| AMTA Code of Ethics |
| AMTA Standards of Clinical Practice |
| AMTA Professional Competencies |
Fortunately, along with
tremendous growth in the field of music therapy in the past 20 years has come
an equally remarkable number of useful publications. Thus, a considerable amount of reading is demanded of music
therapy students from sources such as textbooks and a vast array of
professional journals.
Reading assignments
often support concepts introduced in class and are not always to be considered
the primary content for class discussion.
Thus, you may expect to receive reading assignments that are not
subsequently reviewed or discussed in class.
This allows you to
develop independent skills in reading comprehension and retention while
deepening your understanding of concepts without taking precious class time
for review. Assigning such related reading is also within your professors’ prerogative. (As professionals,
music therapists often work alone and must rely on their own competence for
researching and comprehending important information such as diagnostic criterion
and treatment methodologies used by other professionals.)
If or when you have questions regarding particular reading assignments
that are not covered during class time, it is your responsibility to raise
them in class or to contact your professor via an office visit, email, or
telephone.
With the rigors of a
health/mental health profession course of study, it is imperative that
students and instructors establish clear, consistent, and respectful
communication both inside and outside of the classroom.
Healthy communication facilitates student-teacher relationships and
provides for learning and growth by providing time and means for 1)
brainstorming and problem solving, 2) planning and evaluating clinical and
academic work, 3) academic advising, and 4) personal support.
Communication also helps to safeguard that clients receive the best
services possible. Please note
your professor’s office location, office phone number, and email address
found in each syllabus or on the professor’s web site.
In that the University
of Dayton provides all students with a Lotus Notes email account for the
purposes of facilitating communication between students and UD
officials/professors, your
Lotus Notes account will be the address for ALL email communication between
you and your music therapy instructors. As
such, you must schedule time daily to check your Lotus Notes email
account for possible electronic communications regarding this course
and other important information related to your study. (It is strongly
recommended that you check this account more than once daily.) Students are
responsible for information sent via email to your Lotus Notes account.
Transfer and part-time students who do not have a Lotus Notes account should
make arrangements with the instructor for facilitating electronic
communication.
Attendance is expected at each class session unless prior
approval is obtained from the instructor. If for any reason you must miss
class, it is your responsibility to notify the instructor prior to the start
of the class session via telephone or email. More than two unexcused or
unaccounted for absences will
result in a lowered final grade at the discretion of the instructor.
Incomplete grades may be granted at the professor’s prerogative;
withdrawals are permitted according to university policy.
Preparation for each class is expected and will be evaluated
by the instructor according to your participation in topical discussions and
your thorough, accurate, and timely completion of written and in-class
assignments.
Participation in class is imperative for the acquisition of
knowledge and development of skills. As
such, participation will be evaluated by the instructor toward assignment of
the final grade. Participation
means active engagement in class discussions and music experiences, meaningful
contributions to a positive learning environment, and honest engagement in
evaluating and providing feedback to peers.
It may not always be possible for you to have input in each and every
classroom discussion; however patterns of a lack of engagement and input are
recognizable and will be considered in evaluating each student’s level of
engagement in the learning process.
“Engage”: to involve oneself or become occupied. Alert (awake!), attentive affect (eye contact and visual tracking- affirmative or doubtful gestures), taking notes, offering feedback, ideas, or thoughts during class discussions, asking questions, offering thoughtful responses to questions or comments from instructor or peers.
As a music therapist
you will be challenged to communicate to others through writing, including the
theoretical concepts, methodologies, techniques, procedures, and results of
your work. Transmitting such
information clearly, accurately, and concisely is essential to the health and
growth of the field as well as to clients' well-being and the stability
of your future clinical practice. As
such, developing strong writing skills will be emphasized for all
music therapy students.
APA Style (American
Psychological Association) is the standard for the music therapy profession in
the United States and as such is the standard for the Music Therapy Program at
UD.
Please purchase the Publication Manual of the
American Psychological Association, 5th Edition and use
it regularly.
The following
guidelines for evaluating written assignments has been prepared by the
Department of English at the University of Dayton, and will be used in grading
your written work. Please use these guidelines as you review and edit your written work.
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FACTUAL BASIS: |
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1.
Is the response appropriate to the assignment? |
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2.
Does the paper demonstrate an adequate knowledge of the subject? |
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3.
Is the reasoning clear and correct? |
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4.
Do sufficient details, examples, or other data support any
general statements? |
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5.
Is appropriate credit given for the use of any written work of
others? |
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ORGANIZATION: |
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1.
Is the central idea, thesis, or proposition clearly stated? |
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2.
Are all of the other ideas clearly related to the central idea? |
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a.
Has the paper made clear all the connections between ideas? |
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b.
Has the paper made clear the connections between the evidence
presented and the ideas
it supports? |
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3.
Are the ideas in a logical order? |
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4.
Are the ideas developed in order of their importance? |
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MECHANICS
AND USAGE: |
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1.
Is the vocabulary standard to written English? |
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2.
Is each sentence complete, clear, and grammatically correct? |
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3.
Is the punctuation standard? |
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4.
Is the spelling correct? |
In cases where writing
problems are identified and help from your professors seems insufficient, you
may be directed to seek the services of the Writing Center in the LTC (ground
floor of Roesch Library). Note that this service is available to help you free
of charge and that encouragement or direction to use this service is meant to
help you develop the necessary writing skills for success in the field of
music therapy.
Academic dishonesty cases will be handled through University of Dayton established policies and procedures. Access this official information by going to:
http://www.udayton.edu/~studev/studenthandbook/ Please read the "Academic Information" section.