WFMT Papers: EDUCATION SYMPOSIUM NOVEMBER 1999 WASHINGTON, DC, USAAMERICAN
MUSIC THERAPY ASSOCIATION: Marilyn Sandness An Overview of the NAMT Model Accreditation NAMT-approved academic programs must be accredited by the National Association of Schools of Music (NASM), which is a "professional" accreditation agency responsible for the accreditation of all music curricula in higher education in the U.S. Faculty "Faculty authorization" is required for directing/teaching in undergraduate programs. Eligibility includes the MT-BC (or RMT previously); Master's degree in music therapy or related field with a minimum of 12 sem. hrs. of graduate music therapy course work; and a minimum of 5040 hrs. of paid, documented clinical experience. For directing/teaching in graduate programs, all of the above are required plus a doctorate or five years experience as an authorized teacher of music therapy undergraduates. (Exceptions are made for teaching the introductory course and clinical practica, which require the MT-BC or RMT; and an exception for psychology of music). The music therapy program director must be employed full-time as defined by the degree-granting institution; two full-time authorized faculty are required if both degree programs are offered. Curricula Baccalaureate Degree - Music Therapy Principles/Psychology of Music/Practicum/Internship comprise a minimum 16% (20 Sem. Hrs. or 30 Qt. Hrs.); Music courses comprise a minimum 45% (54 Sem. Hrs. or 81 Qt. Hrs.); Behavioral/Health/Natural Sciences comprise a minimum 16% (20 Sem. Hrs. or 30 Qt. Hrs.) and must include courses in abnormal psychology, exceptional children, and human anatomy/physiology. Study of research and statistical methods are required (may be included in the Psychology of Music). The above courses should be evaluated in relation to the list of NAMT Professional Competencies to determine how/where the competencies are being addressed in the course curriculum. Master's Degree - Candidates must have completed an undergraduate music therapy degree or "equivalency" program and a six-month approved clinical internship. The normal requirement is 30 Sem. Hrs. (45 Qt. Hrs.); one-half of the hours should be music therapy courses and one-half should be supportive courses. (Note: There are no standards for a doctorate degree). Clinical Internship It must consist of a minimum of 6 continuous months and 1040 hours of clinical training. Any accredited or licensed facility or group of facilities is eligible if it provides music therapy services and has an RMT or MT-BC a minimum of 20 hrs. per week. A program proposal must be submitted for approval to the AMTA Clinical Training Committee. AMTA has responsibility for the clinical internship programs. The Clinical Training Director must be a professional member of AMTA; hold the MT-BC credential (effective 1/1/88); be retained by one or more settings for a minimum 20 hrs. per week; have a minimum of 3 years full-time, post-internship experience (or equivalent); one year full-time experience in facility; and completion of one 5-hour CMTE workshop on Music Therapy Intern supervision or other documented training. An Overview of the AAMT Model Accreditation Academic institutions offering music therapy programs shall be accredited by a professional or regional agency. Schools may apply for both NASM accreditation and AAMT Model approval or only AAMT Model approval. The National Association of Schools of Music (NASM) and originators of the AAMT Model established a consultative relationship which serves to unify procedures and schedules for review for schools seeking both accreditation and AAMT approval and to provide consistency between accreditation and approval standards. Faculty The academic institution shall employ a sufficient number of music therapy faculty who are qualified by education and experience to administer the music therapy program, teach core courses, advise music therapy students, and organize and supervise field and internship training programs. The academic institution determines the qualifications of faculty. Approval Standards Approval standards are established for both the Baccalaureate and Master's degrees. The ultimate measure of the quality of an educational program in music therapy is the extent to which graduates of the program have acquired the competencies needed to practice music therapy. A list of required competencies has been formulated to serve as the focal point for all approval standards. That is, all variables and factors affecting the quality of a program (as outlined in the AAMT Model standards) are viewed in terms of what effects they have on enabling the student to acquire the competencies of a music therapist. In short, the AAMT Model standards have been formulated according to a competency-based approach. The standards seek to insure the end result of education and training (e.g., student competencies) rather than to dictate or mandate specific educational or training procedures (i.e., curricular requirements, internship specifications, field agency limitations, specific qualifications of academic and field personnel, etc.). AAMT Model Essential Competencies The list of required competencies includes the following content areas: Musical Foundations (Music Theory and History; Composition and Arrangement; Major Performance Medium; Keyboard; Guitar; Voice; Nonsymphonic Instruments; Improvisation; Conducting; and Movement); Clinical Foundations (Exceptionality; Dynamics of Therapy; The Therapeutic Relationship); Music Therapy (Foundations and Principles; Client Assessment; Treatment Planning; Therapy Implementation; Therapy Evaluation; Discharge from Therapy; Communication About Therapy; Interdisciplinary Collaboration; Supervision and Administration; and Ethics). (Bruscia, K.E., Hesser, B. & Boxill, E. H., 1981). Pre-Internship Field Training and Internship The academic institution has primary responsibility for the education and training of its students; including both the pre-internship field training and internship, which requires a minimum of 900 clinical hours over an extended period of time. Internships are designed to meet the individual needs of the student. For other standards related to education and clinical training (NAMT and AAMT Models) refer to: NAMT Standards and Procedures for Academic Program Approval; NAMT Clinical Training Guidelines; NAMT Standards of Practice for Music Therapy Educators; NAMT Professional Competencies; Manual for AMTA Approval of Educational Programs in Music Therapy under the AAMT Model; and the AAMT Model Essential Competencies. Other resources include the AMTA Standards of Clinical Practice and the AMTA Code of Ethics. Reference Bruscia, K.E., Hesser, B. & Boxill, E. H. (1981). Essential competencies for the practice of music therapy. Music Therapy, 43-49. Discussion Discussion centered around the new model and the meaning and implications of it being competency-based. Barbara Hesser, who was a representative on the American Music Therapy Association Commission on Education and Training, the group that formulated the new standards proposed by AMTA, was in a key position to answer many of the questions. Universities will translate the competencies into courses. Questions and concerns were raised about who would teach the courses and whether a university could employ whomever they like to teach a course. It was felt that they would probably not gain approval of AMTA unless they employed a person who met the proposed new AMTA standards for academic faculty and clinical supervisors. Under the former NAMT model, faculty authorization by the Association was required for program approval. However, in the proposed new model, the university would determine who was qualified based on Association standards. This system is very different than that used in other countries, where a person must be recognized by a government law as being able to teach. The change from a mandated curriculum to one that is based on competencies generated discussion and concerns. A major concern was how music therapists from the United States would be evaluated if they had not met certain course requirements. The point was made that this ability to evaluate music therapists from one system to another is exactly the point of this two-day Symposium. Questions about how competency-based education related to practices in other professions were raised but not answered at this time. Barbara Hesser reported that the AMTA Commission on Education and Training had moved to the use of competencies because of the wide variety of what was being taught in courses, even when the courses had similar names. Marilyn Sandness,
MM, MT-BC
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