The Experience of Personal Therapy in the Analytical Music Therapy Training: A Focus Group Interview Study
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
The analytical music therapy (AMT) training emphasized the significance of experiential learning, including the experience of personal therapy. The purpose of the study is to examine what the trainees experienced during personal therapy in the training. Focus group interview (FGI) was applied as the research methodology. Data were collected from 7 participants who are the trainees that experienced personal therapy and intertherapy in the AMT training. The interview was recorded, transcribed, and analyzed, and 5 themes and 15 subthemes were derived from the data. According to the phases of the participants’ personal therapy experiences. The data from the FGI was categorized into the following themes: 1) preconception of personal therapy: experiential learning, opportunity of self-care, and in-depth communication in native language, 2)expansion of comprehension: new perspective on music, understanding on psychodynamics, and development of non-music intervention skills, 3) challenges in personal therapy: access to the psychodynamics process, adapt to the online therapy experience, and risks of personal therapy by a trainer, 4) self-awareness: self-understanding, resistance, emotional expansion and expression through music, and self-care, 5) growth: personal and professional growth. The results suggested that the personal therapy in the training became meaningful experiences to trainees personally and professionally, and has potential as experiential learning in the curriculum.
Abstract
The analytical music therapy (AMT) training emphasized the significance of experiential learning, including the experience of personal therapy. The purpose of the study is to examine what the trainees experienced during personal therapy in the training. Focus group interview (FGI) was applied as the research methodology. Data were collected from 7 participants who are the trainees that experienced personal therapy and intertherapy in the AMT training. The interview was recorded, transcribed, and analyzed, and 5 themes and 15 subthemes were derived from the data. According to the phases of the participants’ personal therapy experiences. The data from the FGI was categorized into the following themes: 1) preconception of personal therapy: experiential learning, opportunity of self-care, and in-depth communication in native language, 2)expansion of comprehension: new perspective on music, understanding on psychodynamics, and development of non-music intervention skills, 3) challenges in personal therapy: access to the psychodynamics process, adapt to the online therapy experience, and risks of personal therapy by a trainer, 4) self-awareness: self-understanding, resistance, emotional expansion and expression through music, and self-care, 5) growth: personal and professional growth. The results suggested that the personal therapy in the training became meaningful experiences to trainees personally and professionally, and has potential as experiential learning in the curriculum.
참고문헌 (31)
- "AMTA official definition of music therapy" (2005)[URL]
- Barry, P., "Reflecxive journal writing : A tool for music therapy student clinical practice development", Nordic Journal of Music Therapy, 17(1), pp.55~66 (2008)[DOI]
- Braun, V., "Using thematic analysis in psychology", Qualitative Research in Psychology, 3(2), pp.77~101 (2006)[DOI]
- Bruscia, K. E., "Self-experiences in music therapy education, training, and supervision", pp.15~33 (2013), Barcelona Publishers
- Burges, M, "Music therapists’ attitudes toward experiential training : Ten interviews", Master, pp.1997
- Casco, J. M, "The role of music in personal therapy in advanced music therapy training : A self-inquiry", Doctor, pp.2020
- Connelly, L. M., "Focus groups", Medsurg Nursing, 24(5), pp.369~371 (2015)
- Dilshad, R. M., "Focus group interview as a tool for qualitative research : An analysis", Pakistan Journal of Social Sciences, 33(1), pp.191~198 (2013)
- Edwards, J., "The extant rationale for mandated therapy during psychotherapy and counseling training : A critical interpretive synthesis", British Journal of Guidance & Counselling, 46(5), pp.515~530 (2018)[DOI]
- Gardstrom, S. C., "Personal therapy for undergraduate music therapy students : A survey of AMTA program coordinators", Journal of Music Therapy, 48(2), pp.226~255 (2011)[DOI]
- Gold, S. H., "Effects of graduate clinicians’ personal therapy on therapeutic alliance", Clinical Psychology & Psychotherapy : An International Journal of Theory & Practice, 16(3), pp.159~171 (2009)[DOI]
- Guba, E. G., "Effective evaluation : Improving the usefulness of evaluation results through responsive and naturalistic approaches" (1981), Jossey-Bass Publishers
- Han, K. S., "Social psychology" (2001), Hakjisa
- Jackson, N. A., "Undergraduate music therapy students’ The Experience of Personal Therapy in the Analytical Music Therapy Training 127 experiences as clients in short-term group music therapy", Music Therapy Perspectives, 30(1), pp.65~82 (2012)[DOI]
- 정윤아, "임상경력에 따른 음악치료사 발달수준과 소진 및 적응유연성의 관계", 한국음악치료학회지, 20(1), pp.79~97 (2018), 한국음악치료학회[DOI]
- Kitzinger, J., "The methodology of focus groups : The importance of interaction between research participants", Sociology of Health & Illness, 16(1), pp.103~121 (1994)[DOI]
- Krueger, R. A., "Focus groups : A practical guide for applied research" (2014), Sage Publications
- Kwon, S. M., "Cross-cultural studies in clinical psychology : Korean culture and characteristics of Koreans in psychopathology", Korean Psychological Association Seminar, 1, pp.251~294 (1996)
- Kyaw, T., "Some popular warm-up activities for large language classrooms", International Journal of Scientific Engineering and Technology Research, 8, pp.480~482 (2019)
- Lindvang, C., "Resonant learning : A qualitative inquiry into music therapy students’ self-experiential learning processes", Qualitative Inquiries in Music Therapy, 8, pp.1~30 (2013)
- Maranto, C. D., "Art and science of music therapy: A handbook", pp.ix~xii (1995), Routledge
- Murphy, K., "Qualitative inquiries in music therapy: A monograph series", pp.31~60 (2007), Barcelona Publishers
- Priestley, M., "Essays on analytical music therapy" (1994), Barcelona Publishers
- Priestley, M., "Music therapy in action" (2012), Barcelona Publishers
- Rake, C., "Personal therapy for psychotherapists : The impact on therapeutic practice. A qualitative study using interpretative phenomenological analysis", Psychodynamic Practice, 15(3), pp.275~294 (2009)[DOI]
- Ritchie, J., "The qualitative researcher’s companion", pp.305~329 (2002), Sage Publications
- Scheiby, B. B., "Case studies in music therapy", pp.271~290 (1991), Barcelona Publishers
- Scheiby, B. B., "Music therapy handbook", pp.206~219 (2015), Guilford Press
- Sorel, S., "Self-experiences in music therapy education, training, and supervision", pp.695~748 (2013), Barcelona Publishers
- Then, K. L., "Focus group research : What is it and how can it be used?", Canadian Journal of Cardiovascular Nursing, 24(1), pp.16~22 (2014)
- Tims, F., "Experiential learning in the music therapy curriculum", Music Therapy Perspectives, 7(1), pp.91~92 (1989)[DOI]