Community Music Therapy in the United States: A Thematic Analysis

Abstract

Community Music Therapy (CoMT) practices are continuing to develop within the international music therapy community. However, the development and implementation of music therapy through a CoMT lens in the United States has not been widely written about. Only a handful of published studies and clinical reports detail music therapy programs that seemingly fit within a CoMT framework. In comparison to more traditional approaches to music therapy practice, CoMT practices in the United States are underrepresented. This thematic analysis informed by a hermeneutical method was undertaken to begin a dialogue with music therapists who consider their music therapy practice to fall within the boundaries of CoMT, in order to increase awareness of ways in which CoMT principles are being implemented within the US healthcare and educational systems. We interviewed 6 board certified music therapists asking them to 1) define CoMT, 2) explain role relationships (therapist, client, and community), and 3) speculate on how their approach to the work could influence health policy and access to services in the United States. Our findings suggest that participatory, performative, and social action elements of CoMT are evident in the clinical work of the music therapists who were interviewed, and that there is a place for CoMT practices within the United States healthcare system.

Keywords

• music therapy; education; preventive work; adolescents; continuing education