Professional Supervision as Storied Experience: Narrative Analysis Findings for Australian-Based Registered Music Therapists
Abstract Background: Limited research exists to inform a music therapist’s supervision story from their pre-professional training to their practice as a professional. Evidence is needed to understand the complex nature of supervision experiences and their impact on professional practice. Objective:...
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| Veröffentlicht in: | Journal of music therapy 2017-03, Vol.54 (1), p.80-107 |
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| container_end_page | 107 |
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| container_title | Journal of music therapy |
| container_volume | 54 |
| creator | Kennelly, Jeanette D. Baker, Felicity A. Daveson, Barbara A. |
| description | Abstract
Background:
Limited research exists to inform a music therapist’s supervision story from their pre-professional training to their practice as a professional. Evidence is needed to understand the complex nature of supervision experiences and their impact on professional practice.
Objective:
This qualitative study explored the supervisory experiences of Australian-based Registered Music Therapists, according to the: 1) themes that characterize their experiences, 2) influences of the supervisor’s professional background, 3) outcomes of supervision, and 4) roles of the employer, the professional music therapy association, and the university in supervision standards and practice.
Methods:
Seven professionals were interviewed for this study. Five stages of narrative analysis were used to create their supervision stories: a life course graph, narrative psychological analysis, component story framework and narrative analysis, analysis of narratives, and final integration of the seven narrative summaries.
Results:
Findings revealed that supervision practice is influenced by a supervisee’s personal and professional needs. A range of supervision models or approaches is recommended, including the access of supervisors from different professional backgrounds to support each stage of learning and development. A quality supervisory experience facilitates shifts in awareness and insight, which results in improved or increased skills, confidence, and accountability of practice. Participants’ concern about stakeholders included a limited understanding of the role of the supervisor, a lack of clarity about accountability of supervisory practice, and minimal guidelines, which monitor professional competencies.
Conclusions:
The benefits of supervision in music therapy depend on the quality of the supervision provided, and clarity about the roles of those involved. Research and guidelines are recommended to target these areas. |
| doi_str_mv | 10.1093/jmt/thw019 |
| format | Article |
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Background:
Limited research exists to inform a music therapist’s supervision story from their pre-professional training to their practice as a professional. Evidence is needed to understand the complex nature of supervision experiences and their impact on professional practice.
Objective:
This qualitative study explored the supervisory experiences of Australian-based Registered Music Therapists, according to the: 1) themes that characterize their experiences, 2) influences of the supervisor’s professional background, 3) outcomes of supervision, and 4) roles of the employer, the professional music therapy association, and the university in supervision standards and practice.
Methods:
Seven professionals were interviewed for this study. Five stages of narrative analysis were used to create their supervision stories: a life course graph, narrative psychological analysis, component story framework and narrative analysis, analysis of narratives, and final integration of the seven narrative summaries.
Results:
Findings revealed that supervision practice is influenced by a supervisee’s personal and professional needs. A range of supervision models or approaches is recommended, including the access of supervisors from different professional backgrounds to support each stage of learning and development. A quality supervisory experience facilitates shifts in awareness and insight, which results in improved or increased skills, confidence, and accountability of practice. Participants’ concern about stakeholders included a limited understanding of the role of the supervisor, a lack of clarity about accountability of supervisory practice, and minimal guidelines, which monitor professional competencies.
Conclusions:
The benefits of supervision in music therapy depend on the quality of the supervision provided, and clarity about the roles of those involved. Research and guidelines are recommended to target these areas.</description><identifier>ISSN: 0022-2917</identifier><identifier>EISSN: 2053-7395</identifier><identifier>DOI: 10.1093/jmt/thw019</identifier><identifier>PMID: 28391304</identifier><language>eng</language><publisher>US: Oxford University Press</publisher><subject>Accountability ; Adult ; Aged ; Australia ; Child ; Clinical Competence ; Disabled Persons ; Female ; Guidelines ; Humans ; Interviews as Topic ; Mentors ; Music therapy ; Music Therapy - education ; Narration ; Professional Training ; Qualitative Research ; Resistance (Psychology) ; Supervisors ; Time Factors ; Workforce</subject><ispartof>Journal of music therapy, 2017-03, Vol.54 (1), p.80-107</ispartof><rights>the American Music Therapy Association 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com 2017</rights><rights>the American Music Therapy Association 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c345t-cc0ca48cd526a8f7ef2e1cdbcc4edbaf43472589a426ca8b3b4ccea72aba47ce3</citedby><cites>FETCH-LOGICAL-c345t-cc0ca48cd526a8f7ef2e1cdbcc4edbaf43472589a426ca8b3b4ccea72aba47ce3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,1584,27924,27925</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/28391304$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Kennelly, Jeanette D.</creatorcontrib><creatorcontrib>Baker, Felicity A.</creatorcontrib><creatorcontrib>Daveson, Barbara A.</creatorcontrib><title>Professional Supervision as Storied Experience: Narrative Analysis Findings for Australian-Based Registered Music Therapists</title><title>Journal of music therapy</title><addtitle>J Music Ther</addtitle><description>Abstract
Background:
Limited research exists to inform a music therapist’s supervision story from their pre-professional training to their practice as a professional. Evidence is needed to understand the complex nature of supervision experiences and their impact on professional practice.
Objective:
This qualitative study explored the supervisory experiences of Australian-based Registered Music Therapists, according to the: 1) themes that characterize their experiences, 2) influences of the supervisor’s professional background, 3) outcomes of supervision, and 4) roles of the employer, the professional music therapy association, and the university in supervision standards and practice.
Methods:
Seven professionals were interviewed for this study. Five stages of narrative analysis were used to create their supervision stories: a life course graph, narrative psychological analysis, component story framework and narrative analysis, analysis of narratives, and final integration of the seven narrative summaries.
Results:
Findings revealed that supervision practice is influenced by a supervisee’s personal and professional needs. A range of supervision models or approaches is recommended, including the access of supervisors from different professional backgrounds to support each stage of learning and development. A quality supervisory experience facilitates shifts in awareness and insight, which results in improved or increased skills, confidence, and accountability of practice. Participants’ concern about stakeholders included a limited understanding of the role of the supervisor, a lack of clarity about accountability of supervisory practice, and minimal guidelines, which monitor professional competencies.
Conclusions:
The benefits of supervision in music therapy depend on the quality of the supervision provided, and clarity about the roles of those involved. Research and guidelines are recommended to target these areas.</description><subject>Accountability</subject><subject>Adult</subject><subject>Aged</subject><subject>Australia</subject><subject>Child</subject><subject>Clinical Competence</subject><subject>Disabled Persons</subject><subject>Female</subject><subject>Guidelines</subject><subject>Humans</subject><subject>Interviews as Topic</subject><subject>Mentors</subject><subject>Music therapy</subject><subject>Music Therapy - education</subject><subject>Narration</subject><subject>Professional Training</subject><subject>Qualitative Research</subject><subject>Resistance (Psychology)</subject><subject>Supervisors</subject><subject>Time Factors</subject><subject>Workforce</subject><issn>0022-2917</issn><issn>2053-7395</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kFtLxDAQhYMouq6--AMkIL4I1TRJN61v6-INvOHluUzTqWbZbWumVRf88UZWffRpZg7fOQyHsZ1YHMYiU0fTeXfUvbyLOFthAykSFRmVJatsIISUkcxis8E2iaZCCD1SyTrbkKnKYiX0gH3e-aZCItfUMOMPfYv-zX1fHIg_dI13WPLTjyA7rC0e8xvwHjr3hnwcHAtyxM9cXbr6mXjVeD7uqfMwc1BHJ0DBfI_Pjjr0Yb3uyVn--IIe2qDRFlurYEa4_TOH7Ons9HFyEV3dnl9OxleRVTrpImuFBZ3aMpEjSCuDlcTYloW1GssCKq20kUmagZYjC2mhCm0tgpFQgDYW1ZDtLXNb37z2SF0-bXof3qdcSmFibYQ0gTpYUtY3RB6rvPVuDn6RxyL_LjoPRefLogO8-xPZF3Ms_9DfZgOwvwSavv0v6AtKk4rT</recordid><startdate>20170301</startdate><enddate>20170301</enddate><creator>Kennelly, Jeanette D.</creator><creator>Baker, Felicity A.</creator><creator>Daveson, Barbara A.</creator><general>Oxford University Press</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>K9.</scope><scope>NAPCQ</scope></search><sort><creationdate>20170301</creationdate><title>Professional Supervision as Storied Experience: Narrative Analysis Findings for Australian-Based Registered Music Therapists</title><author>Kennelly, Jeanette D. ; Baker, Felicity A. ; Daveson, Barbara A.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c345t-cc0ca48cd526a8f7ef2e1cdbcc4edbaf43472589a426ca8b3b4ccea72aba47ce3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Accountability</topic><topic>Adult</topic><topic>Aged</topic><topic>Australia</topic><topic>Child</topic><topic>Clinical Competence</topic><topic>Disabled Persons</topic><topic>Female</topic><topic>Guidelines</topic><topic>Humans</topic><topic>Interviews as Topic</topic><topic>Mentors</topic><topic>Music therapy</topic><topic>Music Therapy - education</topic><topic>Narration</topic><topic>Professional Training</topic><topic>Qualitative Research</topic><topic>Resistance (Psychology)</topic><topic>Supervisors</topic><topic>Time Factors</topic><topic>Workforce</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Kennelly, Jeanette D.</creatorcontrib><creatorcontrib>Baker, Felicity A.</creatorcontrib><creatorcontrib>Daveson, Barbara A.</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Premium</collection><jtitle>Journal of music therapy</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Kennelly, Jeanette D.</au><au>Baker, Felicity A.</au><au>Daveson, Barbara A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Professional Supervision as Storied Experience: Narrative Analysis Findings for Australian-Based Registered Music Therapists</atitle><jtitle>Journal of music therapy</jtitle><addtitle>J Music Ther</addtitle><date>2017-03-01</date><risdate>2017</risdate><volume>54</volume><issue>1</issue><spage>80</spage><epage>107</epage><pages>80-107</pages><issn>0022-2917</issn><eissn>2053-7395</eissn><abstract>Abstract
Background:
Limited research exists to inform a music therapist’s supervision story from their pre-professional training to their practice as a professional. Evidence is needed to understand the complex nature of supervision experiences and their impact on professional practice.
Objective:
This qualitative study explored the supervisory experiences of Australian-based Registered Music Therapists, according to the: 1) themes that characterize their experiences, 2) influences of the supervisor’s professional background, 3) outcomes of supervision, and 4) roles of the employer, the professional music therapy association, and the university in supervision standards and practice.
Methods:
Seven professionals were interviewed for this study. Five stages of narrative analysis were used to create their supervision stories: a life course graph, narrative psychological analysis, component story framework and narrative analysis, analysis of narratives, and final integration of the seven narrative summaries.
Results:
Findings revealed that supervision practice is influenced by a supervisee’s personal and professional needs. A range of supervision models or approaches is recommended, including the access of supervisors from different professional backgrounds to support each stage of learning and development. A quality supervisory experience facilitates shifts in awareness and insight, which results in improved or increased skills, confidence, and accountability of practice. Participants’ concern about stakeholders included a limited understanding of the role of the supervisor, a lack of clarity about accountability of supervisory practice, and minimal guidelines, which monitor professional competencies.
Conclusions:
The benefits of supervision in music therapy depend on the quality of the supervision provided, and clarity about the roles of those involved. Research and guidelines are recommended to target these areas.</abstract><cop>US</cop><pub>Oxford University Press</pub><pmid>28391304</pmid><doi>10.1093/jmt/thw019</doi><tpages>28</tpages></addata></record> |
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| ispartof | Journal of music therapy, 2017-03, Vol.54 (1), p.80-107 |
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| source | MEDLINE; Oxford University Press Journals All Titles (1996-Current); EBSCOhost Education Source |
| subjects | Accountability Adult Aged Australia Child Clinical Competence Disabled Persons Female Guidelines Humans Interviews as Topic Mentors Music therapy Music Therapy - education Narration Professional Training Qualitative Research Resistance (Psychology) Supervisors Time Factors Workforce |
| title | Professional Supervision as Storied Experience: Narrative Analysis Findings for Australian-Based Registered Music Therapists |
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