International service-learning and intercultural competence of U.S. music therapists: Initial survey findings

ABSTRACT

Introduction: Research in education and the health sciences indicated that international service-learning (ISL) has positive impacts on participants’ intercultural competence, although little information exists in the music therapy profession. This study examined the characteristics of ISL within the context of music therapy and investigated its relationship with intercultural competence in U.S. music therapists.

Method: A total of 621 board certified music therapists participated in the study. The researcher-designed cross-sectional survey consisted of checklists, Likert scales, one standardized self-report measure – the Assessment of Intercultural Competence, a culture-related music therapy competence checklist, and demographic information.

Results: Results of the study confirmed anecdotal evidence that music therapists and music therapy students are engaging in a variety of ISL programs. Furthermore, the results suggested possible enhancement in intercultural competence, but not necessarily intercultural competence in music therapy.

Discussion: Several recommendations include theoretical and conceptual clarification of intercultural competence in music therapy professional practice, as well as cost-benefit considerations for participating in ISL.

KEYWORDS:

• International service-learning
• intercultural competence
• music therapy

Disclosure statement

No potential conflict of interest was reported by the authors.

Supplementary material

Supplemental data for this article can be accessed here.

Additional information

Funding

No funding was received for this study.

Notes on contributors

Jonathan Tang

Jonathan Tang is currently a senior music therapist at Extraordinary People Limited and the Institute of Mental Health in Singapore. He provides music therapy services to children, adolescents, and adults with special needs and mental health conditions. His research interests include culture and music, as well as cultural implications for music therapy practice.

Melody Schwantes

Melody Schwantes teaches in the Music Therapy Program at Appalachian State University in Boone, North Carolina. She is an associate editor for Music Therapy Perspectives and on the Editorial Board for Voices: A World Forum for Music Therapy.