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NYU Steinhardt Music Therapy Student Perspectives


[Intro Music] Tania: The students in the Music Therapy program
have a very diverse background, some people come with science B.A.’s, in business, in
art. Everyone comes in with their separate interests, and then they explore that relationship
with music therapy and it makes for a much richer, uh, experience. Andrew: My professors in undergrad, uh, at training both,
uh, through NYU’s program and the Nordoff-Robbins Center, and they were the people that I resonated
most with. NYU’s focus on, uh, psycho-therapeutic aspects really spoke to me. Tania: I’ve been exposed to multiple approaches to
music therapy. There’s Analytic Music Therapy, Benedikte Scheiby runs a training program
about it, we interpret our dreams through operatic musical performances, and then there
is Diane Austin’s, uh, Vocal Psychotherapy approach. Andrew: I think the fact that the faculty are actively
practicing helps to continue, uh, a meaningful dialogue, when they are able to bring in examples
of their current clinical work. Tania: Here they don’t tell us what kind of music
therapist to be, they’re really interested in us discovering who we are as a music therapist,
and helping us find who we are as a music therapist, and connecting to those moments
in our field work and in our internship, we’re like, “Oh! This is why I want to a music therapist.
This is why I am doing this work,” and then building our, um, theory about music therapy off
of that, um, and that’s, that’s very unique, I don’t know any other program that, that does that. Dr. Aigen: Clinical experience is woven in with our
coursework so from the very first semester, students are placed in the field. In the first
semester in the program, students are placed in child settings or adolescence settings,
and then in the second semester in the program they work in adult settings. In the second
year, the student develops his or her clinical specialization. Regardless of the student’s
interest, we can find a clinical placement that will allow the student to pursue that
individual interest. Tania: As part of the internship you do here you
have supervision, and one aspect of the supervision is, um, is getting to act out different client situations
where we’re not quite sure how to meet the needs of our client, and I was struggling
with how to help a particular client who was a 4-year-old boy diagnosed with ADHD, and he would
come in the sessions and, um, would want to select many, many instruments at the same time and play
them all really quickly and loud, and it was hard to really know what to do for him, and so
in supervision, um, we switched the roles, my supervisor was the therapist and then I became the client,
and got to experience the, the visceral joy of being able to play the instruments really
fast and loud, and it really opened my mind to what I can offer him in music therapy and
sort of understand more of his perspective, and then build, um, his sessions around that, whereas
previously all I was thinking is how can I change what he’s doing. Andrew: I’ve had my fieldwork placement and my
internship placement at the Nordoff-Robbins Center. There’s a younger client I worked with last year
who was about to enter kindergarten, and so one of the big goals we had was separating
from his father. After about 5 weeks of working together, we finally got him to be okay being
in the room on his own, and after about 2 months he was not only okay with it, but would
enter the room, jumping up and down and singing. [Playing and Singing] ♫ The green light means go ♫ ♫ and the yellow light means slow. ♫ Go slower. [Slows Music Down] ♫ Yellow light ♫ Tania: Before I started the Music Therapy program, my
passion for music felt so separate from my career, and now they’re just so integrated,
so incredibly integrated, it gives you this desire and love for life, when you, when you can find
a way to bring both of those together. [Music Continues]

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