Video-based Reflective Practice (VRP)
A Practical Methodology for Reflective Practice in Music Therapy Training and Clinical Supervision
DOI:
https://doi.org/10.15845/voices.v22i1.3364Keywords:
music therapy, education, reflective practice, supervision, methodology, student developmentAbstract
Various forms of reflective practice, including journal writing and self-experiences, have been explored in music therapy. However, there is limited literature on practical methodologies that articulate how to reflect on sessions. The author introduces a practical methodology that guides the process of reflective practice in music therapy clinical training. The methodology includes self-observation through video-recorded sessions, a set of questions designed for self-assessment, evaluation of clinical situations of trainee identified areas, and identification of strengths, weaknesses, and future action plans. This framework has implications in music therapy education and training in that it (a) supports students and practicum supervisors with practical guidelines about how to reflect on sessions; (b) may facilitate student growth and development through self-directed learning and acknowledgement of strengths and working points; and (c) provides a cognitive framework that may help develop metacognition skills which are crucial components of learning during and post clinical training.
References
Barry, P., & O'Callaghan, C. (2008). Reflexive journal writing: A tool for music therapy student clinical practice development. Nordic Journal of Music Therapy, 17(1), 55-66.https://doi.org/10.1080/08098130809478196
Bruscia, K. E. (2014). Defining music therapy. Barcelona Publishers.
Bruscia, K. E. (2015). Forms of reflexivity in music therapy: An anthology. Barcelona Publishers.
Davis, B. (2001). Tools for teaching. Jossey-Bass Publishers.
Donley, J. (2020). Multicultural experiential learning in music therapy supervision. Voices: A World Forum for Music Therapy, 20(1). https://doi.org/10.15845/voices.v20i1.2797
Dube, V., & Ducharme, F. (2015). Nursing reflective practice: An empirical literature review. Journal of Nursing Education and Practice, 5(7), 91-99. https://doi.org/10.5430/jnep.v5n7p91
Falender, C.A., & Shafranske, E. P. (2007). Competence in competency-based supervision practice: Construct and application. Professional Psychology: Research and Practice, 38(3), 232-240. https://doi.org/10.1037/0735-7028.38.3.232
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Polytechnic.
Hamel, C., & Viau-Guay, A. (2019). Using video to support teachers’ reflective practice: A literature review. Cogent Education, 6(1), 1673689. https://doi.org/10.1080/2331186X.2019.1673689
Hampton, L., Ramoutar, L., Muntzer, R., & Battostini, O. (2019). Investigating the use of Video Enhanced Reflective Practice (VERP) alongside the engagement profile and scale in a school for children with complex needs. Educational & Child Psychology, 36(1), 89-100.
Hiller, J., Belt, C., Gardstrom, S., & Willenbrink-Conte, J. (2020). Safeguarding curricular self-experiences in undergraduate music therapy education and training. Music Therapy Perspectives, 39(1), 86-94. https://doi.org/10.1093/mtp/miaa027
Kolb, D. A., (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Krutkowski, S. (2017). A strengths-based approach to widening participation students in higher education. Reference Services Review, 45(2), 227-241.
Lim, H. A., & Quant, S. (2019). Perceptual differences in music therapy clinical supervision: Perspectives of students and supervisors. Nordic Journal of Music Therapy, 28(2), 131-150. https://doi.org/10.1080/08098131.2018.1528559
MacRae, A. (2021). The influences of inter music therapy on music therapists who experience it. Nordic Journal of Music Therapy, 30(3), 238-260. https://doi.org/10.1080/08098131.2020.1837211
Murray, S., & Leadbetter, J. (2018). Video Enhanced Reflective Practice (VERP): supporting the development of trainee educational psychologists’ consultation and peer supervision skills. Educational Psychology in Practice, 34(4), 397-411.
Rogers, R. R. (2001). Reflection in higher education: A concept analysis. Innovative Higher Education, 26(1), 37-57. https://doi.org/10.1023/A:1010986404527
Schon, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Sebastian, K. (2017). A strength-based approach to widening participation students in higher education. Reference Services Review, 45(2), 227-241. https://doi.org/10.1108/RSR-10-2016-0070
Swamy, S. (2011). “No, she doesn’t seem to know anything about cultural differences!”: Culturally centered music therapy supervision. Music Therapy Perspectives, 29(2), 133-137. https://doi.org/10.1093/mtp/29.2.133
Zanders, M. L. (2020). The effects of music-based experiential supervision on perceived competency with music therapy practicum students. Canadian Journal of Music Therapy, 26(1), 18-29.
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Sekyung Jang
This work is licensed under a Creative Commons Attribution 4.0 International License.
Articles published prior to 2019 are subject to the following license, see: https://voices.no/index.php/voices/copyright
