Perceptual differences in music therapy clinical supervision: Perspectives of students and supervisors

ABSTRACT

Research in practicum assessment is needed for professional clinical training in music therapy. Assessment tools measuring students’ perceptions of competence and self-efficacy may influence their performance and progress throughout the completion of the program. Perceptual differences pertaining to professional training expectations, clinical performance, and efficacy may occur between music therapy students and supervisors. Creating a practicum experience assessment instrument to measure the perceptual gaps between the students and supervisor may be beneficial for clinical training. The purpose of the study was to develop the psychometric properties of a music therapy practicum experience assessment instrument with two versions, the Student Practicum Experience Assessment (S-PEA) and the Clinical Supervisor Practicum Experience Assessment (CS-PEA).  In addition, the present study compared perceptions of self-efficacy, clinical practice, professional competency, and clinical supervision experience between music therapy students and clinical supervisors. The S-PEA was administered to 39 music therapy students, and the CS-PEA was administered to six supervisors. A strong internal consistency and homogeneity of the S-PEA and CS-PEA was obtained. Only seven out of 37 items of S-PEA and CS-PEA were significantly correlated. Perceptual differences exist between music therapy students and their supervisor in evaluation of practicum experience, training expectations, students’ performance, competence, and efficacy.

KEYWORDS:

• Clinical supervision
• clinical training assessment
• Music therapy practicum
• Practicum experience assessment

Additional information

Notes on contributors

Hayoung A. Lim

Hayoung A. Lim, Ph.D., MT-BC, LPMT is director of Music Therapy Program & Clinic and full professor of Music at Oral Roberts University, Tulsa, OK. Dr Lim is Neurologic Music Therapy Fellow and Licensed Professional Music Therapist by State of Oklahoma. Dr Lim’s research focuses on the effect of music on children with Autism Spectrum Disorders, and musical experiences on cognition, speech/language and physical rehabilitation. Dr Lim is the author of Developmental Speech-language Training through Music for Children with Autism Spectrum Disorders. Dr Lim was invited as a keynote speaker to International Conference on Developmental Disability in University of Calcutta, India, and has accepted a research reviewer position for a European Marie-Curie Fellowship program in autism and intellectual disabilities. Dr Lim is currently serving as Editor of the SOTL-CHED Journal, and Chief Researcher of “Sing and Speak 4 Kids” at (www.iQsonics.com).

Scott Quant

Scott Quant, PhD is an associate professor of Music, and serves as Music Education coordinator while teaching applied voice at Oral Roberts University in Tulsa, OK. He holds a Master of Music Education from the Eastman School of Music at the University of Rochester and PhD in Music Education from the University of Arizona, specializing in elementary music education. He taught music in the public schools of New York and Wisconsin and is an active clinician and recitalist throughout the Midwest United States.