Today's musing comes to you with an earworm, which happens to be the official term for a song that burrows into your ear and won't get out. Click the link if you dare: Walk Like a Man
As I prepare for my final semester as a music therapy student, I frequently catch myself saying and doing things that a therapist would say and do.
I cringed when I saw an alcohol ad sporting "TGI Tuesday!" because I instantly empathized with the clients I saw in practicum who were in rehab for substance abuse.
I cringe for all the ads and other examples in pop culture proudly displaying a less-than-healthy relationship with alcohol and other substances because I know how hard many of these and other clients will work to overcome their less-than-healthy relationships with their drugs of choice. I find myself wishing the rest of the world could be as sensitive to their struggles as a therapist is.
I found myself carefully assessing the family dog's state-specific anxiety and ended up sleeping on the couch with him to help him get settled while I dog-sat for my parents this summer. Then I caught myself using the iso principle to gradually wean him from needing me right next to him all the time.
Michael Westen of Burn Notice wishes everyone got Green Beret training in high school. I wish everyone had some training in verbal counseling skills and active listening.
I cringe when I hear a well-meaning but unhelpful grief platitude being sent rapid-fire at someone who is recently bereaved, and I have to stop myself from sharing the good news about Person-First Language a little too vigorously so as not to offend.
These behaviors weren't a regular part of my life four years ago.
Undertaking the degree program to become a music therapist has, I hope, made me a more careful observer and a better listener. I think it's made me think more carefully about what I say to others. It has taught me to walk the delicate line between sympathy and empathy. It's definitely taught me that sometimes the best thing I can do for those around me is to go for a run or soak in a bubble bath.
Slowly but surely, I think I am becoming a therapist!
Have you noticed these kinds of changes in yourself as you progressed from green student to professional MT-BC? I would love to hear how you walk the walk and talk the talk!
Showing posts with label education. Show all posts
Showing posts with label education. Show all posts
Tuesday, July 23, 2013
Friday, January 18, 2013
Music Therapy on the IEP: Layman's Terms for Parents As Advocates
Originally enacted in 1975, the Individuals with
Disabilities Education Act (IDEA) guarantees the rights of all children with
disabilities to a “free and appropriate public education.” For some excellent
resources on IDEA and what all it entails, see here and here.
Any parent whose child is receiving special education
services under IDEA is generally familiar with the rights and services they receive under IDEA, but it seems like the best-kept secret of IDEA is that
music therapy is a related service.
This means that music therapy can be added to a child’s IEP
at no cost to the family. If you know how to ask for it and are willing to be
assertive about your rights as a parent, your school system will pay for your
child to receive music therapy services as part of their IEP. For information
and research on how music therapy can improve educational and quality of life
outcomes for children with a variety of needs and diagnoses, please see: Music Therapy with Young Children
The basic process for obtaining music therapy services on an
IEP is outlined as simply as possible below. (Credit for the following information goes
to Judy Simpson, cited under “References.”)
1. Request a Music Therapy Assessment
Under IDEA, parents are an equal part of the IEP team and
have the right to request assessments for related services. Parents can request
an IEP meeting or can wait for the next scheduled meeting to make a request for
a music therapy assessment. Parents have the right to contract with a music
therapist separately for an assessment, of course, but that gives the school
system the right to refute the results of the assessment. Time and expense can
be saved by going through the school system for the assessment to begin with.
Once an assessment has been requested, a school system cannot legally deny you
one, but many may try as a way to avoid the expense of paying for services. You
may need to remind the school system that you are guaranteed the right to
assessments for your child and they must comply.
2. Music Therapy Assessment is Completed
Once the school system complies, they will contract with a
music therapist of their choosing to complete the assessment for your child. You
may want to check The Certification Board for Music Therapists to make sure
the therapist the school contracts is actually a board-certified music
therapist. Assessments vary somewhat from state to state, but in order for a
music therapist to recommend that your child receive services, your child’s
progress toward IEP goals will need to be measured without music therapy
services and with them. If a qualified therapist determines that your child
will make significantly more progress toward IEP goals with music therapy to
the point that music therapy can be considered necessary for your child’s
education, then that therapist will recommend services for your child.
3. Following Up With the School System
Again, many school systems will balk at this stage and
attempt to deny access to services. This is generally for financial reasons.
However, they are in violation of IDEA laws if they attempt to withhold
services after a qualified therapist has deemed those services necessary. A
written notice and reminder of their duty is all that is typically needed to
encourage a school system to comply. However, sometimes it is necessary to
enlist legal help and inform the school system that you will be seeking
fulfillment of your rights through the courts if necessary. That being said, it
is almost never necessary to actually go to court as most school systems
find that the expense and bad press of litigation are not worth fighting. If
you find that your school system is reluctant to grant you access to your
rights, there are many organizations for parents of children with special needs
who can provide you a lawyer at little to no cost.
A Final Note: Parents as Advocates
Parents, as advocates for their child’s rights, must drive
the process of obtaining music therapy services on the IEP. This removes music
therapists from a real or perceived conflict of interest in assessing and
recommending for or against services. However, if you would like assistance and
resources for the process, it is strongly recommended that you contact the
American Music Therapy Association (AMTA)
and let them know that you are attempting to add music therapy services to your
child’s IEP. AMTA can assist parents by providing research and public relations
materials, a letter of support addressed directly to school administrators, a
copy of the letter from the U.S. Department of Education which clarifies music
therapy as a related service, as well as many other additional resources.
If you decide to pursue music therapy services for your child, I wish you the best of luck. You may find that music therapy makes a difference!
References:
Simpson, J. (2002). Increasing access to music therapy: The
roles of parents, music therapists, and AMTA. In B. L. Wilson (Ed.), Models
of music therapy interventions in school settings (2nd ed., pp. 3-6).
Silver Spring, MD: The American Music Therapy Association, Inc.
Monday, January 14, 2013
Advocacy: The Student Edition
Last year, one of the best posts to come out of Social Media Advocacy Month was Top 10 Times You're an Advocate and You Don't Even Know It by the fantastic Kimberly Sena Moore. Music therapy students, if you don't know who she is, I suggest you start following her on Twitter and reading her blog, Music Therapy Maven. She's an advocacy rock star!
Since a student's involvement with music therapy is a little different than that of a working professional, I offer you all the best ways I have found to advocate as a student!
1. Educate Mom & Dad (and your siblings, and grandparents, and cousins, and nieces and nephews, and great aunt Sally)
Don't be afraid to take a few minutes at the next family dinner and chat with your family about what you are going to school for. Most people are naturally fascinated by the idea of music therapy, so go ahead and ask your family what they already know and fill in any major gaps in their knowledge. The coolest thing happened to me over the holidays. A friend of the family asked what music therapy was all about, and before I could open my mouth, my parents started explaining it like advocacy pros!
2. Social Media
Our generation was practically born with Facebook and Twitter accounts. Use that knowledge of social media to share music therapy news with your family and friends. Follow music therapists on Twitter, and like music therapy businesses on Facebook. Check out the AMTA News page for ideas of what to share using social media.
3. Practice Your "Elevator Speeches"
The question, "What is music therapy?" will be with you like a birthmark until music therapy becomes so mainstream that it would be laughable not to know about it. Until that day, people will ask you this in restaurants, grocery stores, in lines, in the park, you name it. The challenge for you is answering this question in less than 2 minutes! Practice answering the most common questions you hear and see how concise you can get your answer while still giving the most important points.
4. Wear It Out Loud
Does your music therapy student organization have t-shirts or hoodies? Do you have any AMTA apparel? Don't save it for lazy Saturdays in the house. Instead, wear your music therapy clothing out to run errands and be prepared to answer "What is music therapy?" yet again.
5. Gig In the Name of Music Therapy
Every time I perform for anything, when someone compliments a performance, my response goes something like this. "Thank you! I am glad you enjoyed it. I am actually majoring in music therapy, so I would hope my education is paying off." And again, I answer, "What is music therapy?"
6. Start a Music Therapy Blog
It's not hard, and even as a student, you will have valuable things to share. I promise.
7. Join Your CBMT State Task Force
If you really want to be involved with advocacy, this is the way to go. I'm not kidding. I did it, and so did a fellow Drury student. We have gotten to participate in conference calls and be "in the know" with the process of state recognition in Missouri. If there is anything students can do along the way, I want to know about it and help. Check out the CBMT State Recognition page and brainstorm ways you could be involved with the process. Contact your state task force to offer your services.
I didn't quite make 10, but I bet you have some more ideas! Share them in the comments below.
Since a student's involvement with music therapy is a little different than that of a working professional, I offer you all the best ways I have found to advocate as a student!
1. Educate Mom & Dad (and your siblings, and grandparents, and cousins, and nieces and nephews, and great aunt Sally)
Don't be afraid to take a few minutes at the next family dinner and chat with your family about what you are going to school for. Most people are naturally fascinated by the idea of music therapy, so go ahead and ask your family what they already know and fill in any major gaps in their knowledge. The coolest thing happened to me over the holidays. A friend of the family asked what music therapy was all about, and before I could open my mouth, my parents started explaining it like advocacy pros!
2. Social Media
Our generation was practically born with Facebook and Twitter accounts. Use that knowledge of social media to share music therapy news with your family and friends. Follow music therapists on Twitter, and like music therapy businesses on Facebook. Check out the AMTA News page for ideas of what to share using social media.
3. Practice Your "Elevator Speeches"
The question, "What is music therapy?" will be with you like a birthmark until music therapy becomes so mainstream that it would be laughable not to know about it. Until that day, people will ask you this in restaurants, grocery stores, in lines, in the park, you name it. The challenge for you is answering this question in less than 2 minutes! Practice answering the most common questions you hear and see how concise you can get your answer while still giving the most important points.
4. Wear It Out Loud
Does your music therapy student organization have t-shirts or hoodies? Do you have any AMTA apparel? Don't save it for lazy Saturdays in the house. Instead, wear your music therapy clothing out to run errands and be prepared to answer "What is music therapy?" yet again.
5. Gig In the Name of Music Therapy
Every time I perform for anything, when someone compliments a performance, my response goes something like this. "Thank you! I am glad you enjoyed it. I am actually majoring in music therapy, so I would hope my education is paying off." And again, I answer, "What is music therapy?"
6. Start a Music Therapy Blog
It's not hard, and even as a student, you will have valuable things to share. I promise.
7. Join Your CBMT State Task Force
If you really want to be involved with advocacy, this is the way to go. I'm not kidding. I did it, and so did a fellow Drury student. We have gotten to participate in conference calls and be "in the know" with the process of state recognition in Missouri. If there is anything students can do along the way, I want to know about it and help. Check out the CBMT State Recognition page and brainstorm ways you could be involved with the process. Contact your state task force to offer your services.
I didn't quite make 10, but I bet you have some more ideas! Share them in the comments below.
Sunday, January 13, 2013
What I Have Done With Music Therapy
This January is the third annual music therapy Social Media Advocacy Month. Part of this month-long process involves collecting stories of lives that have been impacted through music therapy.
Because of confidentiality, my family and friends can't just drop in during the day to see what I am doing as part of my music therapy practicum hours.
To join in with this month of advocacy, and to give the people in my life a window into what I do with clients, I am sharing some of the amazing things I have gotten to be a part of as a music therapy student.
I have:
Helped a man with a visual impairment and autism use his voice more appropriately (normal speaking range instead of Mickey-Mouse high).
Helped the same client learn to reach out, feel and identify objects and materials in his environment.
Helped a woman on hospice care strengthen her larynx (voice-box) so she could continue to enjoy solid food with her husband for as long as possible.
Helped the same woman recall and validate memories of her life using her favorite familiar music.
Helped calm her anxiety and lower her respiration rate using music.
Helped a group of teenagers with autism learn some new songs using a rock band setup, and in the process they worked on social skills, direction-following, and appropriate emotional expression.
Helped a group of residents in an assisted-living facility maintain their motor and cognitive skills, and improve their quality of life and self-esteem through the rehearsals and performances of a tone chime choir.
Helped a child with a developmental disability access more motor skills and speech.
This is just a sampling of the ways I have been able to participate in music therapy as a student in the course of two semesters of practicum. I am truly and deeply humbled by the power of music therapy, and blessed by the privilege of working with these clients.
I cannot express my excitement to become a board-certified music therapist (MT-BC) and to get to experience music therapy moments all day, every day.
What music therapy stories do you have to share?
Because of confidentiality, my family and friends can't just drop in during the day to see what I am doing as part of my music therapy practicum hours.
To join in with this month of advocacy, and to give the people in my life a window into what I do with clients, I am sharing some of the amazing things I have gotten to be a part of as a music therapy student.
I have:
Helped a man with a visual impairment and autism use his voice more appropriately (normal speaking range instead of Mickey-Mouse high).
Helped the same client learn to reach out, feel and identify objects and materials in his environment.
Helped a woman on hospice care strengthen her larynx (voice-box) so she could continue to enjoy solid food with her husband for as long as possible.
Helped the same woman recall and validate memories of her life using her favorite familiar music.
Helped calm her anxiety and lower her respiration rate using music.
Helped a group of teenagers with autism learn some new songs using a rock band setup, and in the process they worked on social skills, direction-following, and appropriate emotional expression.
Helped a group of residents in an assisted-living facility maintain their motor and cognitive skills, and improve their quality of life and self-esteem through the rehearsals and performances of a tone chime choir.
Helped a child with a developmental disability access more motor skills and speech.
This is just a sampling of the ways I have been able to participate in music therapy as a student in the course of two semesters of practicum. I am truly and deeply humbled by the power of music therapy, and blessed by the privilege of working with these clients.
I cannot express my excitement to become a board-certified music therapist (MT-BC) and to get to experience music therapy moments all day, every day.
Introduction: Advocacy --> Recognition --> Access
Since 2005, the American Music Therapy Association and the Certification Board for Music Therapists have collaborated on a State Recognition Operational Plan. The primary purpose of this plan is to get music therapy and our MT-BC credential recognized by individual states so that citizens can more easily access our services. The AMTA Government Relations staff and CBMT Regulatory Affairs staff provide guidance and technical support to state task forces throughout the country as they work towards state recognition. To date, their work has resulted in over 35 active state task forces, 2 licensure bills passed in 2011, 1 licensure bill passed in 2012, and an estimated 7 bills being filed in 2013 that seek to create either title protection or a licensure for music therapy. This month, our focus is on YOU and on getting you excited about advocacy.What music therapy stories do you have to share?
Friday, November 23, 2012
Saturday Shout Out: Are You Feeling It?
Introducing "Saturday Shout Outs!" I am going to periodically give a "shout out" to someone or something, past, present, or future that has influenced me or the field of music therapy.
Today's shout out goes to fellow Drury student, Tyler Stokes.
Tyler gets a shout out because I never seen any musician who allows musical emotion to show in his face and body quite as naturally as he does.
I think advanced musical training can tend to train our natural expressive reactions right out of us. Sometimes, we get "conservatory face" and if it weren't for the quality of the music being produced, one might think that the musician isn't feeling anything.
A few weeks ago, I was sight-reading an etude with a middle school student. Midway through, she stopped and giggled. I was baffled. What about sight-reading is giggle-worthy? She told me that the music took a turn she wasn't expecting and it filled her with surprise and delight. WOW.
How often would we allow ourselves to giggle while making music anymore? Or to sigh? Weep? Grimace? Or grin?
Would it be the end of the world if a musicians on stage looked like they were having fun?
One thing I can tell you is that Tyler has this expression down to an art. His performances are inspiring, both in sound and sight. Shameless plug alert: You can follow Tyler on Twitter (@TylerStoked) and be sure to check out his fantastic band, Delta Sol Revival (@DeltaSolRevival).
So, in honor of Tyler's Saturday Shout Out, I challenge you to be a little less inhibited the next time you make music. Are you feeling it?
Today's shout out goes to fellow Drury student, Tyler Stokes.
Tyler gets a shout out because I never seen any musician who allows musical emotion to show in his face and body quite as naturally as he does.
I think advanced musical training can tend to train our natural expressive reactions right out of us. Sometimes, we get "conservatory face" and if it weren't for the quality of the music being produced, one might think that the musician isn't feeling anything.
A few weeks ago, I was sight-reading an etude with a middle school student. Midway through, she stopped and giggled. I was baffled. What about sight-reading is giggle-worthy? She told me that the music took a turn she wasn't expecting and it filled her with surprise and delight. WOW.
How often would we allow ourselves to giggle while making music anymore? Or to sigh? Weep? Grimace? Or grin?
Would it be the end of the world if a musicians on stage looked like they were having fun?
One thing I can tell you is that Tyler has this expression down to an art. His performances are inspiring, both in sound and sight. Shameless plug alert: You can follow Tyler on Twitter (@TylerStoked) and be sure to check out his fantastic band, Delta Sol Revival (@DeltaSolRevival).
So, in honor of Tyler's Saturday Shout Out, I challenge you to be a little less inhibited the next time you make music. Are you feeling it?
Monday, November 19, 2012
What I Would Love to Share with Music Educators
At Drury, we are blessed to learn and work very closely beside our friends and colleagues who are majoring in music education.
I spend a lot of time thinking about music education and music educators, because every single current or future music therapist is able to do what they do because they had positive experiences in music education at some point. Our first formal musical learning experiences came from music educators.
That fact alone means that music therapists should have a vested interest in the continuing well-being of music educators and the vitality of their curriculum.
And on that thought, here some of the things music therapists know that I would love to share with music educators.
I spend a lot of time thinking about music education and music educators, because every single current or future music therapist is able to do what they do because they had positive experiences in music education at some point. Our first formal musical learning experiences came from music educators.
That fact alone means that music therapists should have a vested interest in the continuing well-being of music educators and the vitality of their curriculum.
And on that thought, here some of the things music therapists know that I would love to share with music educators.
Advocacy
Music therapists know that our profession depends on advocacy. This is no less true for music educators. People go into education and therapy both because they had positive experiences in music education. It's a self-perpetuating profession. Advocacy is essential, but it seems like many educators learn how to advocate effectively after they are already teaching. And when you find out that your band program may be in danger is no time to learn advocacy strategies. I really wish that music education curricula would include more specific instruction on the most effective strategies for advocacy.
Transference and Counter-transference
As I wrote in a previous post, clients can bring a lot of rough stuff to sessions with them. We are prepared for this - that's why our clients are seeing us - the rough stuff! Even though someone is a music educator that doesn't mean students won't bring tough subjects with them to class. Music educators are not insulated from the harsh realities of students' lives that have nothing to do with music. So, I really wish that more attention could be given to the issues of transference and counter-transference in music classrooms.I would love to see educators receive more preparation for their own emotional reactions to students' personal difficulties.
Self-Care and Burnout
The music educators I know spend a lot of their time stressed out and emotionally drained. That's not to say that music therapists don't spend a lot of their time that way, too! It seems that music therapists hear a lot more about self-care than educators do, however. I would love for more educators and therapists both to take self-care to heart and to really be vigilant against the dangers of burnout. It is true that if the educator or the therapist is not at his or her very best, students and clients aren't going to get the very best treatment or education possible.
Resource Sharing
Finally, I would love to see educators and therapists put our heads together a little bit more than we already do. Students with disabilities are frequently mainstreamed in music classrooms because music is so very accessible. But music education curricula do not include a large amount of information on students with exceptional needs, as a general rule. Are we making music educators aware that they can collaborate with music therapists in their music classrooms? Are we teaching educators how to make music therapy part of the IEP for a student? Additionally, what educational strategies do music educators have that music therapists aren't aware of and could benefit greatly from? Where can we get our heads together more?
For the all the music educators out there, what would you share with music therapists? How would you most like to see us collaborate with one another? What are educators doing well that therapists could do better? Please feel free to share your thoughts!
Sunday, November 18, 2012
Roll With the Changes
REO Speedwagon: "Roll With the Changes"
As music therapists, when something happens in our lives, we can almost always think of the song that accompanies what is going on. This week, "Roll With the Changes" by REO Speedwagon has been my theme song.
Dr. Natalie Wlodarczyk tells us at Drury all the time that our greatest assets as music therapists are our flexibility and our creativity.
This became especially true as this week, it was announced that due to overall budgetary constraints, Drury's Master of Music Therapy program will not be accepting any new students for the next foreseeable future.
This decision came down at the same point I was getting ready to begin taking some graduate coursework. I absolutely love Drury and I think we have a fantastic program for music therapy. Our students go out prepared for their internships and have great experiences, as a general rule. Our curriculum is rigorous and we have a clinic for music therapy services on campus.
Obviously, if it were up to me, I would have been extremely happy to stay in our great environment at Drury and do my graduate work there.
But, things changed, and so you roll with the changes. My husband and I sat down with our five to ten-year plan and used our flexibility and creativity to roll with the changes. It really is true that flexibility and creativity are my greatest assets, both for working with clients and for navigating life. While I am disappointed that I won't be able to do my graduate work at Drury, it is also exciting to have the opportunity to make new plans.
So, I would second what Dr. Wlodarczyk says - flexibility and creativity will get you through anything, whether it's a session that doesn't go how you were expecting or a significant change to your educational plans.
Whatever may be going on in life right now, it's always a good time to turn some pages and roll with the changes!
Sunday, November 4, 2012
The Best Practice Tips You Haven't Already Heard
Every musician has heard the stock set of practice
suggestions. You’ve probably heard them enough that they are starting to get
really old. And as I am putting in more time in the practice room in
preparation for my senior recital, I am finding that I need some more
strategies for making the practice room productive and avoiding practice room
burnout. (Seriously, you don't want this-->
to be you at the end of your practice session!)
Here are the best ideas I have come to this semester for
practice room success.
1. Get out of the practice room
Really, go practice anywhere else you can think of. Most
university music buildings have at least one other rehearsal space that you can
probably get permission to use for half an hour. Hearing yourself in a
different environment can show you a lot of things you maybe weren’t hearing
before. It can also reenergize your mind and focus. But if you really need out,
then literally get out. When was the last time you played a gorgeous
solo underneath a tree? Or in a rose garden? There are also probably some
beautiful local churches around and the office staff are probably more than
happy to let you serenade them from inside their fantastic acoustic spaces.
2. Introduce some noise
White noise, that is. If you are anything like me, there is
nothing worse than trying to tap out a complicated polyrhythm or hemiola when
the (talented and lovely!) soprano in the next room is belting out an aria at
the top of her lungs. If a diagnosis of ADHD could be localized just to the
practice room, that would describe me perfectly.
The best solution I have found to help me focus is to take
my phone and turn on my white noise app. My favorite is the gentle rain sound.
For whatever reason, having a more immediate but non-intrusive, non-musical
sound next to me helps me block out all the sounds coming from the rest of the
music building and channel my focus toward my practice goals.
3. Set an alarm and then forget about time entirely
When you are having to squeeze shorter practice sessions in
between classes, or sessions, or meetings, or work, it can be hard to stop
thinking about “When do I need to pack up and leave? How much time do I have
left?” My solution: As soon as I walk into the practice room, I set an alarm
for when I need to stop playing and start packing up. Then, I put the concept
of a deadline or time limit out of my mind completely. This allows me to get to
a place of deep focus with the music, trusting that I’m not going to be late
for my next scheduled activity because I know the alarm will jolt me back into
my day when it’s time to go.
4. Put your goal physically where you can see it
We have all been told that our most efficient practice will
happen when we go into the practice room with a goal in mind. Some days,
though, my thoughts are disorganized enough that having the goal only in my
mind just won’t cut it. I find it extremely helpful to actually write down my
goals or the spots in my music that need my attention the most and put them
physically in front of my face. Index cards work very well for this. I like to
stick them to the mirror in the practice room, and then, when I am having a
hard time letting go of the rest of my to-do list, everything that I intended
to accomplish in the practice room is staring me in the eyes and there is no
avoiding it.
5. Use a decibel meter to gauge your dynamic contrast
I recently found a great sound meter app for my phone. The
best thing about it is I can have it display a graph of sound levels over time
in seconds. When I put this across the practice room from me and play a phrase,
the shape on the graph should match the shape of the dynamics written in the
music. If the peaks and valleys on my decibel graph are too flat, then I know I
need to exaggerate my dynamic contrast even more to have the shape be apparent
to a listener. The decibel meter is to dynamics as a metronome is to rhythmic
accuracy. It forces you to be right on.
Those are my most recent and innovative practice room
discoveries. Now I want to know, what helps you get the most out of your
practice time?
Thursday, October 18, 2012
Networking for Students: Is it Really So Scary?
Like "advocacy" the word "networking" gets thrown around a lot as something that music therapy students need to learn to do to be successful. And frankly, like "advocacy" it's a word that can scare the daylights out of music therapy students.
But is it really that hard to start making connections with professionals in our field? Sure, as a student, it can be very intimidating to walk up to someone who authored your textbooks and introduce yourself, but it is also doable, and very rewarding.
Here are some of the strategies that I have found most helpful for getting connected to the bigger music therapy world.
1. Start Online
If the thought of actually shaking hands with a well-known and respected professional makes you shake, maybe it's a good idea to start by building an online presence with sites like Twitter or LinkedIn.
Both are free and easy to use. For Twitter, I suggest starting out by following AMTA and then go by the suggestions Twitter gives. Follow anyone who includes "MT-BC" in their information. Follow the people they follow. And so on! Also check out the #musictherapy feed to see what is going on with music therapists on Twitter.
LinkedIn is great, too. Once you make a profile, you will have suggestions for professional contacts with whom to connect, as well as having the capability to search for specific people you know (or would like to know).
If you would like to get your name out there even more, it is very easy to start a music therapy-themed blog just like this one. Just because you are a student doesn't mean you won't have any thoughts worth sharing with the larger music therapy community.
2. Come Prepared
I went to the AMTA annual conference last year for the first time, and I was totally overwhelmed with all of the amazing MT-BC's I met. And I was shocked that after chatting with people for a few minutes, they often wanted to exchange contact information with me. I felt silly pulling out my notebook and scribbling down my information for someone who could someday be my employer.
This year, I came prepared with some simple business cards. Many services like VistaPrint will allow you to make business cards inexpensively. A lot of local print shops will also do student discounts. It doesn't have to be fancy, and having those cards in your pocket can make you feel much more confident approaching someone at conference.
3. Remember That Professionals are Still People
Jayne Standley, PhD, MT-BC, is very well known for her work and research with the NICU. She's one of our better-known names. And I got a hug from her at conference. A hug. From Jayne Standley. I was nervous going up and introducing myself, but obviously from her reaction, she was very approachable. In my experience, professional music therapists rarely are "too busy" or "too famous" or "too anything" to talk with students. In fact, professionals are usually very excited to share their resources, knowledge, and wisdom with students. So if you see someone you recognize from a journal article, textbook, or news feature, remember that they were once completely unknown students, and chances are, they would really like to share their experience with you. Just. Go. Talk. To. Them.
4. Be Grateful
Always thank conference presenters for sharing their knowledge with you. Do this in person and then follow up with a thank-you email. Most of these people have their contact information online and it's not hard to find. Don't be scared to send an email and thank them again for their presentation.
5. Follow Up and Keep Doing It
Finally, keep track of all the business cards you have collected, the names of the conference presenters you heard from, and all the internship directors you spoke with. Within one week of meeting them, send a follow-up email reminding them how nice it was to chat with them and let them know you are interested in staying in touch in the future. Touch base with these people as appropriate, usually no more frequently than every 6-8 months and no less frequently than every year or so.
The rewards of getting connected with professionals now instead of later can be great, so don't let "I'm just a student" hold you back.
Go forth and network!
But is it really that hard to start making connections with professionals in our field? Sure, as a student, it can be very intimidating to walk up to someone who authored your textbooks and introduce yourself, but it is also doable, and very rewarding.
Here are some of the strategies that I have found most helpful for getting connected to the bigger music therapy world.
1. Start Online
If the thought of actually shaking hands with a well-known and respected professional makes you shake, maybe it's a good idea to start by building an online presence with sites like Twitter or LinkedIn.
Both are free and easy to use. For Twitter, I suggest starting out by following AMTA and then go by the suggestions Twitter gives. Follow anyone who includes "MT-BC" in their information. Follow the people they follow. And so on! Also check out the #musictherapy feed to see what is going on with music therapists on Twitter.
LinkedIn is great, too. Once you make a profile, you will have suggestions for professional contacts with whom to connect, as well as having the capability to search for specific people you know (or would like to know).
If you would like to get your name out there even more, it is very easy to start a music therapy-themed blog just like this one. Just because you are a student doesn't mean you won't have any thoughts worth sharing with the larger music therapy community.
2. Come Prepared
I went to the AMTA annual conference last year for the first time, and I was totally overwhelmed with all of the amazing MT-BC's I met. And I was shocked that after chatting with people for a few minutes, they often wanted to exchange contact information with me. I felt silly pulling out my notebook and scribbling down my information for someone who could someday be my employer.
This year, I came prepared with some simple business cards. Many services like VistaPrint will allow you to make business cards inexpensively. A lot of local print shops will also do student discounts. It doesn't have to be fancy, and having those cards in your pocket can make you feel much more confident approaching someone at conference.
3. Remember That Professionals are Still People
Jayne Standley, PhD, MT-BC, is very well known for her work and research with the NICU. She's one of our better-known names. And I got a hug from her at conference. A hug. From Jayne Standley. I was nervous going up and introducing myself, but obviously from her reaction, she was very approachable. In my experience, professional music therapists rarely are "too busy" or "too famous" or "too anything" to talk with students. In fact, professionals are usually very excited to share their resources, knowledge, and wisdom with students. So if you see someone you recognize from a journal article, textbook, or news feature, remember that they were once completely unknown students, and chances are, they would really like to share their experience with you. Just. Go. Talk. To. Them.
4. Be Grateful
Always thank conference presenters for sharing their knowledge with you. Do this in person and then follow up with a thank-you email. Most of these people have their contact information online and it's not hard to find. Don't be scared to send an email and thank them again for their presentation.
5. Follow Up and Keep Doing It
Finally, keep track of all the business cards you have collected, the names of the conference presenters you heard from, and all the internship directors you spoke with. Within one week of meeting them, send a follow-up email reminding them how nice it was to chat with them and let them know you are interested in staying in touch in the future. Touch base with these people as appropriate, usually no more frequently than every 6-8 months and no less frequently than every year or so.
The rewards of getting connected with professionals now instead of later can be great, so don't let "I'm just a student" hold you back.
Go forth and network!
Sunday, January 22, 2012
Sticks and Stones: Breaking the "Handicapped" Association
As small children, before we learn basic language skills, we learn to identify certain words with pictures and logos. Many of us can identify the McDonald's logo before we can print our first names. Some of us saw the "Coca-Cola" or "Sprite" logos and associated them with a general word like "soda" or "pop." All in all, these word-picture associations are powerful and deeply rooted in our earliest memories.
And that's usually not a huge problem. Quickly associating information with a basic picture is an important skill to help us navigate our world on a daily basis. The issue appears when we have made an association that can be harmful to others.
As a child, I learned that the white individual in a wheelchair on a blue field meant "handicapped." For years, I never questioned that association. It was everywhere - handicapped parking, the handicapped entrance, handicapped license plates.
It wasn't until I came to college as a music therapy major that I learned about Person-First Language and how important it is to speak about people first and their characteristics second. (For an excellent overview of PFL please see http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf.)
Obviously, as soon as I learned about the importance of speaking about people first and disabilities second, I made a resolve to eliminate the word "handicapped" from my vocabulary and make an effort to educate those around me. The problem for me comes from the blue and white wheelchair logo. It is so deeply engrained in my memory with the word "handicapped" that every time I see a license plate in traffic with that logo, my brain automatically retrieves that word. Each time this happens, I practice retraining myself to think or say aloud, "That symbol simply refers to an individual with a disability, not a disabled or handicapped person. They are a person first and foremost."
Who knows how long it will take me to break this automatic association formed in childhood? The point is, I am going to keep trying until I accomplish it, because as a future therapist, I choose to speak, think, and act respectfully towards individuals with disabilities.
And that's usually not a huge problem. Quickly associating information with a basic picture is an important skill to help us navigate our world on a daily basis. The issue appears when we have made an association that can be harmful to others.
As a child, I learned that the white individual in a wheelchair on a blue field meant "handicapped." For years, I never questioned that association. It was everywhere - handicapped parking, the handicapped entrance, handicapped license plates.
It wasn't until I came to college as a music therapy major that I learned about Person-First Language and how important it is to speak about people first and their characteristics second. (For an excellent overview of PFL please see http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf.)
Obviously, as soon as I learned about the importance of speaking about people first and disabilities second, I made a resolve to eliminate the word "handicapped" from my vocabulary and make an effort to educate those around me. The problem for me comes from the blue and white wheelchair logo. It is so deeply engrained in my memory with the word "handicapped" that every time I see a license plate in traffic with that logo, my brain automatically retrieves that word. Each time this happens, I practice retraining myself to think or say aloud, "That symbol simply refers to an individual with a disability, not a disabled or handicapped person. They are a person first and foremost."
Who knows how long it will take me to break this automatic association formed in childhood? The point is, I am going to keep trying until I accomplish it, because as a future therapist, I choose to speak, think, and act respectfully towards individuals with disabilities.
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