MU 508
Mus Psychotherapy Placement II
In this full-time clinical placement course, students gain
experience facilitating music therapy and music psychotherapy
sessions with groups and individual clients, depending on the
clients’ needs. Dependent on the clinical setting they may have
the opportunity to practice independently or learn how to
sustain collaborative and respectful working relationships with
interdisciplinary health care professionals. While demonstrating
personal and professional integrity, students learn methods of
clinical documentation, how to practice ethically according to
relevant professional standards and participate in professional
development activities. Students continue to integrate clinical
musicianship within a music psychotherapy framework to
structure and facilitate the psychotherapeutic process and to
apply the safe and effective use of self with clients. They
engage clients according to their demonstrated level of
commitment to therapy, facilitate exploration of issues and
patterns of behaviour, and support exploration of a range of
emotions. Students adapt their approaches to a diverse
clientele - communicating in a manner respectful of the
intersectionality of the individual’s identities (race, gender,
culture, age, disability, sexuality etc.). Students respond
appropriately to clients' strengths, vulnerabilities, resilience,
and resources, and recognize and address possible conflict in a
constructive manner. Weekly supervision is provided by Laurier
faculty who are qualified and experienced music therapists in
both group and individual settings. Through this clinical
supervision, students learn to respond professionally to anger,
hostility, criticism, inappropriate attachment or expression of
intense emotions from the client, foster autonomy, recognize
barriers that may affect access to therapeutic services, assume
a non-judgmental stance, and identify culturally relevant
resources. Instructional scaffolding affords students the
opportunity to integrate academic concepts into real world
application, models reflective practices in clinical situations,
and progressively guides towards greater understanding and
independence within the learning process. Scaffolding bridges
gaps in student learning and supports demonstration of
knowledge and/or skills in a supportive clinical environment.
The supervisor encourages independence in required learning
by gradually escalating the complexity of placement
experiences and activities. Constructive feedback obtained from
peers and supervisors assists in practice review and identifies
strengths and areas of growth as a developing therapist. The
course is closely linked and integrated with the concepts
learned in the prerequisite academic courses MU505, MU506,
MU507.
Prerequisites: 2-year students: MU505, MU506, MU507,
MU509, MU501, MU502, MU503, MU504.
In this full-time clinical placement course, students gain
experience facilitating music therapy and music psychotherapy
sessions with groups and individual clients, depending on the
clients’ needs. Dependent on the clinical setting they may have
the opportunity to practice independently or learn how to
sustain collaborative and respectful working relationships with
interdisciplinary health care professionals. While demonstrating
personal and professional integrity, students learn methods of
clinical documentation, how to practice ethically according to
relevant professional standards and participate in professional
development activities. Students continue to integrate clinical
musicianship within a music psychotherapy framework to
structure and facilitate the psychotherapeutic process and to
apply the safe and effective use of self with clients. They
engage clients according to their demonstrated level of
commitment to therapy, facilitate exploration of issues and
patterns of behaviour, and support exploration of a range of
emotions. Students adapt their approaches to a diverse
clientele - communicating in a manner respectful of the
intersectionality of the individual’s identities (race, gender,
culture, age, disability, sexuality etc.). Students respond
appropriately to clients' strengths, vulnerabilities, resilience,
and resources, and recognize and address possible conflict in a
constructive manner. Weekly supervision is provided by Laurier
faculty who are qualified and experienced music therapists in
both group and individual settings. Through this clinical
supervision, students learn to respond professionally to anger,
hostility, criticism, inappropriate attachment or expression of
intense emotions from the client, foster autonomy, recognize
barriers that may affect access to therapeutic services, assume
a non-judgmental stance, and identify culturally relevant
resources. Instructional scaffolding affords students the
opportunity to integrate academic concepts into real world
application, models reflective practices in clinical situations,
and progressively guides towards greater understanding and
independence within the learning process. Scaffolding bridges
gaps in student learning and supports demonstration of
knowledge and/or skills in a supportive clinical environment.
The supervisor encourages independence in required learning
by gradually escalating the complexity of placement
experiences and activities. Constructive feedback obtained from
peers and supervisors assists in practice review and identifies
strengths and areas of growth as a developing therapist. The
course is closely linked and integrated with the concepts
learned in the prerequisite academic courses MU505, MU506,
MU507.
Prerequisites: 2-year students: MU505, MU506, MU507,
MU509, MU501, MU502, MU503, MU504.
In this full-time clinical placement course, students gain
experience facilitating music therapy and music psychotherapy
sessions with groups and individual clients, depending on the
clients’ needs. Dependent on the clinical setting they may have
the opportunity to practice independently or learn how to
sustain collaborative and respectful working relationships with
interdisciplinary health care professionals. While demonstrating
personal and professional integrity, students learn methods of
clinical documentation, how to practice ethically according to
relevant professional standards and participate in professional
development activities. Students continue to integrate clinical
musicianship within a music psychotherapy framework to
structure and facilitate the psychotherapeutic process and to
apply the safe and effective use of self with clients. They
engage clients according to their demonstrated level of
commitment to therapy, facilitate exploration of issues and
patterns of behaviour, and support exploration of a range of
emotions. Students adapt their approaches to a diverse
clientele - communicating in a manner respectful of the
intersectionality of the individual’s identities (race, gender,
culture, age, disability, sexuality etc.). Students respond
appropriately to clients' strengths, vulnerabilities, resilience,
and resources, and recognize and address possible conflict in a
constructive manner. Weekly supervision is provided by Laurier
faculty who are qualified and experienced music therapists in
both group and individual settings. Through this clinical
supervision, students learn to respond professionally to anger,
hostility, criticism, inappropriate attachment or expression of
intense emotions from the client, foster autonomy, recognize
barriers that may affect access to therapeutic services, assume
a non-judgmental stance, and identify culturally relevant
resources. Instructional scaffolding affords students the
opportunity to integrate academic concepts into real world
application, models reflective practices in clinical situations,
and progressively guides towards greater understanding and
independence within the learning process. Scaffolding bridges
gaps in student learning and supports demonstration of
knowledge and/or skills in a supportive clinical environment.
The supervisor encourages independence in required learning
by gradually escalating the complexity of placement
experiences and activities. Constructive feedback obtained from
peers and supervisors assists in practice review and identifies
strengths and areas of growth as a developing therapist. The
course is closely linked and integrated with the concepts
learned in the prerequisite academic courses MU505, MU506,
MU507.
Prerequisites: 2-year students: MU505, MU506, MU507,
MU509, MU501, MU502, MU503, MU504.
