Music Therapy (MUY)

An introductory orientation to music therapy as a discipline and as a profession, including history, foundations, current practice, interdisciplinary approaches, and research.

Music competencies articulated by the American Music Therapy Association are described, as reported in music therapy literature and in relation to other professional competencies and documents that guide practice. Emphasis on strategies for mastery within music and music therapy curricula.

Preparation for practica, including emphasis on professional standards, music therapy methods, processes, outcomes, supervision, and the therapeutic self. Introductory skills associated with observation, participation and music leadership are acquired in community sites with special populations.

Typical and atypical human functioning across functional domains are explored as they relate to foundations of music therapy clinical practice and research. Translation to clinical practice and supporting accessible client engagement is emphasized.

Clinical competencies articulated by the American Music Therapy Association are described, as reported in music therapy literature and in relation to other professional competencies and documents that guide practice. Emphasis on strategies for mastery within clinical and music therapy curricula.

Supervised delivery of community-based music therapy services for divergent population groups. Emphasis on skill development associated with leadership and documentation strategies in support of positive behavioral change. Student strengths associated with musicianship are utilized during sessions.

Supervised leading of community-based music therapy services for a primary population group. Emphasis on assessment, program planning, and an awareness of interdisciplinary knowledge and skills. Student needs associated with musicianship are addressed during sessions.

Typical and atypical human development and application of research methods are examined and their transfers to music therapy clinical practice are emphasized. Professional roles and responsibilities are explored.

Competence in music therapy scholarship for written communication, critical thinking, and information literacy as conveyed through clinical documentation, new program development, and acquired areas of expertise.

A minimum of 900 hours of music therapy service delivery under the supervision of a board certified music therapist, completed at a facility approved by the American Music Therapy Association or at FGCU affiliated internship sites.

Supervised application of the AMTA Standards of Clinical Practice for a single population with secondary conditions. Emphasis on program planning, implementation, evaluation, interdisciplinary strategies and administrative factors. Student musicianship during sessions is contingent on client assessment.