MUSIC THERAPY PRACTICE IN NEW ZEALAND. September The following documents provide guidelines for the practice of music therapy in New Zealand:

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1 Registration Board MUSIC THERAPY PRACTICE IN NEW ZEALAND September 2012 The following documents provide guidelines for the practice of music therapy in New Zealand: General Scope of Practice: New Zealand Registered Music Therapist, outlines a broad definition of music therapy and the scope within which a registered music therapist may practise. Code of Ethics expresses the core ethical principles and guidelines for the responsible practice of music therapy in New Zealand. Standards of Practice define the minimum level of competence required for registration as a music therapist with the Registration Board and represent the minimum expectations for the competent practice of music therapy. Please note: the term Registered Music Therapist refers to New Zealand Registered Music Therapist. SCOPE OF PRACTICE The following statement sets out the scope of practice for New Zealand Registered Music Therapists as determined by the Registration Board. General Scope of Practice: New Zealand Registered Music Therapist Music therapy is the professional use of music and its elements as an intervention in medical, educational, and everyday environments with individuals, groups, families, or communities who seek to optimise their quality of life and improve their physical, social, communicative, emotional, intellectual, and spiritual health and wellbeing. Research, practice, education, and clinical training in music therapy are based on professional standards according to cultural, social, and political contexts. Registered Music Therapists shall practise within the scope of practice and their level of expertise and with due regard to Music Therapy New Zealand (MThNZ) and Registration Board Standards of Practice and Code of Ethics. Music therapy practice is not confined to clinical practice and encompasses all roles that a Registered Music Therapist may undertake including client care, supervision, consultation, research, policy making and educating. In order to practise within the Registered Music Therapist scope of practice, the person will have an approved Masters level qualification in music therapy from a New Zealand University, or qualifications and experience assessed by the Board as equivalent. 1 Registration Board

2 STANDARDS OF PRACTICE FOR REGISTERED MUSIC THERAPISTS IN NEW ZEALAND The following standards define the minimum level of competence required for registration as a Registered Music Therapist with the Registration Board and represent the minimum expectations for the competent practice of music therapy. There are four parts to the standards: clinical competencies; cultural competence; ethical and legal practice, and; reflective practice and continuing professional development. A broad range of music therapy approaches may be acceptable. However, it is important that the approach used is congruent with the individual's training and experience. The ability to demonstrate understanding of the theoretical framework that underpins the approach is important. All Registered Music Therapists are required to demonstrate continuing competence through the completion of the Continuing Professional Development log and when applying for renewal of the Practising Certificate. CLINICAL COMPETENCIES Musical Skills 1. Registered Music Therapists must: a) be able to play at least one musical instrument to a high standard; b) have the musicianship skills and advanced knowledge of musical styles and idioms, including improvisation, which enable the therapist to facilitate appropriate creative music activities for clients within the music therapy context; c) be able to play and improvise music in a variety of styles and idioms; d) be able to use musical improvisation to interact and communicate with the client; e) have an awareness of the cultural context of musical styles and use them appropriately; f) be able to compose new musical material and adapt existing musical material; and g) be able to use their voice in a flexible and appropriate way to support and encourage clients (whether or not voice is the therapist's principle study). Therapeutic Relationship 2. Registered Music Therapists must: a) be able to establish and maintain a therapeutic relationship; b) be able to use the therapeutic relationship safely to achieve therapeutic goals; c) understand the impact and limitations of the therapeutic relationship both in individual and group settings; d) demonstrate awareness of one's own cultural background and the influence this may have on the therapeutic relationship, including awareness of personal life experiences, values, attitudes and beliefs; e) be able to stay attuned to self, client and context; and f) demonstrate awareness of core processes in therapeutic practice such as the therapeutic frame, transference and counter-transference and concepts from other therapeutic models. Theory (General) 3. Registered Music Therapists must: a) demonstrate sufficient knowledge about typical and atypical human development throughout the lifespan e.g. language and communication development, congenital and acquired disability; 2 Registration Board

3 b) recognise and have critical understanding of methods of distinguishing between human health, sickness and disability including diagnosis, symptoms and treatment; c) know theories relevant to work with an individual; d) know theories relevant to group work; and e) demonstrate sufficient knowledge of major therapeutic approaches. Theory (Music Therapy Specific) 4. Registered Music Therapists must: a) have a critical understanding of music therapy theory, principles, methods and techniques; b) be able to apply music therapy theory, principles, methods and techniques to music therapy assessment, intervention and evaluation; c) know the purpose, intent and function of music therapy for various client populations; d) demonstrate sufficient knowledge of philosophical, psychological, physiological and sociological bases for the use of music as therapy; e) be aware of current theory and research, particularly in chosen area of practice; and f) understand relevant client conditions and the application of music as a treatment option. Assessment 5. Registered Music Therapists must: a) know how to determine, source and apply appropriate music therapy assessment processes; b) be able to manage issues relating to client risk assessment and risk management in their clinical practice; c) have sufficient understanding of the aetiology of the disorders relevant to their working population; d) select and implement a range of music therapy methods for assessing client strengths and needs; and e) identify client needs through analysis of data gathered in music therapy and from other related sources. Intervention 6. Registered Music Therapists must: a) be able to design, implement and evaluate music therapy programmes based upon assessment findings, in a range of settings; b) be able to use music therapy interventions suited to different stages of treatment; c) be able to monitor and modify music therapy interventions as appropriate to the client; d) be able to manage the therapeutic setting including boundaries of time and physical boundaries; e) be able to monitor the client's progress and know when and how to conduct an appropriate ending process; f) be knowledgeable of the effects of prescribed medication and other drugs relevant to the current clients of the Registered Music Therapist and be able to work with clients who are using these medications; and g) be aware of emergency medical care plans in place for clients and understand appropriate course of action in case of an emergency. 3 Registration Board

4 Evaluation 7. Registered Music Therapists must: a) be able to select or design and implement methods for evaluating and measuring client progress and the effectiveness of therapeutic strategies; b) be able to audit and review practice; and c) engage in reflective practice. Communication 8. Registered Music Therapists must: a) be able to use a range of communication skills flexibly and monitor their own ability to observe subtle, non-verbal client cues and to respond to these appropriately; b) be prepared to manage difficult situations and respond to unexpected client needs; c) be skilled in written communication and able to provide articulate and substantive reports appropriate to the context; d) be able to articulate and provide a rationale for their professional opinion; e) be aware of the importance and value of interdisciplinary communication and know when and how to initiate such communication; and f) demonstrate the ability to work in partnership with parents, carers and clients. CULTURAL COMPETENCE 9. Registered Music Therapists must: a) seek to be informed about the meaning and implications of the Treaty of Waitangi for their practice; b) demonstrate understanding of the principles of protection, participation and partnership in their work with Māori; c) treat all persons with dignity and respect; d) demonstrate knowledge of and respect for diverse cultural backgrounds; and e) establish links with relevant cultural providers and communities where appropriate. ETHICAL AND LEGAL PRACTICE 10. Registered Music Therapists must: a) demonstrate the ability to establish and maintain a safe practice environment; b) be able to practice good self care; c) be critically aware of the responsibility to gain ethical approval from the appropriate District Health Board or University Ethics Committee for any clinical research involving human participants; d) be critically aware of, and able to comply with, the ethical requirements of the Health & Disability Code of Rights and of the Code of Ethics for the practice of music therapy in New Zealand; and e) be critically aware of, and able to comply with, other relevant legislation, regulations and codes e.g. Health (Retention of Health Information) Regulations (1996), Health Information Privacy Code (1994), Mental Health (Compulsory assessment and treatment) Act (1992), New Zealand Human Rights Act (1993), New Zealand Disability Strategy (2000). 4 Registration Board

5 REFLECTIVE PRACTICE AND CONTINUING PROFESSIONAL DEVELOPMENT 11. Registered Music Therapists must: a) have the ability to work independently whilst being able to consult with and accept guidance from a clinical supervisor and other appropriate people; b) be able to apply reflective practice towards ensuring continuing competence in all areas of practice; c) demonstrate critical self-awareness of strengths, abilities, attitudes and needs and articulate professional and personal development plans; d) engage in regular supervision and be able to use the supervisory relationship in such a way that it provides a place where difficulties, challenges and uncertainties can be shared, discussed and worked through such that the supervisory relationship provides a safety net for clients and therapist; and e) be committed to regularly updating, reviewing and documenting clinical knowledge and skills through a variety of professional development opportunities. References The following documents have been used as source material for the above Standards: American Music Therapy Association (AMTA) Professional Competencies The Australian Music Therapy Association Inc., (1996 (revised 2002/2004)). Competency standards in Music Therapy. The Psychotherapists Board of Aotearoa New Zealand, (2010). Psychotherapist core clinical competencies. Occupational Therapy Board of New Zealand, (n.d). Competencies for registration as an Occupational Therapist. The Physiotherapy Board of New Zealand, (2009). Physiotherapy competencies for physiotherapy practice in New Zealand. Health Professions Council United Kingdom, (2007). Standards of proficiency: Arts therapists. 5 Registration Board