International Perspectives in Music Therapy Education and Training: Adapting to a Changing World, the first anthology of its kind, edited by Professor Karen Goodman, brings noted educators from Brazil, Canada, Denmark, Finland, India, Ireland, Israel, Korea, Norway, the United Kingdom and the United States together to speak to the challenge to adapt in ways, both small and large, that affect music therapy education and training. Divided into three parts, chapters interrelate to consider program design, multicultural identity and the ongoing and emerging needs of a discipline. The book is an unparalleled resource for academic advisors, prospective and current educators, clinical supervisors, clinicians and students of music therapy.

Written by a Senior Clinician and Educator in Order to Meet the Needs of Prospective and Current Educators, Clinical Supervisors and Students of Music Therapy, This Book Provides an Overview and Detailed Commentary About All Aspects of Undergraduate and Graduate Education and Training in Music Therapy. Major Topics Include: (1) a Historical Perspective and Review of Academic Standards Defined by Both the National Association of Schools of Music (Nasm) and the American Music Therapy Association (Amta), Faculty Qualifications, Levels of Practice Suggested by Levels of Educational Programming, Post-graduate Training and Distance Learning; (2) Incorporating, Contextualizing and Extending Music and Clinical Foundations into Music Therapy Coursework, Teaching Music Therapy Foundations at Successful Levels of Depth, and Embodying Music Therapy Practice Competencies Through Instructor Demonstration and Role-playing; (3) Detailed Suggestions for Training the Student in Practice Competencies-both Practicum and Internship; (4) Historical Commentary on How Competencies for Advanced Practice Were Composed and How Revised Standards Will Play a Part in the Development of Masters Programs in the United States; (5) Analysis of the Coursework in 32 Graduate Programs Across the United States, and Survey of the Current Use of Coursework to Meet Advanced Competency Areas; (6) Reflection on Relevant Learning Theory, Learning Styles, Student Development Phases, and Its Application to the Scope of Music Therapy Pedagogy and Evaluation; (7) Information Related to Admissions, Advisement, Retention, and Teaching and Evaluation Techniques in Music Therapy Programs; and (8) the Consideration of Training Models in 30 Countries Including a Discussion of Common Themes and Issues in the Development of Education and Training. with a Foreword by Dr. Suzanne Hanser and Appendices Including a Listing and Analysis of Sixty Years of Books Published in Music Therapy, This Book is an Invaluable Addition to the Music Therapy Literature.

Music communicates where words fail, and music therapy has been proven to connect with those who were thought to be unreachable, making it an ideal medium for working with those who have suffered psychological trauma. Music, Music Therapy and Trauma addresses the need for an exploration of current thinking on music and trauma. With chapters written by many of today's leading specialists in this area, music and trauma is approached from a wide range of perspectives, with contributions on the following: * neurology of trauma and music; * music and trauma in general; * social and cultural perspectives on trauma; * contextualising contemporary classical music and conflict; * music and trauma in areas where there is war, community unrest and violence (Northern Ireland, Bosnia-Herzegovina, South Africa); * music, trauma and early development. Including specific examples and case studies, this book addresses the growing interest in the effects of trauma and how music therapy can provide a way through this complex process.

Music for all : everyone has the potential to learn music / Markku Kaikkonen -- Twice exceptional / Alice M. Hammel -- How the Orff approach can support inclusive music teaching / Shirley Salmon -- Lessons learned from the Prism project : pedagogical viewpoints in music education for teaching students with autism spectrum disorder (ASD) / Ryan Hourigan -- Assistive technology to support students in accessing the music curriculum / Emily H. Watts, Kimberly McCord, & Deborah V. Blair -- SoundOUT : examining the role of accessible interactive music technologies within inclusive music ensembles in Cork City, Ireland / Grainne McHale -- Music activities for children with disabilities : an example from Taiwan / Liza Lee -- Behavioral issues in the music classroom : promoting the successful engagement of all students / Alice Ann Darrow and Mary Adamek -- Specified learning disabilities and music education / Kimberly McCord -- Including students with disabilities in instrumental ensembles / Christine M. Lapka -- Music for children with hearing loss / Alan Gertner and Lyn Schraer-Joiner -- Reading acquisition frameworks for music and language : layering elements of literacy for students with exceptionalities / Elaine Bernstorf -- Understanding the U.S. individualized education program model / Kimberly VanWeelden -- Special education and special music education outside of the United States / Kimberly McCord

The chapters in this current book reflect current and/or necessary changes in music therapy training that come about because of history, society, economy, generational shifts and the workplace. Although the subject matter is these chapters may appear disparate, it is not. The subject matter invites comparison in the following ways: 1) questions the nature of music therapy itself; 2) examines challenges to education and training; 3) suggests critical thinking (vs repetition or repackaging of information) for students, educators, clinicians, researchers and supervisors in the field of music therapy; 4) respects the past but looks to the future; 5) offers perspective from others in the field through such vehicles as surveys, interviews and/or reviews of literature. Part I is titled ‘New Frameworks and Content for Music Therapy Education and Training’ Part II of the book, ‘Online Formats for Music Therapy Education and Training’ offers two chapters which have become increasingly urgent information due to the emergence of the COVID-19 epidemic throughout the world (March 2020), now in its third year, coupled with the explosion of technological resources and demand for online and hybrid learning. Part III of the book, ‘Inclusivity in Music Therapy Education and Training,’ presents two vital chapters to remind educators of pressing issues. Part IV of the book, ‘Professional Opportunities in Music Therapy Education, Training and Development,’ present four uniquely different chapters, yet each focuses on opportunities that any student or educator should consider. Part V, ‘Ongoing issues and Possibilities in Music Therapy Education and Training,’ considers two more developing topics in the field. Readers will enjoy and profit from this book, reflecting on how to continue to move on in music therapy education and training.