This week I embark on the beginning of another fall semester at my university. I met with the incoming master's students last week at a beautiful retreat in New Hampshire, about one hour north of Boston, MA. At this retreat we went over the expectations of the program – clinical expectations, academic expectations, and personal development expectations. I was inspired by this group of students who seemed enthusiastic and ready to undertake the rigors of graduate school.
Yet, meeting them also caused me to step back and wonder – how do these students transform themselves in these two years into music therapists? They come in as accomplished musicians with a certain amount of life experience as they are in graduate school, but what really happens in this process of becoming a music therapist? It is more than a just achieving the clinical, academic, and personal development expectations. But how does it happen then?
It is quite interesting that so little of the process of becoming a music therapist has been studied. Barbara Wheeler's article (2002) on students experiences during practica placements stands out as an excellent example but why aren't there more? Clearly the process of becoming a music therapist is complex. In the United States we have the MT-BC (music therapist – board certified) as our national credential. It is given after a student completes an approved music therapy training program, which includes both acadmic and clinical experiences, and takes an exam. While the exam is written and tests what can be tested on paper, it is assumed that being successful in one's academic program and in one's clinical placement (internship) is also a part of the process.
But that still leaves me wondering how one "becomes" a music therapist. I have looked at this from two angles – one by examining the students who excel in the program and the other by looking at those who don't complete the program. While we have a rigorous admission process that weeds out those not compatible with the program there are some students who don't complete the program.
As I look at the successful students I see people who are disciplined in their academic studies, determined when they encounter the inevitable obstacles, creative in their ability to use music, centered in their interactions with clients, and willing to take risks and try new ways of being and relating. Do they come in with all of these qualities? Not necessarily. Some struggle with the academic studies, other struggle with learning a new instrument, and others struggle with relating clinically. In one of my classes I have first year students experience a music and imagery activity where they imagine that they are graduating. I then have them go back and examine their path to graduation. What obstacles did they experience and what helped them overcome these obstacles? The images vary widely, some are very clear and aware of what they will struggle with and what support they will need, others less so, but this isn't any indication of the likelihood of their success in the program.
As I look at the students who have left the program it is generally not for academic reasons – perhaps because we are better able to get a sense of that in the admission process. We can look at grades from undergraduate school, writing samples, and recommendations. Some though, have difficulty adapting their musical skills to the clinical setting. Perhaps they are too entrenched in music education or performance or just unable to develop the required musical flexibility. Others find the focus on personal development too difficult. Using "self as instrument" requires a willingness to self examine and modify how we relate in the world. As we all know this can be a challenging process and certainly not everyone want to do this.
So then, becoming a music therapist requires academic strength, clinical ability, and a willingness to continue one's personal development but what is still missing?
Is it then that being a music therapist isn't a 9 to 5 job for most of us? Is it rather a way of life or a worldview in itself? Is that then what "makes" a music therapist; adopting a lifestyle that is disciplined, creative, reflexive, and dedicated?
I don't know, but as I enter this new academic beginning I will again marvel at the process these students will go through as they become music therapists.
Wheeler, B. L. (2002). "Experiences and Concerns of Students During Music Therapy Practica. Journal of Music Therapy, 39(4), 274-304.
Forinash, Michelle (2007). What "Makes" a Music Therapist?. Voices Resources. Retrieved January 15, 2015, from http://testvoices.uib.no/community/?q=colforinash100907