Music Therapy in School Settings: Current Practice

The practice of music therapy in school settings was the focus of this study. Survey forms were mailed to 244 NAMT members who indicated school setting as their place of employment. A total of 190 forms were received, 138 of which fit the qualifications for inclusion and were included in the data summaries. Greater numbers of respondents lived in Texas (21), New York (17), and Michigan (11), and were employed full-time (60&percent;). Employers were more typically school systems (53&percent;) for the highest percentage of full-time respondents (80&percent;), and self-employers (25&percent;) for the highest percentage of part-time respondents (80&percent;). A considerably higher percentage of time was spent each week in direct service delivery (62&percent;) than in consultation (13&percent;), travel (18&percent;), documentation (11&percent;), or preparation (14&percent;). Over 40&percent; of the respondents had been music therapists for more than 8 years, but not necessarily in their current positions. Almost 40&percent; needed a valid teaching certificate for employment, while over 50&percent; currently held one. Respondents most frequently worked with persons who were developmentally disabled (80&percent;). The impact of employer and the inclusion movement on professional practice issues was discussed, as were possible trends in the practice of music therapy in school settings.