Music Therapy Clinician: Supporting reflective clinical practice Volume 1 | Page 26
“What would you like to work on today?”
Wait! I need to come up with something to do? I have no idea...maybe I do, but I don’t really
know how to say it. Mmm, I’m taking too long, this shouldn’t be so hard. Just be honest. “I don’t
know.”
“Okay, how about you play something for me.”
Play something...I can probably do that. But which song? There are so many...Am I taking too
long to decide? Maybe she is giving me exactly what I need...For some reason I’ve had “Old
McDonald” stuck in my head, but I don’t want to choose it. Ugh, never mind. I need to just try.
I’m going for it. Maybe this song is exactly what I need right now and I don’t even know it!
The first few sessions were difficult. I had to get used to being in a client-therapist relationship, which felt very
different from the more familiar student-teacher dynamic. My therapist received me with openness and warmth
which allowed me to slowly move past my initial discomfort. Even though it took several tries, getting out of my
own head enabled meaningful experiences in the sessions that followed. The empathy, openness and
presence I experienced in the sessions spoke louder than words to me. It gave me the support I needed by
creating a safe space throughout the process. It helped me trust that both my music and I would be successful
in figuring out what I needed to work on from session to session.
Connecting with my “wild child” was a huge part of what I was seeking when I decided to try instructional music
therapy. I was surprised to learn that giving myself permission to engage and explore in the music allowed this
lost part of me to re-emerge. The experience, as a whole, allowed me the freedom to explore and increased
my trust in the music.
Being a client was an incredible experience and helped me finally understand the process of therapy and how
difficult it can be. As I reflect on how this experience helped me grow as a therapist, I am now more aware of
what I need to improve. I now recognize: getting past my own resistance is hard. Trusting myself and trusting
the music will allow the therapeutic process to unfold at its own pace. These aren’t easy tasks, but working
towards them will pay off by bringing meaning, awareness, and insight into my own experience.
There is so much to cover today! We need to continue working on violin position and bow hold,
i ntonation, rhythm, note reading, listening and playing together as a group...and we have to
work on repertoire and make sure we are ready for the concert coming up soon…
They’re here! Time to get to work!
Okay, everyone, unpack your instruments and get your music out quickly. We are going to tune,
and warm up with a scale...
Wait a second!
Don’t get ahead of yourself. Slow down and take a step back. Listen to what they have to tell
you. There is enough time to get work done. Learning music is about more than just the notes
and having good position. Allow them to open up to you. If you do, it will encourage them to
listen and be present to the experiences in their lives. Students who trust are students who
learn.
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