Sharing The Views – Meaning Making and Collaborative Learning in Clinical Music Therapy: Multi-Level Training Model
 

Author:

Esa Ala-Ruona, M.Phil.

Abstract:
Becoming a therapist, as we know, is a long and demanding, yet intriguing and rewarding process. Support for this process comes partly from clinical training, and as such is a considerable challenge for training programs. A novice therapist or professional student has not yet that tacit knowledge upon which an experienced clinician can rely (Ala-Ruona 2005). On the other hand, an experienced clinician does not necessarily have up-to-date knowledge about research findings or the latest theoretical constructs and their clinical applications. The main question is how to best integrate theoretical and practical knowledge to benefit both professional and personal growth in a fruitful way (cf. Wigram et.al 2002).
This presentation describes and discusses the multi-level model of clinical music therapy training developed at the University of Jyväskylä (JYU). The model is based on peer observation in real clinical situations, real-time clinical teaching, group observation of clinical supervision trainees, and transparent reflective group work with a professional supervisor. The setting enables flexible use of theoretical diversity when structuring the observations and constructing more profound understanding of the process and its elements. An intensive 12-week part of the clinical training serves as a common ground for learning at a number of different levels: for undergraduate interns in professional studies, trained clinicians in Master’s studies, research training in Master’s and post-graduate studies, and training of trainers (advanced in-service training). Different learning styles and processes (e.g. Kolb 1984) are considered and utilized when sharing the views of each participant. The model applies technical innovations permitted by the facilities available in the JYU Music therapy clinic for research and training. The clinic is a modern and well-equipped unit with versatile data collection opportunities and computer-assisted analysis methods.

References:
- Ala-Ruona, E. (2005). Non-structured Initial Assessment of Psychiatric Client in Music Therapy. Music Therapy Today (online) 4(1), 23-47. Available at http://www.musictherapyworld.net
 - Kolb, D. A., (1984). Experiential Learning. Englewood Cliffs, NJ: Prentice Hall.
 - Wigram, T., Pedersen, I. N. & Bonde, L. O. (2002). A Comprehensive Guide to Music Therapy – Theory, Clinical Practice, Research and Training. London and Philadelphia: Jessica Kingsley Publishers.

Keywords:

training model, practical training, collaborative learning, observation, supervision
 

Biographical details:
Esa Ala-Ruona, M.Phil., Music Therapist, Senior Assistant
Music Therapy Clinic for Research and Training
Department of Music
FIN-40014 University of Jyväskylä

Esa Ala-Ruona is a music therapist and clinical supervisor. He has worked as a trainer and group therapist in several music therapy training programs in Finland. He has been actively involved with the process of the professionalization of music therapists for years. He has worked as a music therapist for 20 years within the field of psychiatry, and at present he works as a trainer and lecturer on the MA program of Music Therapy at the University of Jyväskylä. He has an ongoing PhD research project on initial assessment of psychiatric clients in music therapy. Other areas of interest include processes in music therapy, and the development of music therapy and music psychotherapy training.