Date of Award
Spring 2-27-2023
Document Type
Dissertation
Degree Name
PHD - Doctor of Philosophy
Department
Expressive Therapies
First Advisor
Dr. Michele Forinash
Second Advisor
Dr. Mitchell Kossak
Third Advisor
Dr. Alejandra Ferrer
Abstract
Little music therapy research has been published on therapeutic presence (TP). This study explored the inclusion of TP in music therapy education. Participants were eight credentialed music therapists who identified as music therapy educators and/or clinical supervisors. They attended one of two focus groups and were asked to submit a 1-minute excerpt of themselves improvising a reflection of their focus group’s discussion. Focus group data revealed four themes: (1) Defining TP; (2) Education and Supervision Responsibilities; (3) TP is Taught Through Experiential Learning; and (4) Learning TP is a Developmental Process. Participants defined TP as simultaneously incorporating both states of being and action. For them, TP was primarily taught in clinical training, including supervision, though is also taught in academic courses through experiential teaching methods. Improvisation data resulted in an original composition, “Therapeutic Presence: Improvisation Collage,” which includes excerpts from all six improvisation recordings. Its elements of tempo, key, dynamics, and instrumentation also reflect the commonalities in the elements among the six improvisations.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Language
English
Number of Pages
116
Recommended Citation
Eggerding, Elizabeth Jane, "THERAPEUTIC PRESENCE IN MUSIC THERAPY EDUCATION: AN ARTS-BASED PHENOMENOLOGICAL INQUIRY" (2023). Expressive Therapies Dissertations. 129.
https://digitalcommons.lesley.edu/expressive_dissertations/129
notated score, "Therapeutic Presence: Improvisation Collage"
Rights
The author owns the copyright to this work.
