Applying integral thinking to music therapy education

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dc.contributor.authorDiMaio, Lauren
dc.contributor.authorWinter, Patricia
dc.date.accessioned2024-07-12T15:38:28Z
dc.date.available2024-07-12T15:38:28Z
dc.date.issued2023
dc.description.abstractEducating music therapy students is a complex task as a result of laws and regulations, professional biases, and a desire to produce students who will be competent and thoughtful music therapists. The purpose, or outcome, of this article is to outline a curriculum re-design implementing Integral Thinking in Music Therapy (ITMT) as applied to the academic and clinical aspects of two university music therapy training programs in the United States. The history and philosophy of ITMT are explained to give context to this approach. An overview of the innovative curriculum design and teaching resources are included for direct implementation of experiences into the classroom. Recommendations include the uses of ITMT in music therapy education as well as possible limitations to this pedagogical approach.
dc.identifier.citationThis is the published version of an article that is available at https://doi.org/10.15845/voices.v23i1.3334. Recommended citation: DiMaio, L., & Winter, T. (2023). Applying integral thinking to music therapy education. Voices: A World Forum for Music Therapy, 23(1). This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.
dc.identifier.urihttps://hdl.handle.net/11274/16414
dc.identifier.urihttps://doi.org/10.15845/voices.v23i1.3334
dc.language.isoen_US
dc.publisherGAMUT - Grieg Academy Music Therapy Research Centre (NORCE & University of Bergen)
dc.rights.holder2023 The Author(s).
dc.rights.licenseCC BY 4.0
dc.subjectMusic therapy education
dc.subjectIntegral thinking in music therapy
dc.titleApplying integral thinking to music therapy education
dc.typeArticle

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