The music therapy clinical intern: Performance skills, academic knowledge, personal qualities, and interpersonal skills necessary for a student seeking clinical training

Author(s): clinical-training-director, Great-Lakes-Region, interpersonal-skills, personal-qualities.

Journal/Book: Journal of Music Therapy. 1984; 21: Silver Spring, Maryland, USA. National Association for Music Therapy 8455 Colesville Rd., Suite 930 20910 Silver Spring, Maryland USA. 193-201.

Abstract: The music therapy curriculum consists of two distinct parts: the academic phase and the internship. The music therapy student must apply for a clinical internship during the last of the academic phase, and the student is expected to evolve from student to professional music therapist during the internship phase. The present study sought to determine the skills, knowledge, and qualities clinical training directors considered most important for a prospective intern to possess. The sample population of this survey consisted of twenty-five clinical training directors from the Great Lakes Region. Re- sults of the survey indicated that piano skill, knowledge of psychology, emo- tional maturity, and the ability to express needs and feelings were considered most important for the prospective intern to possess.

Keyword(s): music-therapy-internship, music-therapy-curriculum, music-therapy-students, clinical-training, clinical-training-program, competency, academic-ability.

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