Education and Training in the United States

Abstract

Music therapy stakeholders may benefit from a more comprehensive understanding about international students and their process for becoming music therapists in the U.S. The purposes of this paper are to: (a) articulate the international student process from home country to credentialed music therapist in the U.S., (b) outline common concerns and difficulties of international students studying in the U.S., and (c) share best practices obtained from the research literature to support international students through the process from student to professional. The process for international music therapy students from home country to professional includes pre-departure tasks related to information, finances, and student visas; mid-coursework requirements related to clinical practice, curricular degree, and full-time status; and post-coursework aspects of curricular practical training, board certification, optional practical training, and applying for a work visa. Common challenges of international music therapy students include culture shock and racism, academic challenges, financial and psychological issues, and developing music skills and repertoire. Best practices identified from the literature encourage international students to improve language competence, utilize campus support, develop social networks, and increase culture competence. The authors discuss implications for music therapy education and training, provide suggestions for students, and share recommendations for key stakeholders.

Keywords

• music therapy; international students; education and training