Multicultural Experiential Learning in Music Therapy Supervision

Autores/as

  • Jessica Donley

DOI:

https://doi.org/10.15845/voices.v20i1.2797

Palabras clave:

multicultural training, supervision, experiential learning, music therapy

Resumen

Although music therapists have discussed the importance of multicultural training in supervision, few approaches and applications have been developed to assist music therapy students and professionals in moving towards multicultural competence. Multicultural experiential learning is an approach that supervisors and supervisees can utilize to learn and maintain multicultural skills across the supervision continuum and throughout their careers. This paper explores the responsibilities of supervisors and supervisees who participate in this approach as well as recommendations to determine supervisee eligibility. The role of music in multicultural experiential learning is also discussed to provide opportunities to enhance these types of experiences. Examples of multicultural experiential learning and their instructions are provided for qualified supervisors who want to learn about this approach and implement it in their supervision practice.

Biografía del autor/a

Jessica Donley

Jessica Donley, MMT, MT-BC received her Master’s of Music Therapy degree from Appalachian State University in 2017 along with a certificate in Systemic Multicultural Counseling. Her interests include multicultural training, Chinese culture, culturally-responsive music therapy, and ethnography. 

Publicado

2020-02-25

Cómo citar

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

Número

Sección

Reflections on Practice