Clinical Training Guide for the Student Music Therapist by Barbara L. Wheeler, Carol L. Shultis, Donna W. Polen

By Barbara L. Wheeler, Carol L. Shultis, Donna W. Polen

Booklet by means of Wheeler, Barbara L., Shultis, Carol L., Polen, Donna W.

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Additional resources for Clinical Training Guide for the Student Music Therapist

Sample text

Chapter 3 The Process of Planning D 25 For Further Reading Carkhuff, R. T. (2000). ). Amherst, MA: Human Resource Development Press. Corey, M. , & Corey, G. (1998). ). Pacific Grove, CA: Brooks/Cole Publishing Co. , Corey, M. , & Callanan, P. (1988). ). Pacific Grove, CA: Brooks/Cole Publishing Co. Dileo, C. (2000). Ethical Thinking in Music Therapy. Cherry Hill, NJ: Jeffrey Books. , & Merle-Fishman, C. (1998). ). Gilsum, NH: Barcelona Publishers. Wheeler, B. L. (2002). Experiences and concerns of students during music therapy practica.

Merle-Fishman, C. (1998). ). Gilsum, NH: Barcelona Publishers. Wheeler, B. L. (2002). Experiences and concerns of students during music therapy practica. Journal ofMusic Therapy, 39, 274-304. Assignments-The Process of Planning for Music Therapy Level I-Observing, Participating, and Assisting 1. " Think of a person in the session in which you are involved and reflect on these questions and issues in relation to this person. As stated in the chapter, as you answer each question, ask yourself to think about the following-what do you see, hear, observe, sense, or understand that leads you to these answers?

For example, do you want to understand how much arm movement a client with cerebral palsy has while playing the drum, or do you wish to understand the music listening preferences of an adult with late stage cancer? The first question involves assessing the physical skills or abilities of the client, whereas the second question involves assessing the music preferences of the client. Bruscia (1993,2003) has identified various domain areas related to music therapy assessment. Seven of these-biographical, somatic, behavioral, skill, personality or sense of self, affective, and interactional-will be described in the forthcoming section, Domains of Assessment.

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