Safeguarding Curricular Self-Experiences in Undergraduate Music Therapy Education and Training

The purpose of this paper is to put forth a model to support the psychological safety of undergraduate students as they engage in a form of experiential learning called self-experiences. Self-experiences pair active engagement in learning episodes with learner self-inquiry. The need to safeguard curricular self-experiences is grounded in the American Music Therapy Association’s Professional Competencies and Code of Ethics and the Certification Board for Music Therapists’ Board Certification Domains. We first explicate several types and benefits of self-experiences and identify potential risks and contraindications that may compromise learners’ psychological safety and even cause harm. Next, we describe the steps we took in developing the model and gaining administrative approval. We outline major tenets and describe specific safeguarding practices at various levels of implementation. We offer a hypothetical vignette to contextualize the information, address certain challenges in implementing this model, and offer recommendations for future research related to undergraduate experiential learning. Educators, clinical trainers, and supervisors who employ self-experiences are encouraged to implement safeguards toward upholding professional ethics and supporting learners’ personal and professional development

Track 2: It\u27s in the Syllabus! (That You Helped Create)

Presentation took place May 13, 2021; presentations will be made available via WarpWire to members of the University of Dayton community in early June

Diversifying Community Connections

The focus of this flash talk is a description of how our music therapy program faculty have been striving to build authentic relationships with a wider variety of community partners toward greater collective impact and equity in our practica courses. During my time as Clinical Coordinator, we have added 11 new practica placement sites with one additional starting Spring 2024. The addition of several of these sites stemmed from music therapy faculty discussions about the desire to serve a greater diversity of clientele in our music therapy practica courses. I believe the addition of these new sites has brought greater diversity and equity to the service we provide the community and enhanced student learning. Marianist education calls us to be adaptable, flexible, and continuously changing. This change may be uncomfortable, but to truly embrace the integral, diverse, and inclusive education the Marianist tradition calls us to do, we must be continuously reflective of our choices and evolve our practices

2023: Courtney R. Belt, Milestone Book Selection

Promotion to the rank of Senior Lecturer, Department of Musichttps://ecommons.udayton.edu/svc_milestone/1119/thumbnail.jp

Music Therapy Faculty Perspectives on Grading Processes for Undergraduate Practica

The purpose of this study was to explore how music therapy faculty navigate the evaluation of undergraduate practica students by reviewing various processes of evaluation along with faculty members\u27 self-reported experiences of evaluating practica students. I addressed the research questions through descriptive phenomenological methodology, and collected data via semi-structured interviews with nine music therapy faculty members. In an effort to include diverse perspectives, I recruited participants who represented six of the seven American Music Therapy Association geographic regions, a wide range of years of supervisory experience, and a variety of academic and administrative roles within programs. Interview transcripts were carefully reviewed to summarize and describe evaluation processes. I employed thematic analysis (Braun & Clarke, 2021) to generate findings regarding participants\u27 lived experiences of the practica evaluation process. At the conclusion of analysis, I generated four themes: evaluators experience various tensions related to the evaluation process, evaluators experience moments of satisfaction related to evaluation, evaluators have a propensity for evolving evaluation processes, and evaluators strive to do right by students

\u27Flash Talk\u27 Session

This session features brief presentations followed by community discussion: Courtney Belt — Diversifying Community Connections Viorel Pâslaru — Teaching Philosophy in Relationship to Textbooks from Other Disciplines Liz Grauel and Erik Ziedses des Plantes — Co-Curricular Collisions: Expanding Student Research Competencies with Collaborative Library Instructio

Experiences and Outcomes of Adults Who Endured Maltreatment as Children in Care in Australia in the Twentieth Century

Care settings, United States (cont.) child welfare system, 466 civic groups, 462 DSM, 467 education and religious training, 465 institutional settings, 472 living experiences in US orphanages, 463–465 orphanages, 461 philanthropists and ..