Document Type

Article

Publication Date

12-31-2020

Publication Source

Music Therapy Perspectives

Abstract

The purpose of this paper is to put forth a model to support the psychological safety of undergraduate students as they engage in a form of experiential learning called self-experiences. Self-experiences pair active engagement in learning episodes with learner self-inquiry. The need to safeguard curricular self-experiences is grounded in the American Music Therapy Association’s Professional Competencies and Code of Ethics and the Certification Board for Music Therapists’ Board Certification Domains. We first explicate several types and benefits of self-experiences and identify potential risks and contraindications that may compromise learners’ psychological safety and even cause harm. Next, we describe the steps we took in developing the model and gaining administrative approval. We outline major tenets and describe specific safeguarding practices at various levels of implementation. We offer a hypothetical vignette to contextualize the information, address certain challenges in implementing this model, and offer recommendations for future research related to undergraduate experiential learning. Educators, clinical trainers, and supervisors who employ self-experiences are encouraged to implement safeguards toward upholding professional ethics and supporting learners’ personal and professional development.

Inclusive pages

86-94

ISBN/ISSN

0195-6167

Document Version

Postprint

Comments

The document available for download is the authors' accepted manuscript, provided in compliance with the publisher's policy on self-archiving. Permission documentation is on file.

Publisher

Oxford University Press

Volume

39

Issue

1

Peer Reviewed

yes

Keywords

experiential learning, self-experiences, music therapy education, psychological safety, psychological harm

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