thrilled to announce a unique learning opportunity this August with our Virtual Heartbeat Song Master Class. This event will focus on the innovative technique of navigating womb recording, providing attendees with hands-on experience and insights from industry experts. Event Highlights:
This master class is perfect for both students and practicing music therapists looking to expand their toolkit. Don’t miss out on this enriching educational experience! September: Scholarships and Symposiums September is a busy month for AMTAS with two major events on the calendar.
Why Attend:
Mark your calendars and prepare for a month filled with learning and growth! Join Us This Summer! We are excited about the opportunities and experiences that await you this summer with AMTAS. Stay connected with us on social media and our website for the latest updates and event details. Let’s make this summer memorable together! Warm regards, Sydney Winders, MA, MT-BC, AMTAS President Internship as a music therapist can be a very dichotomous experience, evoking feelings of stress, joy, loneliness, community, creativity, burnout, and so many other complex emotions. Throughout this time, one of the best coping strategies to further your education and longevity in the field is to connect with the resources available to you as a music therapy intern. However, going about this journey on top of an internship can feel daunting, so I decided to give you a head start! Over the past month I have put together a living document for music therapy interns that includes resources like scholarships, podcasts, blogs, regional websites, and more. This document will be constantly updated to remain relevant and accurate. Furthermore, with this document I hope to create a space for sharing and community. During internship, it's important to fall into community. You don’t have to shoulder the burden of solving
everything yourself, and you don't have to have all the answers. In that same vein, please continue to share resources and personal experiences with AMTAS, your program-mates, and other students across the region. Through collaboration we can support each other and thrive as young professionals to create a more inclusive environment. -with love, Mercedes LINK TO RESOURCE MEGA DOC https://docs.google.com/document/d/1K0ZgqpFMshoqkhyLrVy-DOBit4O6YCh9QjcBCKh1uqI/edit?usp=sharing At Children’s Health in Dallas Texas, past the intricate maze of the hospital lobby and hallways, behind a thick wood door, lies a collection of cubicles decorated in photos of dogs, colorful nick-knacks, and children’s drawings. To the side of the office space, sits nine rolling carts busting at the seams with instruments ranging from guitars, to bells, and even cat pianos. Further squirreled away, sits a room with nine desks, which too are decorated with photos, dog treats, awards, and more. Though this could seem cramped, to me, it was a space with an overwhelming warmth. Community exudes from the purple walls and welcomes me each week when I meet for practicum. This is the child life office where music therapists, interns, and Certified Child Life Specialists work together to help children cope and heal.
Child life is an integral part of the pediatric hospital setting, and usually music therapy is a branch of the child life department. But what exactly is child life? And what is music therapy’s role? According to the Association of Child Life Professionals (2023), “Certified Child Life Specialists (CCLS) play a critical role in supporting child health and wellness, leveraging expertise in helping children and their families to cope with stressful experiences in a variety of settings.” CCLS aid in family/patient coping and developmental needs through interventions like distraction play, explaining medical procedures, education on coping strategies, promoting play and expressive activities, and procedural support (Association, 2023). Child life and music therapy often work in tandem as an interdisciplinary force, aiming to achieve the same goals such as decreasing anxiety, building cognitive skills, increasing language skills, promoting communication and expression, and legacy building (McLeod & Starr, 2021). The interconnectivity of child life and music therapy make for a powerful combination. One can see this reflected in that purple office, tucked away within the walls of the hospital. I have seen how music therapists and the CCLS rely on each other to provide holistic and quality healthcare. Many times, my supervisor and I have walked units in search of a patient, only to run across one of the CCLS. Other times, we’ll co-treat with the CCLS, singing or playing music during an IV placement to provide distraction and pain relief. The two trained professionals speak in a secret code, finishing each other's sentences and sharing the most pertinent information like plan of care, family context, and emotional or physical needs. This collaboration supports the music therapist’s goal to provide in the moment care and consider musical, medical, and therapeutic needs. As I consider the relationship between child life and music therapy, my mind wanders back to the purple office. I see how interwoven these fields are when music therapists feed the child life dogs a treat; I see it in the way the child life specialists will light up at the mention of their favorite song. I can see it outside of the purple office as well, in the halls of the hospital. As a music therapy student, having the privilege to work with and observe the child life team is an experience I will never forget. The purple office will always hold a place in my mind as the symbol of collaboration, care, and cultivation in the pediatric hospital setting. Written by Mercedes Shook, AMTAS Secretary References Written by Hannah Estrella, Canada & USA Delegate for the World Federation of Music Therapy’s Assembly of Student Delegates. Community Conversations
In our profession of music therapy, we hold for ourselves a significant responsibility to expand our knowledge of music and therapy across the world’s continents and its diverse paradigms, so we may regard each individual we may come across with their entire intersectional and holistic being. To do this, we must do our part to bridge our understanding of each other on a more global scale. This is what WFMT aims to accomplish and to help us better achieve. The World Federation of Music Therapy is an international non-profit organization that was created to promote music therapy throughout the world and generate the exchange of information about global music therapy. Furthermore, to promote the growth and leadership of the upcoming generations of music therapy professionals, WFMT developed the Assembly of Student Delegates which represents music therapy students from around the world. The ASD wishes to support the sharing of our learning experiences with each other and amplify our diverse student perspectives; and as the recently elected liaisons of our respective regions, our goals are to enhance students’ knowledge of the profession, to facilitate the sharing of ideas, thoughts, and opinions, and to assist in preparing responsible, politically aware, and skillful leaders for our field. As we progress, we will continue to share resources and events such as the World Music Therapy Week which will be from April 10 to 15 this year, and the next World Music Therapy Congress which will take place in Italy in 2026! You can learn more and contact us through our website, https://www.wfmt.info/students, by following @worldfederationmusictherapy on social media, and emailing your Canada & USA representative at [email protected] with any questions you may have. We look forward to strengthening our connections with you all, and we wish you a Happy Lunar New Year! The AMTAS national and regional boards have been working hard this year to provide educational opportunities for music therapy students and new professionals. Since the spring, new regional boards have been elected, SAAB meetings have been held, scholarships have been distributed, and multiple events have been facilitated through regional and national student boards. Highlights from each region and the national AMTAS organization are shared in this blog! Regional AMTAS Updates Mid-Western Region This region has been busy since their spring fundraisers and in-person conference held in March of 2023. Since the spring, they have maintained active social media posts sharing resources on cultural competence, internship spotlights, tips for students like vocal health, and repertoire building resources. To further promote student growth, this region held a one-day Fall Symposium at The University of Missouri-Kansas City, which covered topics such as songwriting skills, improvisation, guitar and piano skills, and group drumming facilitation. The executive board continues to fundraise for student scholarships through restaurant fundraisers, merchandise sales, and live events. Information about upcoming events in the spring, such as the annual virtual MWRAMTAS Passages event, can be found promoted on Instagram (@_mwramtas_), on TikTok (@mwramtas_), and on their website (mwramtas.org)! Western Region Since their events in the spring, the Western region has been working on increasing their online presence through various means. The new executive board sent out their first regional newsletter which included an introduction of the new board members and a research highlight on mental health and music engagement. This board would like to highlight the recent amazing work of the music therapy organizations at PU, CSUN, and Utah State! Upcoming events and other information can be found at wramta.org and on Instagram (@wramtas)! Mid-Atlantic Region The Mid-Atlantic region has been working hard to provide advocacy and educational opportunities such as a high school advocacy project, a mentorship program which pairs current students with professionals or interns in the region, and a Swap Shop event where students share interventions or music therapy topics with one another. In addition to these events, MAR-AMTAS has been planning fundraising opportunities such as sticker and pin sales at MAR Passages, merchandise sales via Bonfire, and a t-shirt competition. This region will also donate to Angelina's Song in the spring for their annual MAR-AMTAS Gives Back fundraiser. This regional board would like to highlight the following music therapy organization’s accomplishments in the region:
More information about their work in this region can be found on all social media (@mar_amts), and on their website (https://maramts.weebly.com)! New England Region NER-AMTAS recently welcomed new music therapy programs at University of Rhode Island, Westfield State University, Southern Connecticut State University. SCSU student, Gager Collier also joined the executive board! Students from these schools, as well as Berklee College of Music and Lesley University, attended this region’s 24th Annual Student and New Professional Music Therapy conference in October, which included networking and fundraising opportunities. They also held their first vendors from The Massachusetts Music Therapy Alliance and Granite State Music Therapy at this conference.This regional board will be holding advocacy campaigns and events in the spring, as well as working on continued fundraising efforts to support students in this region. Information regarding these upcoming projects will be available on all social media platforms (@neramtas) and on their website (https://www.neramtas.org/)! Southwestern Region This region has been working on creating new student scholarship opportunities this fall. They have created two new undergraduate scholarships for $250 each, and these will be awarded to students in the region who show passion, great work ethic, and an exemplary application. This board has also been planning the spring regional conference which will be held at University of New Mexico in Albuquerque and will include an internship session, call for interventions, craft activities, and interregional socialization. One stand-out school in this region for the fall semester has been the University of the Incarnate World for having the most student attendance at last year’s 2023 conference in Austin, Texas, for which they were awarded a cajon. Information about upcoming events in this region can be found on their website at https://swamta.org/conference! Southeastern Region The Southeastern region is excited to announce a new music therapy program at Jacksonville University! Interim program director, Danielle Porter, said, “Between our unique collaboration with Brooks Rehabilitation College of Healthcare Sciences and affiliations with a variety of medical settings in Jacksonville, we truly have the ideal educational and training experience for music therapy students." SER-AMTAS is excited to support this program and collaborate with JU students. This regional board has also been advocating for a new DEI chair position to potentially be added to this board to increase representation and advocacy. To further promote DEI initiatives within the region, they plan to hold meetings with student groups such as student associations for Asian American students to gain perspectives on how to continually grow in these areas throughout the year. Updates about what this region is working on can be found on Instagram (@ser_amtas)! Great Lakes Region GLR-AMTAS has been working on creative ways to increase connectivity throughout the region such as bi-monthly Connection Hours which provide activities such as karaoke and talent show fundraising competitions to promote networking among students. Along with this talent show fundraiser, other opportunities to raise funds to better support students include a Krispy Kreme donut fundraiser, Christmas Grams, and ongoing seasonal Bonfire merch! Advocacy through social media has also been a focus for this region, as they held a social media initiative over the summer to share informational content about music therapy. The GLR regional board also would like to highlight the consistent advocacy and networking efforts shown by Cleveland State University in this region! Upcoming projects include conference and Passages planning, as well as an Internship Guidebook for the Great Lakes Region that includes information about internship requirements, interview tips and processes, and other considerations. More information and updates from GLR-AMTAS can be found on Instagram (@glramtas) and on their website (http://glramtas.weebly.com/)! AMTAS Board UpdatesAMTAS events, fundraisers, scholarships, and more can be found on social media platforms (@_amtas_)!
AMTAS Business The second half of the AMTAS board term has been filled with planning, advertising, and facilitating our annual SAAB, Student Business Meetings, and Passages Conference. At these conferences, over 24 bylaw changes to improve consistency and clarity were proposed and approved. For the first time since 2021 at least, each regional student leadership position, student advisory role, and AMTAS board for 2024 has been filled. Additionally, AMTAS is grateful for the collaboration and assistance from AMTA leaders this year, including the AMTA Assembly of Delegates, Dr. Lori Gooding, Angela Snell, Leslie Henry, and Brian Jantz, in advocating for a decrease in AMTA Student Membership from $95 to $60, effective January 2024. AMTAS Events In October, AMTAS hosted its annual Passages Conference, "Navigating Music Therapy" virtually with over 30 students and new professionals from across the country, as well as over 100 registrants who will have access to the recorded sessions. Highlights of the event included keynote speakers, Dannielle Caldwell and Morgan Maxwell (SER), cohosts of the music therapy podcast “Music til Proven Therapy,” as well as Maggie Ford (SER, East Carolina University), Rina Tabuchi (MAR, Montclair State University), and Jessie Ku (MAR, New York University) as our student presenters. The AMTAS board would like to express great gratitude to AMTA Conference Committee Leaders, Andrea Dalton and Jennifer Sokira, for their assistance with the AMTA-U website and Zoom assistance for this event. In November, AMTAS facilitated the first national music therapy internship fair since the 2021 AMTA Virtual Conference to connect students with national roster internship directors. A GoogleDrive with resources will be accessible to all students on our AMTAS website and will be updated annually. Scholarships & Fundraisers The AMTAS board coordinated and facilitated multiple fundraisers throughout the fall to fund student scholarships. Five STARS award scholarships were awarded to qualified students, one regional fund was given to the Mid-Western Regional chapter, and one president's challenge award was provided. One ongoing fundraiser is the AMTAS Etsy shop (etsy.com/shop/amtas), which holds t-shirts, sweatshirts, stickers, posters, and tote bags with the AMTAS logo and raises funds to support students nationally! Written by Jaylee Sowders
Research has been my primary teacher throughout my undergraduate experience. This sentiment does not intend to discredit my incredible professors, supervisors, and mentors, especially since my research and the opportunities associated with it would not have been possible without their support and guidance. But truly, research has served as my teacher, my motivator, my escape, and the source of my most influential opportunities. Many undergraduate students do not have the opportunity to take on long-term research projects, so today, I want to share my research experience to advocate for undergraduate research and hopefully inspire young researchers. My thesis pertaining to music therapy treatment considerations for teens with attachment trauma began in the second half of my second year of college, through applying for a summer research program at my university. When beginning this research, I had little experience with research and had little direction for this project. However, my thesis advisor, Joy Willenbrink-Conte, MA, MT-BC, was incredibly supportive and willing to guide me through the start of the research process. When first indicating interest in this topic, I was around 20 years old, barely removed from the teenage experience. I faced many questions about my interest and positionality within this research. As I have developed along with this project, I have come to understand that my positionality, identities, and experiences within my role as a researcher is an asset to the qualitative research itself, not a detriment. Some of my identities include being a young, white, queer, non-religious, able-bodied, and neurodivergent person. In entering college at the height of the pandemic in 2020, the phenomenon of isolation and social distancing sparked my interest on the developmental and social necessity of relationships and their impact on mental health. This interest was only confirmed after hearing a guest presentation about clinical work with foster care youth in my “Introduction to Music Therapy” course. In this presentation, I learned about the foster care to prison pipeline, and I wanted to investigate how relationships during childhood affect our development into adulthood, and more specifically, how we, as therapists, can support individuals with traumatic attachment experiences. In the Summer of 2022, I participated in my university’s Summer Thesis Institute program, where I lived on campus with 9 other student researchers to get a head start on our theses. Through this program, I learned about research ethics, completed the majority of my literature review and case study analysis, and learned to create a network of peers and mentors who can support my research. Furthermore, I received a generous research budget to purchase necessary materials and texts, and was financially supported with free housing and a stipend. This experience served as a launchpad for establishing the foundations of my research and beginning my career as a researcher. I met weekly with my thesis advisor and spent roughly 30 hours per week reading and annotating music therapy and psychology literature. Through reading, I learned so much about music therapy, including much of its history, theoretical foundations, and modern practices. This acquired knowledge has served me incredibly in future classes and conversations with professional music therapists. At the end of this experience, I wrote a preliminary literature review as a part of our program's Proceedings, and now have the opportunity to cite myself and this publication in my thesis. Through this summer program, I fell in love with the research process, including reading, writing, and collaborating with peers and professionals. Throughout the 2022-2023 academic year, I worked with my thesis advisor on my own time to continue work on my thesis, which included IRB applications for conducting interviews with music therapists with relevant experience in treating teens with attachment trauma and applying for additional research funding. This also included applying for another university sponsored summer program, the Oxford Flyers program, which supports selected students in attending Oxford University for a 6 week tutorial, which is an individual course. My participation in this experience in the summer of 2023 truly reshaped my life and my long-term goals. I had the opportunity to transfer skills learned in my first summer research program to an international level, and found safety and comfort within the supportive academic environment in Oxford. Along with learning more about attachment trauma through my personalized course, I learned so much more about myself and my goals as well. I fell in love with the UK and academia, and realized that I want to pursue graduate studies. I also found new confidence in myself and my independence, as I not only lived in the UK for 6 weeks, but had the opportunity to backpack across Europe alone for another 17 days following the tutorial. Lastly, my relationship with my research developed further, and I found insight in my research as I grew personally and sought out experiences to explore and travel. I gave myself space to ask questions and just think about my work, which proved to be one of the most beneficial experiences in actually progressing my research. In my final year of college, I am continuing and completing my research process through conducting and analyzing interviews and writing the full thesis. Though my thesis will be complete in the spring, I am confident that my research on music therapy treatment for teens with attachment trauma will not end with my graduation. My relationship with this work has been one of the most valuable relationships of my life, as it has supported my holistic development. Research has been one of the most rewarding, challenging, overwhelming, and incredible experiences of my life, and I want to encourage more young people to pursue this area of music therapy, as it is vital to the development of our profession. As a young researcher myself, I often have to remind myself that even with limited experience as a practicing music therapist, my vast knowledge of this vital topic within our profession is valuable and valid. It is easy to feel alone and isolated as a young researcher, so through my various roles within AMTA and my university, I hope to create a community of young students who feel empowered and supported when sharing their voices and their work. You are incredibly valuable to our profession, and your voice can inspire true and essential change to better our practice. So apply to research programs, say yes to experiences, and create that network of people who will support and empower you to make your voice heard. Written by Kayla Duncan, MT-BC Burnout is a significant risk in professions demanding high emotional and mental energy, including music therapy. While our passion drives us to help others with open hearts and minds, it can also expose us to stress and frustration, setting the stage for burnout. The World Health Organization defines burnout as a result of unmanaged chronic workplace stress. It comprises three aspects: occupational exhaustion, depersonalization, and reduced personal accomplishment (Maslach & Leiter, 2016). Occupational exhaustion manifests as overwhelming mental and physical fatigue. Depersonalization leads to detachment from work, potentially causing a loss of empathy. Reduced personal accomplishment results from inadequate resources and support (Valcour, 2021). Maslach & Leiter (2016) identify six domains contributing to burnout: 1. Increased Workload: Too much work without adequate recovery. 2. Lack of Control: Feeling powerless in decision-making. 3. Insufficient Reward: Lack of recognition and rewards. 4. Limited Sense of Community: Isolation at work. 5. Inequality: Unfair treatment. 6. Misaligned Values: Conflict between personal and professional values. Recognizing burnout symptoms is crucial. Fatigue, headaches, muscle tension, mood swings, and vulnerability to illness are common signs. If left unaddressed, burnout can worsen and spread. To combat burnout, the Mayo Clinic suggests:
In conclusion, as music therapists, we must be mindful of the risk of burnout and take proactive steps to maintain our well-being. Recognizing the signs and seeking support can help us continue to make a meaningful difference in the lives of our clients while safeguarding our own mental and emotional health. References Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103–111. https://doi.org/10.1002/wps.20311 Mayo Foundation for Medical Education and Research. (2021, June 5). Know the signs of Job Burnout. Mayo Clinic. Retrieved January 2, 2023, from https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/burnout/art-20046642 Valcour, M. (2021, August 27). 4 steps to beating Burnout. Harvard Business Review. Retrieved January 2, 2023, from https://hbr.org/2016/11/beating-burnout World Health Organization. (n.d.). Burn-out an "Occupational phenomenon": International Classification of Diseases. World Health Organization. Retrieved January 2, 2023, from https://www.who.int/news/item/28-05-2019-burn-out-an-occupational-phenomenon-international-classification-of-diseases Cultural Music in Music Therapy: Presenting, learning, and fostering a respectful curiosity9/11/2023 Written by Acksharaa Balaji, B.M. Music Therapy Berklee College of Music
Current Advanced Graduate Music Therapy Student at New York University Steinhardt One of the greatest things about each individual person is their cultural heritage and how that influences something as widely discussed as a political opinion to something as unique as a comfort meal. When thinking about how much music is out there in the world, it genuinely is overwhelming. What if there’s a style of music out there that is just what you need to hear but you haven’t been remotely exposed to it? What if you want to learn about another culture’s musical styles and techniques but have no idea where to start? I do not claim to have all the answers or any for that matter. However, what I do want to encourage you to consider is how a teacher/learner of cultural musical styles may create a space where they can teach/learn about such topics and feel encouraged to broaden their ideas of music. The goal is to support music therapists in including these ideas in their interventions and practice. I write this post as someone who wants to normalize the use of Indian classical Carnatic music in music therapy practices. I recently conducted my first workshop on this topic and am looking on expanding this topic throughout my next two years at graduate school and beyond. Running this workshop taught me the importance of invitation, as well as creating a safe space for all kinds of questions. Some questions that could be “obvious” to me, may not be for others; that is why they have come to learn! A constant reminder to myself was that I am learning from my audience just as much as they are learning from me. After all, this was the first time I had ever conducted a workshop. I encourage readers to not take this blog post as a “how-to” manual but rather as a self-assessment of what resonates with you. How does one go about teaching the music of their culture? First, consider your own world of knowledge. What do you have to offer? The music that has shaped you and connects you to your culture is a fundamental area that should not be forgotten during discussion. The job of the presenter is to invite the audience into your world. This begins the pathway to a clearer understanding of the line between cultural appropriation and appreciation. The cloud of appreciation forms a safe space and serves an important role for the audience where they are more willing to ask questions and bring the music you have introduced to them in their music therapy practice. When presenting about your musical culture, it is difficult to cover every single foundational root that makes the music what it is. By over-generalizing you could risk overlooking your personal connection with that music, dampening that cloud of appreciation. This emphasizes the significance in explaining the basic foundation of a style to understand why certain techniques may hold various levels of importance. Additionally, when talking about an entire musical topic that may be new for so many people,it would make the concept more approachable to sort various topic areas into different parts or even presentations. Who says you can’t run multiple workshops about your topic? There will always be someone who will listen. As a learner, what are your intentions? Are you open to changing your perspective on something by learning more about it? These questions are vital to reflect on whenever you are learning something new. In all honesty, it is intimidating to learn about cultures different to your own. Evaluate that perhaps this is a basic feeling that others may experience with you. Let’s say that we have accepted this feeling altogether. Perhaps, it does not mean anything bad and speaks more to your intentions with learning something new. It could speak to your interest and desire in decolonizing a Eurocentric field. Deep down, there is a part of you wanting to expand your repertoire to other languages, or wanting to connect with a client of colour who may not know mainstream English music. Ask questions! There really is no such thing as a stupid question when learning. You want to be informed and clear about how to bring forward new interventions. The main person I think about when considering this hypothetical (or reality for me) is my mother, an Indian woman, whose entire life revolves around Carnatic music. I think about if one day, should she work with a music therapist, what type of music will they bring forward to her. When she talks about her preferred music, will the MT be able to satisfy her musical needs and administer interventions that fulfill her desire to be one with Carnatic music? The majority of people are generally afraid to indulge in presenting or learning from cultures that are not their own. In my humble opinion, I see intimidation as a desire to learn. We should learn to accept that this fear speaks to a need for an accurate and respectful execution of cultural humility. In turn, we create a space within and for ourselves and others to learn and support an indispensable diverse field. |
Hello AMTAS, my name is Mercedes Shook and I am your secretary for the 2024 year! The purpose of this blog is to provide updates on the AMTAS region, give helpful tips and tricks for music therapy students, share meaningful experiences, and promote collaboration with all music therapy students across America! If you have any ideas or questions regarding this blog please don’t hesitate to reach out via email.
Interested in writing a post? Click here to submit the Blog Interest Form. Email: [email protected]. CategoriesArchives
July 2024
|