Safeguarding Curricular Self-Experiences in Undergraduate Music Therapy Education and Training

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 (SEs). SEs pair active engagement in learning episodes with learner self-inquiry. The need to safeguard curricular SEs 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 SEs 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 SEs are encouraged to implement safeguards toward upholding professional ethics and supporting learners' personal and professional development.