BACHELOR OF SCIENCE

MUSIC THERAPY

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 MUSIC THERAPY FACULTY BIOGRAPHIES

Maureen C. Hearns, PhD, SCMT, MT-BC

Fellow, Association for Music and Imagery
Associate Professor; Director, Music Therapy Program

Dr. Maureen Hearns is the director of music therapy at Utah State University, having
received this appointment in 2005. Dr. Hearns was awarded a PhD in Expressive Art
Therapies from Lesley University, Cambridge, MA. She earned a Master of Arts in
Diverse Education from the University of Phoenix, in addition to Bachelor’s degrees in
Music Therapy (Utah State University), Music Theory and Composition, and Biological
Sciences (University of Nevada, Las Vegas).

Following a clinical internship in music therapy at Twin Valley Forensic Behavioral

Health Unit in Columbus, Ohio, and prior to her appointment at USU, Dr. Hearns worked
as a privately contracted music therapist providing services to Utah State Hospital
(Provo, UT), Silverado Alzheimer Residential Center in Salt Lake City, and private
clients. In 2012 Dr. Hearns completed training in the Bonny Method of Guided Imagery
and Music and is a Fellow of the Association for Music and Imagery. She has also
completed trainings in Neurologic Music Therapy and REMO Health Rhythms. Dr.
Hearns’ dissertation, “Music Therapists’ Self-Care: Examining the Effectiveness of
Educational Preparation for Clinical Practice,” investigated the practice of self-care (or
lack or one) and its impact in the clinical work of music therapists with distressed and/or
traumatized clients. Additional research interests are in investigating the efficacy of
music therapy and other creative arts interventions with women survivors of domestic
violence.

In addition to her duties and responsibilities at USU, Dr. Hearns currently serves as the
Chair of the Professional Development Committee for the Association of Music and
Imagery (AMI). Previously she has served as president of the Western Region of the
American Music Therapy Association (WRAMTA, the Utah Association for Music
Therapists, and the Association for Music and Imagery. Dr. Hearns completed a 5-year
appointment to the Board of Directors of the Certification Board for Music Therapists,
and served two consecutive 3-year terms of appointment to the CBMT Examination
Committee. She has presented nationally and internationally at conferences of
professional organizations since 1998.

A group recipient of the National Medal of Arts, Dr. Hearns rendered over twenty years
of service with the prestigious Salt Lake Mormon Tabernacle Choir. Prior to entering the
field of music therapy as a board certified music therapist, she was a public educator in
junior and senior high schools in Provo, Utah and Las Vegas, Nevada, for over twenty-
one years. Dr. Hearns enjoys almost any outdoor activity, especially hiking, and spending
quality time with her friends and four-legged critter-buddies.

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 Letha L. Winger, M.Ed., SCMT, MT-BC
Clinical Instructor, Director, Clinical Training

Letha Winger currently serves as Clinical Instructor and Clinical Training Director in the
Music Therapy program at Utah State University. Letha has a Bachelor of Music
Therapy degree from Marylhurst University in Portland, Oregon and a Master’s degree in
Education from Utah State University. She completed her clinical internship at Adventist
Medical Center in Portland, and was subsequently hired there as a music therapist to
provide services on three acute psychiatric units. Since moving to Cache Valley in
March 2006, Letha has been contracting with Encompass Hospice and has provided
music therapy services to the Developmental Skills Laboratory, various geriatric care
facilities, and private youth clients in addition to providing field supervision to USU
Music Therapy students. She has completed trainings in Nordoff-Robbins Music
Therapy, Orff-Schulwerk, Neurologic Music Therapy, REMO HealthRhythms, and The
Bonny Method of Guided Imagery in Music.

Prior to her career in Music Therapy, Mrs. Winger operated a private piano studio in her
home for 17 years and was a member of the Oregon Music Teachers Association. She
has enjoyed directing many choirs, including a 200-voice choir that performed in the
Memorial Coliseum in Portland, Oregon. Letha enjoyed working with a team in
composing and arranging music for an original sesquicentennial pageant that was held at
The End of the Oregon Trail Museum in Oregon City, Oregon. Mrs. Winger considers
her greatest accomplishment to be the mothering of three beautiful children.

Mrs. Winger’s primary instrument is the piano, but she uses her guitar most often in
music therapy practice. Whenever she can, she will incorporate a drum and enjoys
rhythm play of all kinds, including drum circles. Mrs. Winger enjoys gardening,
swimming, and visiting the Oregon coast as often as possible. She is very happy to be
part of the Music Therapy Program at Utah State University.

Clinical Field Supervisors

Jennifer Birchell, MT-BC, NMT, TRT – Sunshine Terrace Rehabilitation Skilled Nursing
Natalie Burningham, SCMT, MT-BC, NMT—Private Contractor, Healthbeat Music
Therapy
Karen Carter, MT-BC – Logan Regional Medical Center: Transitional Care Unit
Heather T. Overly, SCMT, MT-BC – Private contractor, Overlymusical Therapy Services
Tracy Wagner, SCMT, MT-BC – Private contractor, Healing Harmonies

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MUSIC THERAPY
DEGREE
REQUIREMENTS

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 INTRODUCTION

Students who complete a Bachelor of Science or Bachelor of Arts degree, will have met
all academic requirements set by the American Music Therapy Association (AMTA).
Music therapists must also take a national board certification exam to become a Board
Certified Music Therapist (MT-BC). Therefore, a university music therapy program is
considered a “professional” degree program and the music therapy student must realize
the seriousness of his/her commitment to the development of the competencies required
of a professional music therapist. The music therapist must not only be knowledgeable in
a variety of areas (e.g., psychology, special education, music therapy principles, etc.), but
must be able to apply this knowledge in clinical settings which requires additional
abilities including music skills (guitar, keyboard, vocal), interpersonal skills, professional
works skills and behaviors, and good mental and physical health.

The Music Therapy Program at Utah State University has been designed to address the
competency-based education of the professional music therapist.

ADVISEMENT

Please be aware of program requirements for completing your music therapy degree.
Faculty and staff of the Caine College of the Arts are here to guide the completion of
your degree and advise you throughout the process. Please contact the following
individuals for assistance in the indicated areas: (1) General Education/University
Requirements – Caine College of the Arts, General Education Advisor: Sally Peterson,
UR 107, 435-797-8096, [email protected]; (2) Music Department Student Services:
Cary Youmans, FAC 102, 435-797-3015, [email protected]; (3) Music Therapy
Program Academic Advisor: Dr. Maureen Hearns, FAC 220-B, 435-797-3009,
[email protected].

Degree Maps will assist the student in developing a semester-by-semester schedule for
completing the required coursework for the Bachelor of Science Degree in Music
Therapy. Degree Works is the University’s program for tracking your progress towards
graduation. Students should become familiar with these resources which are available on
the university’s website and/or in the student’s Banner account. It is important to meet
with Dr. Hearns before the end of first semester in the program, and periodically
thereafter, to approve your degree program. It is strongly recommended that students
meet with our college advisor, Sally Peterson, at least once each academic year

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 LEAVE OF ABSENCE

In the event that your enrollment in coursework is postponed for one or more semesters,
please complete a “Leave of Absence” form with the Registrar and state your intention to
the music therapy program director in writing. Please be advised that a music therapy
major is only allowed to suspend their degree program for three years. After that period
of time it will be necessary to re-audition for the program.

ACADEMIC REQUIREMENTS

MUSIC THERAPY PROGRAM

All music therapy courses must be passed with a B grade or better. This is
consistent with the Music Department’s requirement of an overall 3.0 GPA in all
music courses. If a student receives less than a B in any core music therapy course, the
student must retake the course and successfully pass it with a B or higher. If the repeated
course is a pre-requisite for another core music therapy course, the student’s academic
program may be delayed. A student is not allowed to begin internship until all music
therapy core courses have been passed with a B or above.

Note: Music therapy core courses and music therapy related courses (i.e., behavioral
health, natural science) may not be taken as Pass/Fail.

MUSIC DEPARTMENT (Per Music Department Student Handbook)

To maintain music major status, a student must:

 Complete all music major core classes with a grade of C- or better
 Maintain a 3.0 GPA in all music classes, and a 2.75 GPA in all university courses

If these requirements are not met, a student will be placed on probation for one year. If
the requirements are not met by the end of the year's probation, the student will no
longer be a music major.

If a grade lower than C- is earned in any music major core course, the student may
retake the course to make up the grade. Core courses may be taken no more than twice.
If the student does not earn an acceptable grade the second time the course is taken,
the student will no longer be a music major

PROFESSIONAL/PERSONAL BEHAVIOR

As a professional, the music therapist is expected to demonstrate certain

personal/professional characteristics and behaviors. Such behaviors include those which
reflect that the individual is reliable, courteous and cooperative, emotionally stable, and

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receptive to supervision. These behaviors are documented by the Director of Music
Therapy on each student’s “Music Therapy Internship Recommendation Form”.
(Example of form in included in handbook.) The director of the music therapy program
and the clinical training director will provide feedback to the student regarding these
behaviors based on the student’s performance in class, clinical field-work experiences
and in other academic/professional settings. In cases where a student’s personal
problems may be affecting his/her professional/academic performances, the student
should consider receiving counseling at USU Student Counseling Services
(435.797.1012), at no charge to matriculated students. The student must understand that
the program director is required to attest to the student’s physical and mental health in
recommending the student for an internship position.

PARTICIPATION IN PERFORMING GROUPS

Music Department Requirement

All students must participate in Music Department performing ensembles for a minimum
of two credit hours. This is in addition to the Music Therapy Ensemble course (Music
1320) which is taken during the spring semester of your first year in the program.

RECITAL AND CONCERT ATTENDANCE

Music Department Requirement

Students are required to attend ten (10) recitals and ten (10) concerts each academic year
in attendance at USU. This is a requirement for graduation and should be taken
seriously. Verification of recital/concert attendance must be documented by a faculty
member. You should report your attendance at concerts and recitals regularly, and
no less than once a semester!! Turn in the signed recital and/or concert programs to the
Music Department Student Services office, FAC 102. Include your name and A-number
on each item. Included herein is a document to assist the student in tracking recital and
concert attendance. It is suggested that you use this form to maintain a personal copy of
your concert/recital attendance record.

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 SAMPLE STUDENT RECORD
Recital and Concert Attendance

___________________________________ __________________________
NAME MAJOR EMPHASIS
__________________ ___________________ ______________________
ENTRY DATE GRADUATION YEAR ADVISOR

*RECITAL ATTENDANCE

____________ ____________ ____________ ____________

____________ ____________ ____________ ____________
____________ ____________ ____________ ____________
____________ ____________ ____________ ____________
____________ ____________ ____________ ____________
____________ ____________ ____________ ____________
____________ ____________ ____________ ____________
____________ ____________ ____________ ____________
____________ ____________ ____________ ____________
____________ ____________ ____________ ____________

*CONCERT ATTENANCE

____________ ____________ ____________ ____________

____________ ____________ ____________ ____________
____________ ____________ ____________ ____________
____________ ____________ ____________ ____________
____________ ____________ ____________ ____________
____________ ____________ ____________ ____________
____________ ____________ ____________ ____________
____________ ____________ ____________ ____________
____________ ____________ ____________ ____________
____________ ____________ ____________ ____________

*5 recitals are required each semester, 10 per year & 40 Total for 4 yrs
*5 concerts are required each semester, 10 per year & 40 Total for 4 yrs
Verification of recital/concert attendance must be documented by a faculty member. Submit signed
recital and/or concert programs to the music department/student services office with your name
and A-number.
Note: Fewer requirements MAY be required for transfer students.

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 Bachelor of Science
Music Therapy

Freshman Year
FALL  Credits  SPRING  Credits 
MUSC 1105 Fundamentals of Music (BCA)  3  MUSC 1110 Music Theory I  3 
MUSC 1170 Keyboard Harmony I  1  MUSC 1130 Aural Skills I  1 
MUSC 1310 Introduction to Music Therapy  2  MUSC 1180 Keyboard Harmony II  1 
MUSC 2/3xxx Ensemble Course  1  MUSC 1190 World Music  2 
MUSC 3/4xxx Individual Instruction (Major Instrument)  1  MUSC 1320 Music Therapy Ensemble  1 
MUSC 2180 Computer Applications in Music  1  MUSC 1800 Percussion Techniques  1 
MUSC 2350 Conducting  2  MUSC 2/3xxx Ensemble Course  1 
PSY 1010 General Psychology (BSS)  3  MUSC 3/4xxx Individual Instruction (Major Instrument)  1 
ENGL 1010 Intro to Writing (CL1)  3  STAT 1040 Introduction to Statistics (QL)  3 
    University Studies Breadth Course (BLS)  3 
Total  17  Total  17 

Sophomore Year
FALL  Credits  SPRING  Credits 
MUSC 1120 Music Theory II  3  MUSC 2110 Music Theory III (BCA)  3 
MUSC 1140 Aural Skills II  1  MUSC 2130 Aural Skills III  1 
MUSC 2310 Intro to Observ & Behav Methods in MT  2  MUSC 2320 Music Therapy Methods & Materials  2 
MUSC 3110 Music History I  3  MUSC 3120 Music History II  3 
MUSC 3/4xxx Individual Instruction (Major Instrument)  1  MUSC 3/4xxx Individual Instruction (Major Instrument)  1 
ENGL 2010 Intermediate Writing (CL2)  3  FCHD 1500 Human Development (BSS)  3 
University Studies Breadth Course (BPS)  3  University Studies Qualitative Intensive (QI) (PSY 2800  3 
Psychological Statistics recommended) 
Total  16  Total  16 

Junior Yea
FALL  Credits  SPRING  Credits 
MUSC 2120 Music Theory IV  3  MUSC 3320 Psychology of Music  2 
MUSC 3190 Music History III (CI)  3  MUSC 3332 Music Therapy Practicum – FE2   2 
MUSC 3310 Music Therapy & the Exceptional Child  3  MUSC 1/2/3/4xxx Piano, Guitar or Vocal Course*  0‐1 
MUSC 3331 Music Therapy Practicum – FE1  1  MUSC 3/4xxx Individual Instruction (Major Instrument) 1 
MUSC 1/2/3/4xxx Piano, Guitar or Vocal Course*  0‐1  PSY 3210 Abnormal Psychology (DSS)  3 
MUSC 3/4xxx Individual Instruction (Major Instrument)  1  Depth Life & Physical Sciences Course (DSC)  2 
University Studies Breadth Course (BHU)  3  Behavioral Elective Course  3 
    University Studies Breadth Course (BAI)  3 
Total 14‐15  Total  16‐17 

Senior Year
FALL  Credits  SPRING  Credits 
MUSC 1/2/3/4xxx Piano, Guitar or Vocal Course*  0‐1  MUSC 1/2/3/4xxx Piano, Guitar or Vocal Course*  0‐1 
MUSC 3/4xxx Individual Instruction (Major Instrument)  1  MUSC 3/4xxx Individual Instruction (Major Instrument)  1 
MUSC 3333 Music Therapy Practicum – FE3   3  MUSC 3334 Music Therapy Practicum – FE4  3 
MUSC 4310 Music Therapy with Adult Populations  3  MUSC 4320 Research in Music Therapy (CI)  2 
Behavioral Elective Course  3  MUSC 4330 Clinical & Professional Issues in MT  3 
BIOL 2320 Human Anatomy  4  MUSC 4340 Internship in Music Therapy  2 
    Behavioral Elective Course  3 
Total  14‐15  Total  14‐15 

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 * There are several group and individual instruction courses that could satisfy this requirement if
additional study is advised in piano, guitar or voice. MUSC 1185, Music Therapy Group Piano, is a
recommended course for all music therapy majors as it focuses on developing appropriate accompaniment
patterns and styles for use in facilitating therapeutic interventions.

Transfer Students**
3-Year Program

First Year Music Therapy Coursework

Fall 1310 Introduction to Music Therapy (2 credits)

2310Music Therapy Treatment I (2 credits)

Spring 1320 Music Therapy Ensemble (1 credit)

2320 Music Therapy Treatment II (2 credits)

Second Year Music Therapy Coursework

Fall 3310 Music Therapy and the Exceptional Child (3 credits)

3330 Music Therapy Practicum – FE 1 (1 credit)

Spring 3320 Psychology of Music (2 credits)

3330 Music Therapy Practicum – FE 2 (2 credits)

Third Year Music Therapy Coursework

Fall 3330 Music Therapy Practicum – FE 3 (3 credits)

4310 Music Therapy with Adult Populations (3 credits)

Spring 3330 Music Therapy Practicum – FE 4 (3 credits)

4320 Research in Music Therapy (2 credits)
4330 Clinical and Professional Issues in Music Therapy (3 credits)
4340 Internship in Music Therapy (2 credits)

** Transfer students MUST meet with both the music therapy program director and
college advisor to ensure articulation of transfer credits and determine which music core
courses and general education requirements have been satisfied. This must be done
PRIOR TO registering for their first semester on campus

Second Bachelor Degree Students

Music Therapy majors pursing a degree in music therapy as a second bachelor’s degree
MUST meet with the music therapy academic program director to determine an approved
course of study. Such programs will be specific to each individual student respecting
their previous undergraduate work.

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 MUSIC
PROFICIENCY
REQUIREMENTS

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 MUSICIANSHIP PROFICIENCY
Music Department Requirement

All students must complete the musicianship requirements as mandated by the Department of Music. These
requirements are set forth in the Music Department Student Handbook available on the department website
(music.usu.edu) under “Current Students.”

PIANO PROFICIENCY
Music Department Requirement

All students must complete the piano proficiency requirements as required by the Department of Music. This
requirement may be met by enrolling in Keyboard Harmony classes or by scheduling a proficiency exam for
students with advanced skills in piano. Consult with Cary Youmans, in Music Department Student Services,
for scheduling this exam.

MAJOR PERFORMING INSTRUMENT

Music Therapy Program Requirement

Music therapy students are required to choose one major performing instrument. The instrument may be
piano, voice, guitar, or another instrument. Regardless of a student’s choice for their major performing
instrument, the music therapy major must complete a minimum of four (4) semesters (hour-long lessons) of
individual instruction, successfully passing a jury exam each semester. It is strongly recommended that this
requirement be completed during the students first two years. Refer to the online Department of Music
Student Handbook for more specific guidelines regarding registration for this instruction.

With the approval of the Music Therapy Program Administrator, the student may choose a major performing
instrument other than piano, voice, or guitar if the following conditions are present: (1) it is determined that
the student should be able to meet the program’s competency requirements in piano, voice and guitar, and (2)
the faculty instructor for the different instrument requested can verify that the student should be able to meet
area requirements. Regardless of which major performing instrument a student has chosen, all music therapy
majors must demonstrate proficiency in piano, voice, and guitar as these are the primary instruments used in
providing music therapy services.

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 PIANO/VOICE/GUITAR
AMTA Professional Competencies

Preamble to AMTA Professional Competencies

The American Music Therapy Association has established competency-based standards for ensuring the
quality of education and clinical training in the field of music therapy. As the clinical and research activities
of music therapy provide new information, the competency requirements need to be reevaluated regularly to
ensure consistency with current trends and needs of the profession and to reflect the growth of the knowledge
base of the profession. The Association updates these competencies based on what knowledge, skills, and
abilities are needed to perform the various levels and types of responsibilities to practice at a professional
level.

In November 2005 the AMTA Assembly of Delegates adopted the Advisory on Levels of Practice in Music
Therapy. This Advisory, which was developed by the Education and Training Advisory Board, distinguishes
two Levels of Practice within the music therapy profession: Professional Level of Practice and Advanced
Level of Practice. This Advisory describes the Professional Level of Practice as follows:

A music therapist at the Professional Level of Practice has a Bachelor’s degree or its equivalent in
music therapy and a current professional designation or credential in music therapy (i.e., ACMT,
CMT, MT-BC, or RMT). At this level, the therapist has the ability to assume a supportive role in
treating clients, collaborating within an interdisciplinary team to contribute to the client’s overall
treatment plan.

The AMTA Professional Competencies are based on music therapy competencies authored for the
former American Association for Music Therapy (AAMT) by Bruscia, Hesser, and Boxhill (1981).
The former National Association for Music Therapy (NAMT) in turn adapted these competencies as
the NAMT Professional Competencies revised in 1996. In its final report the Commission on
Education and Clinical Training recommended the use of these competencies, and this
recommendation was approved by the AMTA Assembly of Delegates in November 1999. The AMTA
Professional Competencies have had several minor revisions since their adoption in 1999.

Note: This document may be viewed online at musictherapy.org, the professional website of the American
Music Therapy Association.

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 FUNCTIONAL MUSIC SKILLS PROFICIENCY EXAMS
FOR MUSIC THERAPY MAJORS

Functional Skills Level Exams

Demonstrating proficiency in piano, voice, and guitar.

The AMTA Professional Competencies are based on what knowledge, skills, and abilities are needed to
perform the various levels and types of responsibilities to practice music therapy at a safe and competent
level. [A complete listing of these competencies is provided as an appendix to this manual.] These include
one’s ability to: (1) play a basic repertoire of traditional, folk, and popular song with or without printed
music,” and (2) to “accompany self and ensembles” demonstrating proficiency with keyboard, guitar and
voice. To assist the student in achieving these competency-based standards, the USU Music Therapy Program
requires successful completion of three adjudicated functional skill exams. A required repertoire list of
approximately 300 songs will be utilized for preparing theses exams, in addition to required content in music
therapy core courses.

A songbook, containing some of the lead sheets for required repertoire songs, is available in the Music
Therapy Resource office (FAC 219). Requirements for each of the three Level Exams is outlined in the pages
that follow. Level I Exam is to be completed sometime during the student’s first academic year, but no later
than the Friday following Spring Break of that same year. Entering Sophomore students must complete this
exam by the end the Fall semester of their 1st year in the program. Level II Exam is completed during
enrollment in MUSC 2320, Music Therapy Treatment II. Level III Exam is completed during enrollment in
MUSC 4310, Music Therapy with Adult Populations, which is taken the fall semester of the student’s senior
year.

Students who do not pass Level I at their first attempt, may have one additional attempt. However, this exam
must be successfully completed by the end of the first year or the student will be dismissed from the program.

Students who do not pass Level II will receive a lower than B- grade for MUSC 2320 and will be required to
retake the course. The student is also placed on Probation in the degree program until such time that the
course is successfully completed. While on probation, music therapy students are not allowed to continue
with academic or clinical coursework.

Students will take the Level III Exam at the beginning of the fall semester in which they are enrolled in
MUSC 4310. Since this exam is coupled with MUSC 4310, students who do not pass this exam will be
required to re-enroll in MUSC 4310 the following year and given a second attempt at the Level III Exam. If
the student is unsuccessful at the first attempt of the Level III exam, they are placed on Probation in the
degree program until such time that the course is offered again and the Level III Exam is successfully
completed. While on probation, music therapy students are not allowed to continue with academic or clinical
coursework.

14
 Utah State University
Music Therapy Degree Program

LEVEL I EXAM
Beginning Freshman students may complete this exam any time during the first academic year, but must successfully complete it by
the Friday following Spring break during that year. Entering Sophomore students must complete this exam by the end of Fall
semester of their first year in the program.

1. The student will sing and accompany her/himself on 10 memorized songs. One of these must be
“Happy Birthday.” The remaining will be selected from the following categories on the required
repertoire list, with at least two from each category.
 Children/Young Children
 Holiday
 Older Adults
 Traditional/Patriotic/Folk

2. Two of the ten songs must be accompanied on both guitar and piano. Eight of the songs may be
accompanied on either guitar or piano.

3. GUITAR: Both a picking and strumming pattern must be illustrated. PIANO: Accompaniment
patterns may all be in root position. VOICE: Pleasing quality/intonation and ability to project
above the accompaniment are required.

4. The student must provide a typed list indicating the accompaniment instrument used for all 10
songs.

GRADING: LEVEL I EXAM RATING SCALE:

2 = PROFICIENT; 1 = ACCEPTABLE, but needs work; 0 = NOT DEMONSTRATED

Overall Musicianship Piano Guitar Overall

Accurate chord changes (1 or less mistake per song: 2, 2-4 mistakes per
song: 1, and more than 4 mistakes: 0)
Chord changes in tempo (2 or less mistakes per song and keeps going)
Root position chords on piano; open chords on guitar
Tempo and accompaniment appropriate to song (guitar
accompaniments illustrate 1 strum, 1 finger-pick, and 1 bass/strum pattern
Appropriate introductions/endings
Use of dynamics/expressivity
Vocal intonation & support
Vocal strength/balance with accompaniment
Personal connection to the music (is meaning being communicated?)
Memory of lyrics (1 or less memory lapse per song)
Therapeutic presence (eye contact, engagement, interaction)

OVERALL SCORE: ________

(PASSING SCORE: 14/20 OR ABOVE)

15
 Utah State University
Music Therapy Degree Program

LEVEL II EXAM
To be completed as a course requirement in MUSC 2320 – Music Therapy Treatment II.
Successful completion of the Level II Exam is required to continue academic and clinical coursework.

1. The student will be prepared to sing and accompany her/himself on 35 memorized

songs; the 10 previously chosen for Level I and 25 additional songs chosen for
this level.

2. Of the 25 newly selected songs, 20 must be taken from the required repertoire list, with selections
from each of the following categories and no more than seven selections from any one category:

 Children/Young Children
 Holiday
 Older Adults
 Traditional/Patriotic/Folk

3. The remaining 5 songs required are as follows:

 Pachelbel Canon in D (Breathing In and Breathing Out)

 Original Hello Song
 Original Goodbye Song
 Original Lullaby
 A song selected by the student

4. Student must be able to demonstrate an appropriate accompaniment on both guitar

and piano. Five of the selections must be accompanied on the Q-chord or autoharp.

5. Student must be prepared to transpose any of their 3- or 4-chord songs to the following keys: G, A, C,
D, or E.

6. The student will be able to vocally improvise the 12-bar blues with accompaniment on both piano and
guitar.

7. The student must be prepared to facilitate a relaxation intervention, using music

created live on either piano or guitar.

8. At the time of the scheduled exam, the student must provide a typed list of all 35
songs chosen, identifying which songs are new for Level II (underline, bold, or place an asterisk by the
title). Lead sheets for the student’s original and selected songs must also be submitted at the time of
the exam. These are placed in the student’s file.

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 GRADING: LEVEL II Exam

RATING SCALE:
2 = PROFICIENT; 1 = ACCEPTABLE, but needs work; 0 = NOT DEMONSTRATED

Overall Musicianship Piano Guitar Other Overall

Accurate chord changes (1 or less mistake per song: 2, 2-
4 mistakes per song: 1, and more than 4 mistakes: 0)
Chord changes in tempo (2 or less mistakes per song and
keeps going: 2, 2-4 mistakes: 1, more than 4 mistakes: 0)
Tempo and accompaniment appropriate to song
Appropriate introductions/endings
Use of dynamics/expressivity
Vocal intonation & support
Vocal strength/balance with accompaniment
Personal connection to the music (is meaning being
communicated?)
Memory of lyrics (1 or less memory lapse per song:2, 2-4
mistakes per song: 1, more than 4 mistakes: 0)
Use of secondary dominants
Use of guitar barre chords
Blues
Relaxation Facilitation
Transposition
Therapeutic presence (eye contact, engagement, interaction)

OVERALL SCORE: ________

(PASSING SCORE: 22/30 OR ABOVE—Note: A “0” score in any bolded category may constitute a
failing grade.)

17
 Utah State University
Music Therapy Degree Program

LEVEL III EXAM

To be completed as a course requirement in MUSC 4310 – Music Therapy with Adult Populations.
Successful completion of this exam is required to continue academic and clinical coursework.

1. The student will be prepared to sing and accompany her/himself on 60 memorized songs. Thirty-five
of these songs are those previously chosen for Levels I and II; twenty-five additional songs will be
chosen for this level exam.

2. Of the 25 newly selected songs, 20 must be taken from the required repertoire list, with at least 5 songs
from each of the following categories:

 Spiritual/Religious/Gospel/Praise
 1950-2000
 2000-Current

The remaining five songs selected by the student may or may not be from the
required repertoire list. One of these five, however, must be an original song (not from a previous level
exam). This song may have been written for practicum, a course assignment, or some other occasion.

3. All songs must be accompanied on both guitar and piano. Students will also be asked to demonstrate
retention of their Q-Chord or autoharp skills with the original five songs selected on Level II.

4. The student must be prepared to transpose any of their 3- or 4-chord songs to the
following keys: G, A, C, D, E, or another of their own choosing.

5. The student must be prepared to demonstrate a modal improvisation using the

keyboard/piano or guitar. The student should be prepared to demonstrate this in any mode requested.

7. At the time of the scheduled exam, the student must provide a typed list of all 60
songs chosen, identifying which songs are new for Level III (underline, bold, or place an asterisk by
the title). Lead sheets must be submitted for any original or other selected songs that are not on the
required repertoire list. These are placed in the student’s file.

In summary, Level III, includes all previous requirements for Level I and Level II exams, plus an original
song, and a modal improvisation on keyboard/piano.

18
 GRADING: LEVEL III EXAM

RATING SCALE:
2 = PROFICIENT; 1 = ACCEPTABLE, but needs work; 0 = NOT DEMONSTRATED

Overall Musicianship Piano Guitar Other Overall

Accurate chord changes (1 or less mistake per song: 2, 2-
4 mistakes per song: 1, and more than 4 mistakes: 0)
Chord changes in tempo (2 or less mistakes per song and
keeps going: 2, 3-4 mistakes: 1, more than 4 mistakes: 0)
Tempo and accompaniment appropriate to song
Appropriate introductions/endings
Use of dynamics/expressivity
Vocal intonation & support
Vocal strength/balance with accompaniment
Personal connection to the music (is meaning being
communicated?)
Memory of lyrics (1 or less memory lapse per song)
Blues
Use of chord inversions in piano accompaniments
Use of secondary dominants
Use of guitar barre chords
Modal Improvisation
Relaxation Facilitation
Transposition
Therapeutic presence (eye contact, engagement, interaction)

OVERALL SCORE: ________

PASSING SCORE: 27/34 OR ABOVE—Note: A “0” score in any bolded category may constitute a
failing grade.

19
 MUSIC THERAPY PRACTICUM

Music Therapy Program Requirements

All music therapy majors are required to complete 180 hours of clinical field training. This will be primarily
met through four semesters of Field Experiences (FE) in Music Therapy Practicum (MUSC 3331, 3332, 3333,
and 3334), totaling nine credit hours.

Per AMTA requirements, these Field Experiences must include psychiatric, special needs, and geriatric
populations. Placement in MUSC 3331 will begin upon successful completion of the Level II Exam.
Placement in MUSC 3334 will proceed upon successful completion of the Level III Exam. Placements in
Field Experiences are determined by the Clinical Training Director, based on student, supervisor, and site
availability. Students are required to submit a Practicum Placement Scheduling Form at the end of the
semester prior to the semester of placement. Practicum should be a priority for all music therapy
students. Please create two-hour available time-blocks in your schedule and be prepared to be flexible in
order to accommodate placement.

PROFESSIONAL MEMBERSHIP ORGANIZATIONS

USU Music Therapy Student Association (USUMTSA)
usumtsa.org
Utah Association of Music Therapists (UAMT)
uamt.org
Western Region, American Music Therapy Association (WRAMTA)
wramta.org
American Music Therapy Association (AMTA)
musictherapy.org

Professionalism begins now. It is assumed that students will involve themselves in the student, state, and
national/regional professional associations. Affiliations with these organizations is an important part of your
education and development of professional practice standards. Do not underestimate the impact of your voice
and contributions beginning with USUMTSA!

20
 Utah State University
Music Therapy Degree Program

REQUIRED REPERTOIRE LIST

Children/Young Children 51. You’ve Got a Friend in Me (Toy Story)

1. A Whole New World (Aladdin) Traditional/Patriotic/Folk Songs

2. Ants Go Marching
3. B-I-N-G-O 1. America the Beautiful
4. Baby Beluga (Raffi) 2. Battle Hymn of the Republic
5. Baby Bumblebee 3. Clementine
6. Baby Mine (Dumbo) 4. De Colores
7. Bare Necessities (Jungle Book) 5. God Bless America
8. Bear Went Over the Mountain 6. God Bless the USA
9. Beauty and the Beast 7. Goodnite Ladies
10. C is for Cookie (Sesame Street) 8. Home on the Range
11. Circle of Life (Lion King) 9. I’ve Been Working on the Railroad
12. Do As I’m Doing 10. My Bonnie Lies Over the Ocean
13. Down by the Bay 11. O Danny Boy
14. Farmer in the Dell 12. Oh Susannah
15. Five Little Monkeys 13. Red River Valley
16. Five Little Speckled Frogs 14. She’ll Be Comin Round the Mountain
17. Go the Distance (Hercules) 15. Shenandoah
18. Hakuna Matata (Lion King) 16. Skip to My Lou
19. Happy Birthday 17. Take Me Out to the Ball Game
20. Head, Shoulders, Knees and Toes 18. This Land is Your Land
21. Hokey Pokey 19. This Little Light of Mine
22. How Far I’ll Go (Moana) 20. When the Saints Go Marching
23. How Much is that Doggy 21. You’re A Grand Old Flag
24. Hush Little Baby
25. I Can Be Your Friend (Veggie Tales) Spiritual/Religious/Gospel/Praise
26. I Like Me
27. I See the Light (Tangled) 1. Amazing Grace
28. I’ve Got No Strings (Pinnochio) 2. Be Still My Soul
29. If You’re Happy and You Know It 3. Blessed Assurance
30. Itsy Bitsy Spider 4. Come, Come Ye Saints
31. Let It Go (Frozen) 5. Down By the Riverside
32. London Bridge 6. He’s Got the Whole World in His Hands
33. Mary Had a Little Lamb 7. How Could Anyone (Libby Roderick)
34. Mr. Sun 8. How Great Thou Art
35. Old MacDonald 9. I Am a Child of God
36. On Top of Spaghetti (Old Smokey) 10. I Need Thee Every Hour
37. Out There (Hunchback) 11. I’ll Fly Away
38. Part of Your World (Little Mermaid) 12. I Know that My Redeemer Lives
39. Pop Goes the Weasel 13. In the Garden
40. Reflection (Mulan) 14. Jesus Loves Me
41. Rock-a-bye Baby 15. Just A Closer Walk With Thee
42. Row, Row, Row Your Boat 16. Kumbaya
43. Rubber Duckie (Sesame Street) 17. Michael Row the Boat Ashore
44. Shortnin’ Bread 18. Peace Like A River
45. Somewhere Out There (American Tale) 19. Rock of Ages
46. The Wheels on the Bus 20. Swing Low, Sweet Chariot
47. This Old Man 21. The Old Rugged Cross
48. Twinkle Twinkle Little Star 22. What a Friend We Have in Jesus
49. Under the Sea (Little Mermaid) 23. Where Can I Turn For Peace?
50. When You Wish Upon a Star 24. You Raise Me Up

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Older Adults (Ages 60-100) 58. Zip-A-Dee-Doo-Dah

1. April Showers 1950-2000

2. Back in the Saddle Again
3. Beer Barrel Polka 1. And So It Goes (Billy Joel)
4. Bicycle Built For Two (Daisy Bell) 2. Banana Boat Song-Day-O (Harry Belafonte)
5. Bill Bailey 3. Blackbird (Beatles)
6. By the Light of the Silvery Moon 4. Blue Suede Shows (Elvis)
7. Bye Bye Blackbird 5. Bridge Over Troubled Water (Simon &
8. Climb Ev’ry Mountain Garfunkel)
9. Country Roads 6. Don’t Stop Believin’ (Journey)
10. Do-Re-Mi 7. Don’t Worry, Be Happy (Bobby McFerrin)
11. Don’t Fence Me In 8. Fire and Rain (James Taylor)
12. Don’t Sit Under the Apple Tree 9. Fun Fun Fun (Beach Boys)
13. Down by the Old Mill Stream 10. Girl’s Just Wanna Have Fun (Cyndi Lauper)
14. Edelweiss 11. Hallelujah (Leonard Cohen/Jeff Buckley)
15. Five Foot Two 12. Here Comes the Sun
16. Fly Me to the Moon 13. Hero (Mariah Carey)
17. For Me and My Gal 14. Hey Jude (Beatles)
18. Getting to Know You 15. Hold On (Wilson Phillips)
19. Happy Trails 16. Hound Dog (Elvis)
20. Hello, Dolly! 17. I Believe I Can Fly (R. Kelly)
21. Hey, Good Lookin 18. I Can See Clearly Now (Johnny Nash)
22. I Could Have Danced All Night 19. I Don’t Wanna Miss a Thing
23. I Walk the Line 20. I Hope You Dance (LeeAnn Womack)
24. I’m Forever Blowing Bubbles 21. I Just Called to Say I Love You (Stevie Wonder)
25. I’m Lookin’ Over a Four Leaf Clover 22. I Love Rock n Roll (Joan Jett)
26. In the Good Old Summertime 23. I Will Survive (Gloria Gaynor)
27. King of the Road 24. Imagine (Beatles)
28. Let Me Call You Sweetheart 25. Jailhouse Rock (Elvis)
29. Mairzy Doats 26. Johnny B. Goode (Chuck Berry)
30. Moon River 27. Just the Way You Are (Billy Joel)
31. Moonlight Bay 28. La Bamba (Ritchie Valens)
32. My Favorite Things 29. Lean on Me (Bill Withers)
33. My Wild Irish Rose 30. Leavin’ on a Jet Plane (John Denver or Peter,
34. Oh What a Beautiful Mornin’ Paul, & Mary)
35. Over the Rainbow 31. Let It Be (Beatles)
36. Pack Up Your Troubles 32. Livin’ on a Prayer (Bon Jovi)
37. Que Sera Sera 33. My Heart Will Go On (Titanic)
38. Raindrops Keep Fallin’ on my Head 34. Ring of Fire (Johnny Cash)
39. Sentimental Journey 35. Rock Around the Clock (Bill Haley & His
40. Shine On Harvest Moon Comets)
41. Side By Side 36. Sound of Silence (Simon & Garfunkel)
42. Singin’ in the Rain 37. Stand By Me (Ben E. King)
43. Sunrise, Sunset 38. Stayin’ Alive (Bee-Gee’s)
44. Show Me the Way to Go Home 39. Surfing USA (Beach Boys)
45. Tennessee Waltz 40. That’s What Friends Are For (Dionne Warwick)
46. The Impossible Dream 41. The Dance (Garth Brooks)
47. The Sound of Music 42. The Gambler (Kenny Rogers)
48. Tomorrow (Annie) 43. The River (Garth Brooks)
49. What a Wonderful World 44. Twist and Shout (Beatles)
50. When Irish Eyes are Smiling 45. Under the Boardwalk (The Drifters)
51. When It’s Springtime in the Rockies 46. Unforgettable (Nat King Cole)
52. When the Red Robin Comes Bobbin 47. With a Little Help From My Friends (Beatles)
53. When You Wore a Tulip 48. Yesterday (Beatles)
54. When You’re Smiling 49. You’ve Got a Friend (James Taylor)
55. Yellow Rose of Texas, The 50. Wind Beneath My Wings (Bette Midler)
56. You Are My Sunshine
57. Your Cheatin’ Heart
22
2000-Current Holiday

1. Bad Day (Daniel Powter) 1. Frosty, the Snowman

2. Brave (Sara Bareilles) 2. It’s Beginning to Look A Lot Like Christmas
3. Breathe (Anna Nalick) 3. Have Yourself a Merry Little Christmas
4. Firework (Katy Perry) 4. I Heard the Bells on Christmas Day
5. Happy (Pharrell Williams) 5. Jingle Bell Rock
6. Hey Soul Sister (Train) 6. Jingle Bells
7. Keep Your Head Up (Andy Grammer) 7. Joy to the World
8. Perfect (Pink) 8. Let it Snow
9. Roar (Katy Perry) 9. O Come All Ye Faithful
10. Stronger (Kelly Clarkson) 10. O Holy Night
11. Superman (Five for Fighting) 11. Rockin’ Around the Christmas Tree
12. The Climb (Miley Cyrus) 12. Rudolph, the Red-Nosed Reindeer
13. The Middle (Jimmy Eat World) 13. Santa Clause is Coming to Town
14. Try (Colbie Caillat) 14. Silent Night
15. Try (Pink) 15. Silver Bells
16. Unwritten (Natasha Bedingfield) 16. The Christmas Song
17. When You Say Nothing At All (Allison Kraus) 17. White Christmas
18. Winter Wonderland

Cevasco-Trotter, A.M., VanWeelden, K., & Bula, J.A. (2014). Music therapists’ perception of top ten
popular songs by decade (1900s-1960s) for three subpopulations of older adults. Music Therapy
Perspectives, 32(2), 165-176.

23
 INTERNSHIP
AND
GRADUATION

24
 CLINICAL INTERNSHIPS

The music therapy student must complete a six-month (1040 hours) clinical internship at
an AMTA National Roster approved clinical training facility, or an approved University
Affiliated clinical training facility, under the supervision of an AMTA approved clinical
training director in order to graduate. The student must also enroll in Music 4340,
Clinical Internship in Music Therapy, during the last semester of their academic program.
Initially the student will be given an “Incomplete” in the course, until the internship is
completed and the student’s grade changed to either Pass/Fail, accordingly.

There are many clinical training sites throughout the country that serve a variety of client
populations. Many offer interns benefits including meals, housing, and stipends -
however, some do not. A complete file of all AMTA National Roster Internships in
maintained in the Music Therapy Resource room, and are also posted on AMTA’s
website.

The selection of one’s clinical internship site is very important and must be based on
several factors. Professors Hearns or Professor Winger will counsel each music therapy
major during this important process. Specific application guidelines will be provided to
the therapy major during this important process. Some important AMTA guidelines to
know at this time are as follows:

The student must have completed ALL required academic coursework at the
university prior to beginning internship. This includes ALL requirements (i.e.:
musicianship proficiency, as well as successful completion of coursework). There are
no exceptions!!

The student must begin the residential music therapy internship within 24 months of
completion of AMTA required coursework.

The student must not have more than four active applications in progress at any one
time.

Some internship sites requirement applications to be submitted 12-18 months prior to

the date the applicant will be eligible/ready for internship. Please be aware of
specific application guidelines and dates unique to the site for which application is
being made.

An important factor in selecting an appropriate internship site is the client population

served at that site. The student should intern at a site in which she/he will gain
experience working with the type of clients the student plans to work with after
internship. The student is encouraged to identify their preferred population for internship
by the senior year of courses. Dr. Hearns and Professor Winger will counsel with the
student in arriving at this decision.

25
The student should realize that everyone is not suited for working with all client
populations. The student’s level of interest in working with a specific population may
not be enough. Factors such as the student’s functional music skills, interpersonal skills,
understanding of psychological principles, creativity, and clinical skills should be
considered in determining what type of setting the student would best be able to function
as an effective therapist. The student will discuss these issues with Professor Hearns
during this important decision making process.

GRADUATION

After successful completion of the internship, a student is awarded a Bachelor of Science

Degree in Music Therapy. A student may choose to return to USU following the
successful completion of their internship and participate in graduation exercises at that
time. Or, as is often the case, a student may wish to ‘walk’ at graduation during the
semester in which they complete their academic program prior to their internship. Please
counsel with the Caine College of the Arts Advising Center to ensure the following
guidelines are met:

(1) In completing the Application for Graduation packet, the student must indicate
the semester in which they will COMPLETE their internship as their date of
anticipated graduation, not the semester in which coursework is completed.
(2) While the student is permitted to ‘walk’ at graduation exercises during the
semester in which they complete their coursework, they must understand that
their name will not appear in the commencement program. The student’s name
will be included in the program that is prepared for the graduation exercise that
takes place during the semester in which their internship is completed.
(3) If a student wishes to obtain a copy of the commencement program that will
include their name, they must contact the Registrar’s Office and request that such
will be sent to them at the time their diploma is mailed to them.
(4) The student must be responsible for verifying that the Registrar’s Office has their
current and correct mailing address on file for receiving their diploma and
graduation exercises materials.

SENIOR RECOGNITION NIGHT

The Friday night before Commencement will be designated as Senior Recognition Night.
Seniors, their family and friends, and other music therapy students, are invited to attend.
The specific time and location will be designated during the month of April.

26
 UTAH STATE UNIVERSITY
Music Therapy Internship Recommendation Form

[SAMPLE FORM]

TO: Clinical Training Director

RE: Internship Application for [Student]

The following information provides a general profile of the student who is making application for
internship placement at your site. Additional specific competency-based comments are also
provided. If for some reason this type of recommendation is unsatisfactory for your facility,
please inform me so that a placement opportunity for the student is not jeopardized. This student
will complete all academic requirements and will be eligible to begin an internship as of [DATE]

EVALUATION KEY

1 = Poor AMTA Competencies not demonstrated.

2 = Fair Student demonstrates below-average competence and needs
improvement.
3 = Average Student demonstrates general competencies in this area. While the
student should continue to develop these skills, a rate of “3” does
not indicate a problem.
4. = Above Average The student demonstrates AMTA Competencies in this area which
are better than those of the average pre-internship student. This
rating indicates a strength.
5 = Excellent The student exceeds expectations of AMTA Competencies in this
area for a pre-internship student.

A. PROFESSIONAL/PERSONAL BEHAVIOR
1. Enthusiasm & interest in music therapy 1 2 3 4 5
2. Desire for self-improvement 1 2 3 4 5
3. Receptivity to supervision 1 2 3 4 5
4. Courtesy & cooperation with staff, patient/others 1 2 3 4 5
5. Emotional stability 1 2 3 4 5
6. Dependability 1 2 3 4 5
7. Maturity 1 2 3 4 5
8. Self-Motivation/Initiative 1 2 3 4 5
9. Assertiveness 1 2 3 4 5
10. Communication 1 2 3 4 5
11. Creativity 1 2 3 4 5

B. ACADEMIC COMPETENCIES: MUSIC THERAPY CORE COURSEWORK

Course assignments and activities 1 2 3 4 5

C. PRE-INTERNSHIP COMPETENCIES
Application of music therapy techniques 1 2 3 4 5

D. FUNCTIONAL MUSIC COMPETENCIES

1. Guitar 1 2 3 4 5
2. Piano 1 2 3 4 5
3. Voice 1 2 3 4 5

27
GENERAL COMMENTS:

Date:

Maureen C, Hearns, Ph.D, SCMT, MT-BC

Fellow, Association for Music and Imagery
Associate Professor: Director of Music Therapy

Caine College of the Arts / Department of Music

Utah State University / 4015 Old Main Hill / Logan, UT 84322-4015
Office: (435) 797-3009
Cell/Text: (435) 770-8884
FAX: (435) 797-1862
E-mail: [email protected]

28
 Utah State University
College of Humanities, Arts, and Social Sciences
MUSIC 4340
Clinical Internship in Music Therapy
(2 Credit Hours)

COURSE DESCRIPTION

This course constitutes a six-month resident internship at an approved AMTA or

University-affiliated internship site.

GRADING

Pass/Fail grading will be based on completion of the requirements for MUSC 4340 and
the internship site. During the time a student is enrolled in MUSIC 4340 a grade of “I/F”
recorded on the student’s transcript. This grade will be changed when all reports and
evaluations are received and assessed at the end of the internship.

REQUIREMENTS (USU)

(1) Monthly Check-In – a brief “progress report/check-in” is required each month

of the internship. (A formal Clinical Report required after three and six months
takes the place of the “monthly check-in” during that time period.) You should
provide a brief overview of your progress-to-date and identify any areas of
concerns that you might have. It is important to maintain clear and open
communication with your academic program director, as well as with your
internship director. These individuals work as a team to ensure that you have the
best possible internship experience available!

(2) Clinical Reports (two) – one due at the end of three months and the other due
at the end of the six-month training period. This report should be concise and
does not need to exceed 3-4 pages, typed, double-spaced. As these reports will be
placed in your student file, we ask that you send a hard copy via regular postal
mail.

Three-Month Report
Describe your work and experiences while including the following:
1. Orientation and in-service procedures.
2. Settings in which sessions are conducted.
3. Instruments and materials available.
4. Types of client groups; size of groups.
5. Types of individual sessions.
6. Types of interventions you are applying.
7. Amount and type of supervision you are receiving.
8. Major personal goals you have for the next three months.

29
 Six-Month Report
Describe your work and experiences including changes that you
have noticed in the clients with whom you have worked. Briefly
answer the following questions:
1. Describe your growth as a therapist over the six-month period.
2. List two or three skills, which you feel you, have greatly
improved during internship.
3. What skills do you feel you are still lacking?
4. What experiences were the most valuable to you?
5. What type of supervision does you feel you received from the
clinical training director and/or other board certified music
therapists who were directly responsible for your
training/supervision?
6. Which aspects of your work were your favorite and least
favorite?
7. Which groups or individual sessions were your favorite and
least favorite?
8. What do you consider to be your strengths as a music
therapist?
9. Overall, how do you rate your internship site? Please
specifically provide strengths and weaknesses, if any.
10. Any additional comments, concerns, suggestions, etc. you’d
like to address.

(3) Case Study - due at the end of the internship. The following format is
suggested: (Note: This assignment may be amended or changed by your
internship director.)

I. CLIENT HISTORY – diagnosis, description, age, sex, etc.

II. BRIEF HISTORY OF CLIENT – family/personal background,
significant life experiences, career, etc.
III. TREATMENT AIMS (general)
IV. INTERDISCIPLINARY – other professionals working with the
client
V. MUSIC THERAPY SERVICES
a) Goals and Objectives
b) Treatment Procedures (include a rationale for the
procedures/intervention)
c) Evaluation Procedures
d) Termination/Referral Procedures
e) Results (include graphed data)

(4) Group Narrative – due at the end of the internship. (Note: This assignment
may be amended or changed by your internship director.)

30
 This paper will describe your work with a particular clinical group during
the six-month internship period. In most cases, this will be a group that
you will co-facilitate/facilitate throughout the six-month internship, or
facilitate during the last three months of the internship. Include a brief
description of the clients and the types of activities/interventions you
provided. Support your treatment protocol by referencing current
literature. Explain how your treatment procedures evolved and/or changed
during the six-month period, or for the amount of time you worked with
this particular group. Discuss what have you learned about group
therapy/processing. Also, briefly discuss client responses to the music
experiences/interventions and any behavioral changes noted, either for the
group as a whole or for an individual client. Identify your strength and
weaknesses as a music therapist in facilitating the group process. This
paper should adhere to APA requirements.

REQUIREMENTS (Clinical Training Site)

Each clinical training center has different requirements for their interns. It is the
student’s responsibility to find out how he/she will be evaluated. The internship director
will submit a three-month (mid-evaluation) and six-month (final) evaluation of the
student’s work as an intern, and indicate whether or not the internship has been
successfully completed. Upon successful completion of the six-month internship
experience the student will have fulfilled the requirements for graduation and be eligible
to sit for the national certification board examination for music therapists.

NATIONAL CERTIFICATION FOR MUSIC THERAPISTS: With successful

completion of the clinical internship the student will have fulfilled the degree
requirements for graduation and be eligible to sit for the national certification board
examination for music therapists. This exam is administered by the Certification Board
for Music Therapists (CBMT).

After receiving and evaluating all final paperwork required for MUSIC 4340 (Clinical
Internship in Music Therapy) a ‘Change of Grade’ will be submitted to USU Registrar’s
Office. Your degree will be officially conferred and posted on your university transcript
as that request becomes processed by the Registrar. When you are ready to sit for the
national certification examination, please apply online through the CBMT website. It is
not necessary to wait until your final internship grade and degree have been posted to
your transcript. CBMT will directly contact the Academic Program Director to verify
your eligibility. It is recommend that you plan to take the examination as soon as
possible. If more than two years have elapsed since you completed your coursework, you
may be required to take additional coursework before being eligible to sit for the exam.
Once you have obtained board certification I hope you will always maintain this status
and honor the profession and degree you have obtained. May you discover a very
successful and rewarding career as a professional board-certified music therapist.

CONGRATULATIONS!

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SUBMISSION OF REPORTS, EVALUATIONS, ETC:

All materials should be sent to:

Maureen C. Hearns, PhD, SCMT, MT-BC

Fellow, Association of Music and Imagery
Associate Professor; Director, Music Therapy
Utah State University / Caine College of the Arts
Department of Music - 4015 Old Main Hill - Logan, UT 84322-4015

Please note: If at any time during your internship you have any concerns about
anything, please don’t hesitate to contact me by e-mail or phone!

E-mail: [email protected]
Office : 435-797-3009
Cell/Text : 435-770-8884

32