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Description
This descriptive research study explored practicing Board-Certified Music Therapists' engagement in self-care as needed from the impact of stress and burnout, as well as perceptions of the music therapy profession and professional association. An online survey was completed by 829 practicing board certified music therapists. Mean scores and percentages of nominal variables were generated from an independent sample. ANOVA was used to compare mean scores of dependent variables with independent variables of two or more categories. Open-ended responses generated extensive qualitative data about stress/burnout, job satisfaction, motivation, and self-care. Those who are not currently members of AMTA reported affordability as the primary reason for not being members. Despite some negative perceptions about the profession and professional association, a significant number of music therapists expressed a passion for what they do. Music therapists appear to have a solid grasp on professional responsibilities and ethics. Although respondents reported an overall high level of job satisfaction, a substantial number agreed that they have considered leaving the profession. Low salary was the most commonly acknowledged reason, followed by the continued need to "sell" music therapy, burnout, stress, limited work opportunities, and workplace politics. Respondents identified healthy diet and rest as primary activities of self-care, followed by recreation/leisure time with loved ones, exercise, hobbies, and prayer. Music therapists reportedly continue to feel motivated and inspired in the profession predominantly because of the gratification/satisfaction of the results of their work, followed by engagement in self-care, loving the work regardless of income, attending conferences and symposiums, diversification among various populations, and keeping professional life separate from personal life. ANOVA results indicated that job satisfaction and engagement in self-care likely increase with age; job satisfaction is higher among married music therapists, those with children, and those with more than 30 years in practice; and those with no children and those with a master's or doctorate degree were more likely to engage in self-care. A variety of implications and recommendations are explored.
ContributorsMurillo, Julie Hoffer (Author) / Crowe, Barbara J. (Thesis advisor) / Rio, Robin (Committee member) / Tobias, Evan (Committee member) / Arizona State University (Publisher)
Created2013
Description
This project creates a possible framework for the application of music therapy to reduce test anxiety in students. Although music therapy has grown in recent years as a treatment method for a variety of mental health and wellness problems, it has yet to be comprehensively applied to the specific issue of test anxiety. Some studies have examined the use of music in testing situations in order to reduce anxiety or improve academic performance. However, more in-depth music therapy interventions are a promising, largely untried treatment possibility for students suffering from this type of anxiety.
ContributorsCowan, Sarah Elizabeth (Author) / Crowe, Barbara (Thesis director) / Rio, Robin (Committee member) / Barrett, The Honors College (Contributor) / School of Music (Contributor) / School of International Letters and Cultures (Contributor)
Created2014-12
Description
The concept of multiculturalism in music therapy is becoming increasingly relevant in the United States. The purpose of this thesis was to analyze multicultural content in undergraduate programs approved by the American Music Therapy Association (AMTA), and evaluate the Multicultural Counseling Competencies, in order to develop an educational tool to foster multicultural competency in undergraduate music therapy students. The research questions addressed in this analysis were: (a) what are the current multicultural education practices for undergraduate music therapy students in the United States, and (b) what aspects of multicultural counseling education can provide a framework for multicultural education in music therapy? Within music therapy education, there seems to be no standardized method of delivering multicultural content. Based on the findings of this content analysis, the author combined content from current multicultural music therapy and multicultural counseling education to develop a lecture series for undergraduate music therapy students. Results included the curricula of 68 AMTA-Approved undergraduate music therapy programs. 327 multiculturally related courses were identified. Coded course categories in order of frequency were ability, age, language, Non-Western music, ethnicity, race, socioeconomic status, gender, spirituality, sexual orientation, religion, and general
culture. These results are consistent with existing publications remarking on the state of multicultural education in music therapy.
culture. These results are consistent with existing publications remarking on the state of multicultural education in music therapy.
ContributorsOlsen, Katie (Author) / Belgrave, Melita (Thesis advisor) / Arredondo, Patricia (Committee member) / Rio, Robin (Committee member) / Arizona State University (Publisher)
Created2017