Education and Training in the United States

A Guide for International Music Therapy Students

著者

DOI:

https://doi.org/10.15845/voices.v24i3.3986

キーワード:

music therapy; international students; education and training

要旨

Music therapy stakeholders may benefit from a more comprehensive understanding about international students and their process for becoming music therapists in the U.S. The purposes of this paper are to: (a) articulate the international student process from home country to credentialed music therapist in the U.S., (b) outline common concerns and difficulties of international students studying in the U.S., and (c) share best practices obtained from the research literature to support international students through the process from student to professional. The process for international music therapy students from home country to professional includes pre-departure tasks related to information, finances, and student visas; mid-coursework requirements related to clinical practice, curricular degree, and full-time status; and post-coursework aspects of curricular practical training, board certification, optional practical training, and applying for a work visa. Common challenges of international music therapy students include culture shock and racism, academic challenges, financial and psychological issues, and developing music skills and repertoire. Best practices identified from the literature encourage international students to improve language competence, utilize campus support, develop social networks, and increase culture competence. The authors discuss implications for music therapy education and training, provide suggestions for students, and share recommendations for key stakeholders. 

Author Biographies

Xinsu Chen, The University of Iowa, Iowa City, USA

Xinsu Chen, MA, MT-BC is a graduate of The University of Iowa music therapy program, completing the music therapy equivalency and master’s degree program in music therapy. She finished her internship at West Music Company in Coralville, Iowa and became board certified in 2023. Her graduate research capstone focused on the education and training of international music therapy students in the U.S. Xinsu presented preliminary findings from her research at the American Music Therapy Association Midwestern Conference in 2023. She received her undergraduate degree in classical guitar performance from Roberts Wesleyan University in Rochester, New York. Originally from Nanjing, China, Xinsu speaks fluent Mandarin Chinese and English. In addition to serving as co-author, she completed the Mandarin Chinese translation of this manuscript.

Hae Sun Kim, The University of Iowa, Iowa City, USA

Hae Sun Kim, PhD, MT-BC is Assistant Professor of Music Therapy at the University of Iowa. Dr. Kim received her undergraduate degree in music therapy from the University of Iowa, master’s degree from Colorado State University, and PhD from the University of Iowa. Her research focuses on hearing preservation for musicians, music perception and enjoyment of individuals who are deaf or hard of hearing, and online simulation-integrated education of professionals and students working with individuals with hearing loss. Dr. Kim currently co-directs the Music Perception Laboratory in the Cochlear Implant Clinical Research Center at the University of Iowa Hospitals and Clinics. She also serves as a representative on the Judicial Review Board for the Midwestern Region of the American Music Therapy Association. Originally from Seoul, South Korea, Dr. Kim speaks fluent Korean and English. In addition to serving as co-author, she completed the Korean translation of this manuscript.

Abbey Dvorak, The University of Iowa, Iowa City, USA

Abbey Dvorak, PhD, MT-BC is Associate Professor and Program Director of Music Therapy at The University of Iowa. Her research interests include music therapy and mental health, the use of music in mindfulness practices, and research skill development in music therapy education and training. Dr. Dvorak’s clinical experience includes both mental health and oncology settings. Dr. Dvorak was awarded the American Music Therapy Association (AMTA) Midwestern Region 2018 Research Award and the University of Iowa 2024 Mid-Career Scholar Award. She serves on the editorial boards for the Journal of Music Therapy and Music Therapy Perspectives and is considered a leading scholar in the field, with more than 30 publications appearing in major music therapy journals.

Author photo 3986_Chen et al

出版済

2024-11-01

How to Cite

Chen, X., Kim, H. S., & Dvorak, A. (2024). Education and Training in the United States: A Guide for International Music Therapy Students. Voices: A World Forum for Music Therapy, 24(3). https://doi.org/10.15845/voices.v24i3.3986

巻号

セクション

Research