Music therapy supervision

Forinash, M. (Ed.). (2001). Music therapy supervision. Gilsum, NH: Barcelona Publishers. 378 pages. ISBN 1891278-11-8. Music therapy supervision is a collection of papers on music therapy supervision edited by Michele Forinash. The impetus for this book came from discussions Forinash had with her colleague Lisa Summer about supervision and teaching. During those discussions, they identified several "supervisory dilemmas." These dilemmas, which are identified in Chapter 1, seem relevant for all music therapy supervisors making this book very timely. The remaining chapters are organized into four broad areas of supervision: Part I: Literature, Ethics, and Multicultural Approaches; Part II: Preprofessional Supervision; Part III: Professional Supervision; and Part IV: Institute Supervision. Part One: Literature, Ethics and Multicultural Approaches, begins with a thorough review of the music therapy literature on preprofessional and professional supervision (McClain). This is followed a discussion of ethical issues (Dileo) and multiculturalism (Estrella). When taken together, Part One provides the reader with a succinct description of current supervisory practices, guidelines for ethical decision-making and an overview of multicultural issues that should be addressed in supervision. The chapters in Part One also underscore the need for further research into methods of supervision. While the literature on music therapy supervision is scant, there is even less written about ethical issues and multicultural issues in music therapy supervision. Forinash has done a great service to music therapy supervisors by including chapters on these topics. The supervisory issues identified by Dileo and Estrella are relevant for all levels of music therapy supervision. For the first time, music therapy supervisors can look to writings within the field, rather than turning to related disciplines for guidance and direction with regards to ethics and multiculturalism. The seven chapters in Part Two present various approaches to preprofessional supervision including: group supervision for first time music therapy practicum (Summer); the use of systems analysis in group supervision of practicum students (Hanser); competency-based models of intern supervision (Farnan); student-centered orientations (Thomas); and creative arts group supervision (Shulman-Fagan). Additionally, the developmental stages of internship are described in three different chapters by Feiner, Farnan, and Thomas. Part Two concludes with a rationale and methodology for developing the student's supervisory personality (Stige). The interplay between didactic and experiential methods of supervision is also illustrated (Summer, Thomas, Shulman-Fagan, Stige). It is exciting to see the use of role play, improvisation, imagery and other creative arts in the supervisory process. These authors clearly describe each technique, and provide a rationale for its use. Additionally, many use case material to help the reader understand the impact that each technique has on student learning. All the authors in Part II have a different philosophical/theoretical orientation in regards to supervision. Yet despite this difference, three universal themes can be identified: 1) the role of the competencies in designing fieldwork and internship experiences; 2) the developmental process that students go through as they move from trainee to new professional; and 3) the changing nature of the supervisory relationship over time. Additionally, it is readily apparent that the supervisee's overall learning needs guide each supervisory intervention, regardless of philosophical/theoretical orientation. Professional supervision, that is supervision received after completion of internship and credentialing, has received very little attention in the literature. Part Three: Professional Supervision begins to fill that void. Several approaches are presented for supervising both beginning and experienced clinicians such as peer supervision (Baratta, Bertolami, Hubbard, MacDonald, & Spragg; Austin & Dvorkin), individual supervision (Amir, Lee & Khare, Jahn-Langenberg), group supervision (Langdon, Frohne-Hagemann), and an apprentice-supervisory model (Bruscia). …