Preamble
The American Music Therapy Association,
Inc., aims to establish and maintain competency based standards for all
three levels of education (bachelor's, master's, and doctoral), with
guidelines for the various curricular structures appropriate to
different degrees, as defined by the National Association of Schools of
Music (NASM). Using this competency based system, the Association
formulates competency objectives or learning outcomes for the various
degree programs, based on what knowledge, skills, and abilities are
needed by music therapists to work in various capacities in the field.
Academic institutions should take primary responsibility for designing,
providing, and overseeing the full range of learning experiences needed
by students to acquire these competencies, including the necessary
clinical training.
A bachelor's degree program should be
designed to impart professional level competencies as specified in the
AMTA Professional Competencies, while also meeting the curricular
design outlined by NASM. Since education and clinical training form an
integrated continuum for student learning at the professional level,
academic institutions should take responsibility not only for academic
components of the degree, but also for the full range of clinical
training experiences needed by students to achieve competency objectives
for the degree. This would include developing and overseeing student
placements for both pre internship and internship training.
A master's degree program should be
designed to impart selected and specified advanced competencies, drawn
from the AMTA Advanced Competencies, which would provide breadth
and depth beyond the AMTA Professional Competencies that are
required for entrance into the music therapy profession. At this level
the degree should address the practice of music therapy wherein the
music therapist applies and integrates a comprehensive synthesis of
theories, research, treatment knowledge, musicianship, clinical skills,
and personal awareness to address client needs. The curricular design
would be appropriate to the degree title, per agreement between AMTA and
NASM.
The doctoral degree should be designed to
impart advanced competence in research, theory development, clinical
practice, supervision, college teaching, and/or clinical administration,
depending upon the title and purpose of the program. AMTA will work with
NASM in the delineation of the doctoral degree in music therapy.
Academic institutions and internship
sites should take primary responsibility for assuring the quality of
their programs, jointly and/or separately. This is accomplished by
regular, competency based evaluations of their programs and graduates by
faculty, supervisors, and/or students. The Association will assure the
quality of education and clinical training through its approval
standards and review procedures. The Association encourages diversity
among institutions and programs and respects the operational integrity
within academic and clinical training programs.
In implementing these standards, the
Association shares the beliefs that education and clinical training are
not separate processes, but reflect a continuum of music therapy
education; that education and clinical training must be competency based
at all levels; that education and clinical training must be student
centered; and that education and clinical training must exist in a
perspective of continuous change to remain current. The Association also
believes in the importance of music as central to music therapy and that
music study must be at the core of education and clinical training.
The Association's standards are based on
a vision of the future for music therapy education and clinical
training. In establishing and maintaining these standards, it has a
responsibility related to education and clinical training in
relationship to the outside world that includes clients, professionals
of other disciplines, and settings. The Association's relationships with
the outside world include the identification of levels of professional
practice and training, interface with professionals of other disciplines
and with their professional associations, involvement with regulatory
entities, and alliances in the private sector. The Association works
from a philosophy of inclusiveness that embraces a wide range of
approaches and a broad base of therapeutic models including uses of
music for persons with disabilities and disease, as well as those who
desire music therapy for health, wellness, and prevention. The
Association must therefore give academic institutions and clinical
training programs the flexibility they need to simultaneously meet
student needs, market needs, client needs, and quality standards.
The Association believes it can maintain
high quality in education and clinical training while it provides for
maximum flexibility in the ways professional standards and competencies
are implemented. It also believes that standards can be implemented in
ways that prevent overregulation and micromanagement. Quality assurance
for education and clinical training must be accomplished at the local
level, managed by the academic faculty at the academic institutions and
the music therapy supervisors at clinical training sites rather than
solely by the Association. The Association shall use these competency
based standards as the basis for evaluating academic and clinical
training programs and awarding its approval.
These standards must be viewed along with
the Association's Professional Competencies, Advanced Competencies,
Standards of Clinical Practice, Advisory on Levels of Practice in Music
Therapy, Code of Ethics, Policies and Procedures for Academic Program
Approval, and National Roster Internship Guidelines. In
addition, academic programs in music therapy should refer to the NASM
Handbook for general standards and competencies common to all
professional baccalaureate and graduate degree programs in music, as
well as specific baccalaureate and graduate degree programs in music
therapy. Academic institutions and clinical training programs have the
responsibility for determining how their programs will impart the
required professional and/or advanced competencies to students (i.e.,
through which courses, requirements, clinical training experiences,
etc.). The standards have been designed to allow institutions and
programs to meet this responsibility in ways that are consistent with
their own philosophies, objectives, and resources. All AMTA approved
academic and clinical training programs will strive to attain these
standards.
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 AMTA STANDARDS FOR EDUCATION
AND CLINICAL TRAINING
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1.0 GENERAL STANDARDS FOR ACADEMIC
INSTITUTIONS
1.1 Only regionally accredited,
degree-granting institutions awarding at least the bachelor’s degree may
offer an academic program in music therapy eligible for program approval
by the Association.
1.2 The Association will grant academic
program approval only when every music therapy curricular program of the
applicant institution (including graduate work, if offered) meets the
standards of the Association. Note: This policy excludes doctoral
degree programs in music therapy until such time as AMTA and NASM have
worked together to delineate the doctoral degree in music therapy.
1.3 The administrative section of the
academic institution housing the music therapy unit shall have a clearly
defined organizational structure, with administrative officers who
involve music therapy faculty at the appropriate level of decision
making and who provide the necessary support systems for effective
implementation of the program.
1.4 The music therapy unit shall be
administratively organized in a way that enables students to complete
the program and accomplish its educational objectives within the
designated time frame.
1.5 The academic institution shall have
the space, equipment, library, technology, and instrument resources
necessary to support degree objectives.
1.6 The rationale and objectives of each
music therapy degree program offered by the academic institution shall
be clearly defined, responsive to significant trends and needs in the
profession, and consistent with clinical and ethical standards of
practice.
1.7 The degree title shall be consistent
with educational objectives and curricular requirements of the program.
1.8 The music therapy unit shall have
criteria and procedures for admission that reflect the abilities and
qualities needed by the student to accomplish degree objectives. The
unit shall also have criteria and procedures for determining advanced
standing and transfer credit.
1.9 The music therapy unit shall have
criteria and procedures for determining student retention, and
specifying conditions for dismissal. These shall reflect the level of
competence expected of students at various stages during and upon
completion of the program.
1.10 The music therapy unit shall take
primary responsibility for academic advisement and career counseling of
all music therapy majors.
1.11 The music therapy unit shall conduct
periodic evaluation of its programs and graduates according to
competency objectives of each degree program. The results of these
evaluations shall be used as the basis of program development, quality
control, and change.
1.12 All music therapy programs in branch
campuses or extension programs must meet all NASM Standards for Branch
Campuses and External Programs.
1.13 All programs approved by the
Association that offer distance learning programs must meet NASM
Standards for Distance Learning and the AMTA Guidelines for Distance
Learning.
2.0 STANDARDS FOR COMPETENCY-BASED
EDUCATION
2.1 The Association shall establish and
maintain competency-based standards for ensuring the quality of
education and clinical training in the field. Specifically:
2.1.1 The Association shall establish
educational objectives for academic and clinical training programs
that are outcome specific. That is, the standards shall specify
learning outcomes, or the various areas of knowledge, skills, and
abilities that graduates will acquire as a result of the program.
2.1.2 The Association shall formulate
and update these competency objectives based on what knowledge,
skills, and abilities are needed by graduates to perform the various
levels and types of responsibilities of a professional music
therapist. As such, the standards must continually reflect current
practices in both treatment and prevention, illness and wellness;
embrace diverse models, orientations and applications of music
therapy; address consumer needs; and stimulate growth of the
discipline and profession.
2.1.3 The Association shall use these
competency-based standards as the basis for evaluating academic and
clinical training programs and awarding its approval.
2.2 The Association shall establish
curricular structures for academic programs based on competency
objectives and title of the degree. A curricular structure gives credit
distributions for broad areas of study that must be included in each
degree type (e.g., for the M.M. degree, 40% in music therapy, 30% in
music, 30% in electives). These curricular structures shall be
consistent with those outlined by NASM.
2.3 Academic institutions shall design
degree programs in music therapy according to the competency objectives
required or recommended by AMTA and the appropriate curricular
structure.
2.4 Internship programs shall be designed
according to competency objectives delineated by the Association, and in
relation to the competency objectives addressed by affiliate academic
institutions.
2.5 The academic institution and
internship program shall evaluate students of its programs according to
the competency requirements established by AMTA, and shall use the
evaluation in determining each student’s readiness for graduation.
3.0 STANDARDS FOR BACHELOR’S DEGREES
3.1 Academic Component
3.1.1 The bachelor’s degree in music
therapy (and equivalency programs) shall be designed to impart
professional competencies in three main areas: musical foundations,
clinical foundations, and music therapy foundations and principles,
as specified in the AMTA Professional Competencies. A program
of academic coursework and clinical training that gives students who
have degrees outside of music therapy the equivalent of a bachelor’s
degree in music therapy may be offered post-baccalaureate. For
equivalency programs combined with the master’s degree, all AMTA
Standards for Master’s Degrees must be met.
3.1.2 In compliance with NASM
Standards, the bachelor’s degree in music therapy shall be divided
into areas of study as follows (based on 120 semester hours or its
equivalent). Please note that the following outline of content
areas listed below is not intended to designate course titles.
Musical Foundations (45%)
Music Theory
Composition and Arranging
Music History and Literature
Applied Music Major
Ensembles
Conducting
Functional Piano, Guitar, Percussion, and Voice
Improvisation
Clinical Foundations (15%)
Exceptionality and Psychopathology
Normal Human Development
Principles of Therapy
The Therapeutic Relationship
Music Therapy (15%)
Foundations and Principles
Assessment and Evaluation
Methods and Techniques
Pre-Internship and Internship Courses
Psychology of Music
Music Therapy Research
Influence of Music on Behavior
Music Therapy with Various Populations
General Education (20-25%)
English, Math, Social Sciences, Arts,
Humanities, Physical Sciences, etc.
Electives (5%)
3.1.3 The academic institution shall
take primary responsibility for the education and clinical training
of its students at the professional level. This involves: offering
the necessary academic courses to achieve required competency
objectives, organizing and overseeing the student’s clinical
training, integrating the student’s academic and clinical learning
experiences according to developmental sequences, and evaluating
student competence at various stages of the program.
3.1.4 The music therapy unit shall
evaluate each student’s competence level in the required areas prior
to completion of degree or equivalency requirements.
3.2 Clinical Training Component
3.2.1 The academic institution shall
take primary responsibility for providing students with the entire
continuum of clinical training experiences with a representative
range of client populations in diverse settings. Toward that end,
the academic institution shall establish and maintain training and
internship agreements with a sufficient number and diversity of
field agencies that have the client population, supervisory
personnel, and program resources needed to train interns and/or
provide pre-internship clinical training experiences. Qualified
supervision of clinical training is required and coordinated or
verified by the academic institution.
3.2.2 The academic institution shall
design its own clinical training program, including types of
pre-internship and internship requirements, the number of hours for
each placement, the variety of client types involved, and whether
internship sites will be approved by the Association, the academic
institution, or both. These pre-internship and internship
experiences shall be designed, like academic components of the
program, to enable students to acquire specific professional level
competencies. At least three different populations should be
included in pre-internship training. The academic institution shall
describe the design of its clinical training program in the
application for approval or re-approval by the Association.
NOTE: Academic course hours that
include role-playing or instructing students in music skills,
session planning, documentation, and related skills for hypothetical
clinical sessions in music therapy may not be utilized as clinical
training hours.
3.2.3 Internship, here defined as the
culminating, in-depth supervised clinical training at the
professional level, may be designed in different ways: part or full
time, in one or more settings, for varying periods or time frames,
and near or distant from the academic institution. Internships are
always under continuous, qualified supervision by a credentialed
music therapist. (See Qualification Standards for definition of
internship supervisor.) Each internship shall be designed or
selected to meet the individual needs of the student. This requires
joint planning by the academic faculty, the internship supervisor,
and the student, as well as continuous communication throughout the
student's placement.
3.2.4 Internship programs may be
approved by an academic institution, the Association, or both.
Academic institutions will maintain information about affiliated
internship programs that they have selected and approved for their
own students, and the Association will maintain a national roster of
all AMTA-approved internship sites open to any student from any
academic institution. Internship sites may choose to establish both
university-affiliated internship(s) and a national roster internship
program so long as the internship site stays within the standards
set by the National Roster Internship Guidelines. The internship
supervisor shall make final acceptance decisions regarding
applicants for their internship, regardless of whether the
internship has been approved by the academic institution or the
Association.
3.2.5 University-affiliated
internship programs must meet all AMTA standards of the Clinical
Training Component and Qualifications for Clinical Supervisors in
this document, as well as AMTA Guidelines for Distance Learning (if
applicable). These programs will be reviewed in conjunction with
academic program approval or re-approval by the Association.
University-affiliated internships must be designed so that the music
therapy intern spends at least half of the internship hours at one
or more placements under the direct supervision of a credentialed
music therapist who regularly provides professional music therapy
services at that placement(s). For any portion of the internship
when there cannot be a music therapist on site, the student must
have a credentialed music therapist providing direct supervision
under the auspices of the university. Direct supervision includes
observation of the intern’s clinical work with feedback provided to
the intern.
3.2.6 The academic institution shall
develop an individualized training plan with each student for
completion of all facets of clinical training based on the AMTA
competencies, student's needs, student’s competencies, and life
circumstances. The various clinical training supervisors will work
in partnership with the academic faculty to develop the student's
competencies and to meet the individualized training plan. It is
recommended that this training plan for clinical training shall
include specification of placements, minimum hours in each aspect of
clinical training including both pre-internship and internship
experiences, and the roles and responsibilities of the student, the
qualified on-site supervisor, and the academic faculty. A written
internship agreement will also be made between the student,
internship supervisor, and the academic faculty to describe the
student’s level of performance at the initiation of the internship.
The academic faculty will assume responsibility for the initiation
of the internship agreement with the intern and the internship
director. The internship agreement shall include
- The academic institution's
evaluation of the student's level of achievement on each of the
AMTA Professional Competencies based on information gathered
from music therapy faculty, recent supervisors, written
evaluations of clinical work, and the student.
- The number of clinical training
hours the student has completed (> 180) and the minimum number
of hours required for internship (> 900) to a total of > 1200).
- The starting and estimated
ending dates of the internship. For national roster sites, these
are provided by the internship director.
- Any academic requirements the
student must fulfill for the University during internship. The
signature of the internship director on the internship agreement
signifies that these requirements may be reasonably completed
over and above the site’s requirements of the intern.
All parties will participate in the
formulation of the agreement which should be completed by the end of
the first week of the internship. The agreement will carry the
signatures of the academic faculty involved in assessing student
competence, the internship director, and the student.
The internship agreement may also
include other pertinent information, such as the length of the
internship; the student’s work schedule; the supervision plan; role
and responsibilities of each party; and health, liability, and
insurance issues. The content and format of each internship
agreement may vary according to the situation and parties involved.
This internship agreement is required for both the university
affiliated and AMTA national roster internship programs. These
individualized training plans and internship agreements are separate
and distinct from any affiliation agreements or other legal
documents that delineate the terms of the relationship between the
university and the clinical training site(s).
3.2.7 The internship program shall
have its own competency-based evaluation system to determine whether
each intern has attained required AMTA competencies. The internship
program shall also solicit intern site evaluations for quality
assurance purposes. These evaluations shall be forwarded to the
intern's academic institution.
3.2.8 Every student must complete a
minimum of 1200 hours of clinical training, with at least 15% (180
hours) in pre-internship experiences and at least 75% (900 hours) in
internship experiences. Clinical training is defined as the entire
continuum of supervised field experiences, including observing,
assisting, co-leading, leading, and assuming full responsibility for
program planning and music therapy treatment implementation with
clients. It is recommended that hours of clinical training include
both direct client contact and other activities that relate directly
to clinical sessions in music therapy. Such experiences also may
include time in group and individual supervision of client sessions,
session planning, and documentation for clients.
Academic institutions may opt to
require more than the minimum total number of hours, and internship
programs may opt to require more hours than the referring or
affiliate academic institution. In addition, when a student is
unable to demonstrate required professional level competencies,
additional hours of internship may be required of the student by the
academic institution in consultation with the internship supervisor.
3.2.9 The internship must be
satisfactorily completed before the conferral of any music therapy
degree or completion of a non-degree equivalency program. The
student must have received a grade of C- or better in all music
therapy courses in order to be eligible for internship. The academic
institution has the ultimate responsibility to determine whether
these requirements have been successfully met.
3.2.10 Existing internship sites
already approved by the Association shall maintain their approval
status pending adherence to the National Roster Internship
Guidelines.
4.0 STANDARDS FOR MASTER’S DEGREES
The purpose of the master’s degree
programs in music therapy is to impart advanced competencies, as
specified in the AMTA Advanced Competencies. These degree
programs provide breadth and depth beyond the AMTA Professional
Competencies required for entrance into the music therapy
profession.
4.1 Curricular Standards: Each graduate
student in a master’s degree program is expected to gain in-depth
knowledge and competence in both of the following areas. These areas may
be addressed in either separate or combined coursework as deemed
appropriate.
4.1.1 Music Therapy Theory (e.g.,
principles, foundations, current theories of music therapy practice,
supervision, education, implications for research);
4.1.2 Advanced Clinical Skills:
In-depth understanding of the clinical and supervisory roles and
responsibilities of a music therapist. Advanced clinical skills are
acquired through a supervised clinical component, defined as one or
more music therapy fieldwork experiences that focus on clients and
require post-internship, graduate training.
NB: All master’s degrees in music
therapy must include a supervised clinical component beyond the
completion of the 1200 hours of clinical training required for
acquisition of the AMTA Professional Competencies and
concurrently with or following completion of graduate music therapy
courses. It is strongly advised that the student receive direct
supervision under the auspices of the University in either on-site
or consultative form. Such supervision must be provided by a music
therapist who has acquired advanced clinical competencies.
In addition, each graduate student in
a master’s degree program is expected to gain in-depth knowledge and
competence in one or more of the following areas:
4.1.3 Research (e.g., quantitative
and qualitative research designs and their application to music
therapy practice, supervision, administration, higher education);
4.1.4 Musical Development and
Personal Growth (e.g., leadership skills, self-awareness, music
skills, improvisation skills in various musical styles, music
technology);
4.1.5 Clinical Administration (e.g.,
laws and regulations governing the provision of education and health
services, the roles of a clinical administrator in institutions and
clinical settings).
4.2 Curricular Structures
4.2.1 Practice-Oriented Degrees.
These degrees focus on the preparation of music therapists for
advanced clinical practice.
4.2.2 Research-Oriented Degrees.
These degrees focus on the preparation of scholars and researchers
in music therapy, preparing graduates for doctoral study.
4.2.3 Degrees Combining Research and
Practice Orientations. These degrees focus on the simultaneous
development of the ability to produce research findings and utilize,
combine, or integrate these findings within the practice of music
therapy.
4.2.4 Graduate education requires the
provision of certain kinds of experiences that go beyond those
typically provided in undergraduate programs. These include
opportunities for active participation in small seminars and
tutorials and ongoing consultation with faculty prior to and during
preparation of a final project over an extended period of time.
4.2.5 A culminating project such as a
thesis, clinical paper, or demonstration project is required.
4.2.6 Master’s degree programs
include requirements and opportunities for studies that relate
directly to the educational objectives of the degree program,
including supportive studies in music and related fields.
4.2.7 Within master’s degree
programs, academic institutions are encouraged to develop graduate
level specialization areas and courses on advanced topics based on
faculty expertise and other resources available at the institution.
Therefore, the curriculum and the requirements of each program must
be tailored to the resources available, the mission of the
institution, and the contribution they aspire to make to the
profession of music therapy.
4.2.8 At least one-half of the
credits required for the master’s degree must be in courses intended
for graduate students only. A single course that carries both an
undergraduate and a graduate designation is not considered a course
intended for graduate students only. To obtain graduate credit,
students enrolled in a single course that carries a separate
undergraduate and graduate designation or number must complete
specific published requirements that are at a graduate level.
Distinctions between undergraduate and graduate expectations must be
delineated for such courses in the course syllabi. Only courses
taken after undergraduate courses that are prerequisite to a given
graduate program may receive graduate credit in that program.
4.2.9 Students entering the master’s
degree without the bachelor’s degree in music therapy and/or the
MT-BC credential must take a minimum of 30 semester hours or 45
quarter hours graduate credits toward advanced competence in
addition to and beyond any courses needed to demonstrate AMTA
Professional Competencies.
4.2.10 A master’s degree in music
therapy must include a minimum of 12 semester hours or 18 quarter
hours of graduate credits in music therapy in addition to and beyond
any courses needed to demonstrate the AMTA Professional
Competencies. These courses must be intended for graduate
students only and should not carry designations for both graduate
and undergraduate students.
4.3 Degree Formats and Titles
4.3.1 Master of Music degree places
advanced music therapy studies within a musical context: 40% music
therapy, 30% music, and 30% electives in related areas. The studies
in music may include coursework in diverse areas (e.g., performance,
ethnomusicology, advanced musicianship, and analysis). The electives
consist of supportive studies in related areas that bear directly on
the specific educational objectives of the degree program.
4.3.2 Master of Music Therapy degree
places advanced music therapy studies within a disciplinary context
of theory, research, and practice in music therapy: 50% music
therapy and 50% electives. The electives consist of supportive
studies in related areas that bear directly on the specific
educational objectives of the degree program.
4.3.3 Master of Arts or Master of
Music Education degree places advanced music therapy studies within
the context of creative arts therapy, expressive therapies,
psychology, counseling, social sciences, education, arts, and/or
humanities: 40% music therapy, 30% specialization field, and 30%
electives. The electives consist of supportive studies that bear
directly on the specific educational objectives of the degree
program.
4.3.4 Master of Science degree places
advanced music therapy studies within the context of medicine,
allied health, and the physical sciences: 40% music therapy, 30%
science specialization, and 30% electives. The electives consist of
supportive studies that bear directly on the specific educational
objectives of the degree program.
4.3.5 Master’s degrees in music
therapy may be designed additionally to prepare certified
professionals for state licensure.
5.0 STANDARD FOR DOCTORAL DEGREES
The doctoral degree shall impart advanced
competence in research, theory development, clinical practice,
supervision, college teaching, and/or clinical administration, depending
on the title and purpose of the program. Requirements for the doctoral
degree must remain flexible to ensure growth and development of the
profession. The academic and clinical components of each doctoral degree
must be formulated by the institution according to student need and
demand, emerging needs of the profession, faculty expertise, educational
mission of the institution, and the resources available. Admission of
candidates for doctoral degrees in music therapy should require at least
three years of full-time clinical experience in music therapy or its
equivalent in part-time work. Doctoral students who have less than five
years full-time clinical experience in music therapy or the equivalent
in part-time experience should be encouraged to acquire additional
experience during the course of the doctoral program. AMTA and NASM will
work together in the delineation of the doctoral degree in music
therapy.
6.0 STANDARDS FOR QUALIFICATIONS AND
STAFFING
The following are minimal qualification
standards to be used by academic institutions when hiring faculty,
selecting clinical supervisors, making placements, and approving their
own internship programs, and by the Association in endorsing internship
programs for the national roster. These standards shall be upheld by the
Association through its initial and periodic reviews of academic
institutions and internship programs on the national roster, rather than
through authorization of individual faculty and supervisors.
6.1 Academic Faculty
6.1.1 Undergraduate Faculty:
An individual employed full-time at a college or university with
primary responsibilities for teaching music therapy and/or directing
a music therapy program at the undergraduate level.
- Holds an appropriate
professional credential or designation in music therapy;
- Holds a master’s degree in music
therapy or related area, with a minimum of 12 semester hours or
the equivalent of graduate credits in music therapy beyond the
undergraduate equivalency requirements;
- Has at least three years of
full-time clinical experience in music therapy or its equivalent
in part-time work;
- Pursues continuing education
relevant to his/her teaching responsibilities;
- Demonstrates the following:
mastery of all professional level and applicable advanced
competencies in music therapy; effectiveness as a music therapy
clinician in at least one area of practice; the ability to teach
and clinically supervise undergraduate students; and the ability
to organize and administer an undergraduate music therapy
program.
6.1.2 Graduate Faculty: An
individual employed full-time at a college or university with
primary responsibilities for teaching music therapy and/or directing
music therapy programs at the master’s and/or doctoral level.
- Holds an appropriate
professional credential or designation in music therapy;
- Holds a master’s degree in music
therapy or related area, with a minimum of 12 semester hours or
the equivalent of graduate credits in music therapy beyond the
undergraduate equivalency requirements. A doctorate is
preferred.
- Has at least five years of
full-time clinical experience in music therapy or its equivalent
in part-time work;
- Pursues continuing education
relevant to his/her teaching responsibilities;
- Demonstrates the following:
mastery of all professional level and applicable advanced
competencies in music therapy; effectiveness as a music therapy
clinician in at least one area of practice; the ability to teach
and clinically supervise graduate students; ability to guide
graduate research; and the ability to organize and administer a
graduate music therapy program.
6.1.3 Adjunct Faculty: An
individual employed by a college or university to teach specific
courses in music therapy on a part-time basis.
- Holds an appropriate
professional credential or designation in music therapy;
- Holds a bachelor’s degree in
music therapy or its equivalent;
- Has at least two years of
full-time clinical experience in music therapy or its equivalent
in part-time work;
- Pursues continuing education
relevant to his/her teaching responsibilities
- Demonstrates specific
competencies appropriate to the teaching assignment.
6.2 Clinical Supervisors
6.2.1 Pre-internship Supervisor:
An individual who has a clinical practice in music therapy (either
private or facility-based) and supervises students in introductory
music therapy clinical training (variously called fieldwork,
practicum, pre-clinical, etc.).
- Holds an appropriate
professional credential or designation in music therapy;
- Holds a bachelor’s degree in
music therapy or its equivalent;
- Has at least one year of
full-time clinical experience in music therapy or its equivalent
in part-time work;
- Pursues continuing education
relevant to his/her clinical and supervisory responsibilities;
- Demonstrates the following: all
professional level competencies; effectiveness as a music
therapy clinician in at least one area of practice; general
understanding of the supervisory needs of pre-internship
students, and professional level skills in supervision.
NOTE: In an exceptional case, a
student may have an on-site supervisor or facility coordinator who
may not be a music therapist but holds a professional, clinical
credential (e.g., OT, nurse, special educator, etc.). Under these
circumstances, the student must have a credentialed music therapist
as a supervisor under the auspices of the university.
6.2.2 Internship Supervisor:
An individual who has a clinical practice in music therapy (either
private or institutional) and supervises students in the final field
experiences required for the music therapy degree or equivalency
program.
- Holds an appropriate
professional credential or designation in music therapy;
- Holds a bachelor’s degree in
music therapy or its equivalent;
- Has at least two years of
full-time clinical experience in music therapy or its equivalent
in part-time work;
- Has sufficient experience
working in the internship setting as defined in the National
Roster Internship Guidelines or by the university program.
- Pursues continuing education
relevant to his/her clinical and supervisory responsibilities;
- Demonstrates the following: all
professional level competencies; effectiveness as a music
therapy clinician in at least one area of practice; general
understanding of the supervisory needs of internship students,
and established skills in supervision.
6.3 Staffing
6.3.1 Academic institutions shall
have a minimum of one full-time faculty position in music therapy
for each degree program offered. If an equivalency program is
offered in an institution without a degree program in music therapy,
the institution shall have a minimum of one full-time faculty
position in music therapy. Additional full or part-time faculty may
be required depending upon student enrollment in each degree program
and teaching loads.
7.0 STANDARDS FOR QUALITY ASSURANCE
7.1 Differential Roles
7.1.1 The academic institution and
internship site shall take primary responsibility for assuring the
quality of their programs, jointly and/or separately. This shall be
accomplished by regular, competency-based evaluations of its
programs and graduates, by faculty, supervisors, and/or students.
Each academic institution and internship program shall develop its
own system of evaluation, and shall use the results as the basis for
program development, quality assurance, and program change.
7.1.2 AMTA shall assure the quality
of education and clinical training by: a) establishing and
maintaining standards of excellence for education and clinical
training in the field; and b) using these standards as evaluative
criteria for granting its approval to academic institutions and
internship programs.
7.1.3 AMTA shall consider academic
institutions and/or internship programs for approval upon initial
application and review, and every ten years thereafter in
conjunction with the NASM accreditation/affirmation review.
7.2 National Association of Schools of
Music (NASM)
7.2.1 Only academic institutions
accredited or affirmed by NASM are eligible to apply for AMTA
approval. Schools that are eligible for NASM membership must be
accredited by NASM. Schools that are ineligible for NASM
accreditation must seek affirmation by NASM through the alternative
review process.
7.3 Grandfathering
7.3.1 All academic institutions
previously approved by AAMT and NAMT shall maintain their approval
status with AMTA during the transition from previous standards to
the standards set forth herein. AMTA-approved academic programs in
institutions that did not offer degrees or majors in music and that
did not hold NASM accreditation or affirmation at the time the AMTA
standards were originally adopted are eligible to re-apply for AMTA
approval according to the standards without seeking NASM
accreditation or affirmation. AMTA-approved academic programs in
institutions that did offer degrees or majors in music at the time
the AMTA standards were originally adopted but do not currently hold
NASM accreditation or affirmation must apply for NASM accreditation
or affirmation in order to maintain AMTA approval.
8.0 Guidelines for Distance Learning
Rationale: Technology is rapidly becoming
integrated into all aspects of our daily lives. The utilization of
technology in education in university teaching is a natural step. With
this in mind, it is imperative that the American Music Therapy
Association (AMTA) formulate guidelines for distance learning in
education. Technology beyond the posting of syllabi, course outlines,
and use as a communication device, is currently being used in 50% of
music therapy undergraduate and 58% of graduate programs in the United
States (Keith & Vega, 2006). Of those undergraduate training programs,
45% of these programs use face-to-face instruction and use technology
only for discussions and online assignments. American Music Therapy
Association receives a significant number of requests from prospective
music therapy candidates who are unable to move geographically to
institutions with AMTA approved music therapy programs. The AMTA
Academic Program Approval Committee has received applications for new
program approval for distance learning programs and is therefore in need
of standards and guidelines for its program approval process.
Institutions are encouraged to be innovative both in education delivery
and financially. It is recognized that with the rapid changes in
technology, these standards and guidelines will require flexibility and
will be in a continued state of development.
8.1 Definition: The National Association
of Schools of Music (NASM) defines distance learning as learning that
“involves programs of study delivered entirely or partially away from
regular face-to-face interactions between teachers and students in
classrooms, tutorials, laboratories, and rehearsals associated with
course work, degrees, and programs on the campus. . . . Programs in
which more than 40% of their requirements are fulfilled through distance
learning will be designated as distance learning programs.. The distance
aspect of these programs may be conducted through a variety of means,
including teaching and learning through electronic systems...”
8.2 Standards Applications: The American
Music Therapy Association requires that all AMTA approved music therapy
programs meet the NASM standards for distance learning: “Distance
learning programs must meet all NASM operational and curricular
standards for programs of their type and content. This means that the
functions and competencies required by applicable standards are met even
when distance learning mechanisms predominate in the total delivery
system.” (NASM) The American Music Therapy Association also requires
that baccalaureate, equivalency, and master’s degree programs in music
therapy meet AMTA Standards for Education and Clinical Training when
such programs meet the above criteria for distance learning. All new
distance learning programs that meet the above criteria must apply for
AMTA academic program approval even if the existing degree/equivalency
program already has AMTA program approval.
8.3 General Standards: There are several
NASM standards that must be fully addressed before a music therapy
program initiates a distance learning format. They include the
following:
8.3.1 Financial and Technical
Support. “The institution must provide financial and technical
support commensurate with the purpose, size, scope, and content of
its distance learning programs.” (NASM)
8.3.2 Student Evaluations “Specific
student evaluation points shall be established throughout the time
period of each course or program.” (NASM)
8.3.3 Student Technical Competence
and Equipment Requirements. “The institution must determine and
publish for each distance learning program or course (a)
requirements for technical competence and (b) any technical
equipment requirements. The institution must have means for
assessing the extent to which prospective students meet these
requirements before they are accepted or enrolled. The institution
shall publish information regarding the availability of academic and
technical support services.” (NASM)
8.3.4 Distance Learning vs.
Traditional Learning. “When an identical program, or a program with
an identical title, is offered through distance learning as well as
on campus, the institution must be able to demonstrate functional
equivalency in all aspects of each program. Mechanisms must be
established to assure equal quality among delivery systems.” (NASM)
8.3.5 Student Instructions,
Expectations, and Evaluation. “Instructions to students,
expectations for achievement, and evaluation criteria must be
clearly stated and readily available to all involved in a particular
distance learning program. Students must be fully informed of means
for asking questions and otherwise communicating with instructors
and students as required.” (NASM)
8.4 Guidelines for Music Therapy Programs
8.4.1 Hours of Face-to-Face
Instruction: Distance learning programs should specify how much
face-to-face instruction will occur per course, if any. Such courses
are often referred to as “hybrid courses” (also known as blended or
mixed mode courses) in which a significant portion of the learning
activities have been moved online. Faculty need to be knowledgeable
about modules and course management systems specific to their
college/university, different file types, browsers, broadcasting
systems, etc., and continue to keep updated with new technology.
8.4.2 Office Hours: The course
instructor may fulfill office hours either by posting virtual office
hours or by instituting a policy of responding to student needs
within a 48 hour time frame.
8.4.3 Support Services: The methods
and technological requirements for online learning should be
published (e.g., Discussion Board on Blackboard, webinars, Skype,
etc.). It is suggested that each course of study devote time to
teaching the use of technology in the program. The program shall
publish information regarding the availability of academic and
technical support services. Any online courses outside of music
therapy that are available for support should also be indicated.
Provisions for using library resources should be published.
8.4.4 Admission: Admission will be in
compliance with each university’s admission policies and procedures
for music therapy programs.
8.4.5 Residency Requirement and
Transfer Credits: If the university has a “residency requirement,”
such a requirement will be honored by the music therapy programs.
Furthermore, music therapy core courses and clinical training from
AMTA approved institutions will be eligible for transfer as
determined by the university’s policies and evaluation of student
competencies. The number of credit hours that can be taken at
another educational institution and in what areas should be
indicated to the student at the time of admission.
8.4.6 Music Therapy Courses: Music
therapy programs must meet the curricular structures as outlined in
the AMTA Standards for Education and Clinical Training. Academic
faculty should determine what learning should be done in residence
as opposed to online and how this must be implemented. Course
syllabi should clearly provide the course outline and assignments to
indicate what each course entails, including the technological
requirements and the online course management systems. Means of
evaluation of the student’s work at periodic times throughout the
course must be provided in the syllabi. Course syllabi should
indicate the AMTA Professional Competencies and/or
Advanced Competencies (whichever if applicable) that will be addressed in the course(s) and how these competencies will be evaluated using
distance learning methods.
8.4.7 Academic Faculty: Academic
faculty teaching music therapy courses must meet AMTA standards for
academic faculty. These guidelines for distance learning apply to
all baccalaureate, equivalency, and master’s degree programs in
music therapy. Administering an online program and teaching online
courses will require a significant amount of time over and beyond
the credits awarded for the course. Load issues and overload issues
should be taken into account when designing the program and
distributed in a fair and equitable way to the music therapy
faculty.
8.4.8 Music Competencies: Each
student’s music competencies in performance and functional music
skills will be evaluated prior to acceptance into a distance
learning program and upon completion of the program will meet AMTA
standards stated in the Professional Competencies and/or Advanced
Competencies (whichever is applicable to the degree/equivalency
programs). This includes competencies in functional keyboard,
guitar, voice, percussion, and improvisation. Music competencies may
be evaluated through face-to-face auditions, web-based conferencing
juries, or through videotaping. Credit for functional music skills
may be acquired either at the college/university offering the
program or transferred in from other academic institutions.
Requirements for meeting any deficiencies in these areas must be
specified in a plan for the student’s remediation and continued
evaluation. Methods of evaluating musical proficiencies long
distance must be specified.
8.4.9 Clinical Training: The
pre-internship and internship learning experiences for students
should meet all AMTA standards for clinical training. Pre-internship
field experiences may be established through distance learning.
There should be legal contracts and/or affiliation agreements for
these distance learning relationships which specify the roles and
responsibilities of the academic faculty, pre-internship
supervisors, internship supervisors, and the student. The music
therapy faculty/staff at the academic program site (full-time or
adjunct) should provide training and supervision for the on-site
pre-internship and (if applicable) university affiliated internship
clinical training supervisors and serve as a liaison between the
academic program and the pre-internship/internship clinical training
program(s). All clinical training supervisors must meet the AMTA
“Standards for Qualifications and Staffing” for Pre-internship
Supervisor and Internship Supervisor (whichever is applicable),
including that of holding an appropriate professional credential or
designation in music therapy (e.g., MT-BC; ACMT; CMT; RMT).
8.4.10 Online Supervision: Online
supervision may be provided for the clinical supervisors along with
site visits by the academic faculty. Supervision for the student’s
clinical training experiences includes individual supervision of the
student by the qualified music therapist at the host site, as well
as supervision by the academic faculty. Feedback of the student’s
clinical work can be provided to academic faculty through such means
as audio-visual media and other forms of technology and
telecommunications to evaluate the student's clinical competencies.
Please note that the issues related to client confidentiality must
be addressed.
8.4.11 Group Supervision: Group
supervision may also be provided through online discussion boards
such as those found in Blackboard and/or live-time webinars with
faculty and students. Please note that the issues related to client
confidentiality must be addressed.
8.4.12 Related Coursework: The music
therapy program should state explicitly whether courses that are
required outside of the music therapy program (e.g., psychology,
statistics or other research courses) are also available in
distance-learning format.
Keith, D. & Vega, V. P. (2006) A
survey of online courses in music therapy. Unpublished manuscript.
GLOSSARY OF SELECTED TERMS
AAMT: The American Association for
Music Therapy was one of the two former organizations that merged to
form the American Music Therapy Association.
Academic Institution: A college or
university offering music therapy degree program(s).
Academic Faculty: The full-time,
part-time and adjunct teaching professionals in an academic institution
that have responsibility for instruction, research, and service as per
academic institution policies. Academic faculty members have
responsibility for the music therapy academic program(s).
Accreditation (NASM): The process
whereby a private, governmentally authorized agency grants public
recognition to an academic institution that meets standards of quality
for higher education in a particular field, as determined through
initial and subsequent periodic reviews. In the field of music, the
National Association of Schools of Music (NASM) is the only authorized
accrediting agency empowered to accredit academic institutions offering
music degrees in any area in the United States. Thus, NASM accreditation
(or “NASM membership”) signifies that all the music degrees offered by
an academic institution have been evaluated by NASM and found to be
consistent with national standards. Please note the following
differences between NASM accreditation, NASM affirmation, and AMTA
approval: NASM accredits an academic institution based on the
quality of all of its music degree programs; NASM affirms an
institution ineligible for NASM accreditation, based on the adequacy of
its music resources for music therapy programs; AMTA approves an
academic institution based on the quality of its music therapy programs
only. See respective definitions.
ACMT: “Advanced Certified Music
Therapist” is a designation formerly given by the American Association
for Music Therapy.
Affirmation (NASM): NASM offers an
alternative review process for music therapy programs that are
ineligible to apply for NASM accreditation (e.g., in an institution in a
foreign country). The alternative review process leads to a statement of
affirmation from NASM assuring that the institution and its music
programs provide a context for and qualitative outcome by the music
therapy program consistent with NASM standards. Academic institutions
that meet NASM standards and receive such affirmation are not
“accredited” members of NASM. Please see under “Accreditation (NASM)”
for an explanation of the differences between NASM accreditation, NASM
affirmation, and AMTA approval.
AMTA: The American Music Therapy
Association is the organization formed by the unification of AAMT and
NAMT.
Appropriate Music Therapy Credential
or Designation: Appropriate music therapy credentials or
designations include three designations that were issued by the former
Associations—RMT or Registered Music Therapist, CMT or Certified Music
Therapist, and ACMT or Advanced Certification in Music Therapy; and the
MT-BC or Music Therapist-Board Certified, which is the professional
credential in music therapy granted in the United States. An appropriate
music therapy credential or designation could also include a
professional designation or credential from a country other than the
United States.
Approval of Academic Institutions:
Approval is a process whereby the professional association in music
therapy grants public recognition to an academic institution for its
degree (and/or equivalency) programs in music therapy. Approval is
granted when the degree program meets the Association’s standards of
quality, as determined through initial and periodic review by the
Association. Please see under “Accreditation (NASM)” for an explanation
of the differences between NASM accreditation, NASM affirmation, and
AMTA approval.
Approval of Internship Sites:
Internship approval by AMTA is the process by which AMTA determines that
an internship site meets its standards of quality and grants public
recognition to that fact. The Association maintains a national roster of
approved internship sites for use by approved academic institutions and
their students. Academic institutions also may approve and individually
affiliate with internship sites. These university-affiliated internship
programs will be reviewed in conjunction with academic program approval
or re-approval by the Association.
Approval Review Process: The
entire sequence of procedures established by AMTA for the evaluation of
an academic institution or internship site. The “review” typically
involves application by the academic institution or internship site
using established forms, a process of evaluation by designated
committees within the Association according to the standards and
criteria for approval established by the association, and procedures for
communication and appeal.
Board Certification: The
credential of Music Therapist-Board Certified (MT-BC) is initially
obtained by successful passage of the national board certification
examination designed and administered by the Certification Board for
Music Therapists (CBMT). Each certificant must re-certify every five
years. Re-certification may be accomplished either through
re-examination or through accrual of appropriate continuing education as
specified by CBMT.
CBMT: The Certification Board for
Music Therapists.
Clinical Training: Clinical
training is the entire continuum of supervised field experiences,
including observing, assisting, co-leading, leading, and assuming full
responsibility for program planning and music therapy treatment
implementation with clients. This continuum includes all experiences
formerly called observations, fieldwork, field experience, practicum,
pre-clinical experience, and internship. For the sake of clarity,
clinical training has been conceived as having two main components:
pre-internship and internship. Pre-internship training consists of all
the various practical field experiences taken by a student in
conjunction with music therapy coursework as pre-requisites for
internship placement. This may include experiences formerly called
observations, practica, fieldwork, pre-clinical placements, etc. The
internship is the culminating, in-depth supervised clinical training
experience in a degree program in music therapy (or its equivalent) that
leads to the achievement of the professional competency objectives.
CMT: “Certified Music Therapist”
is a designation formerly given by the American Association for Music
Therapy.
Competency-Based Education in Music
Therapy: An approach to higher education and clinical training which
has the following components: 1) the specification of student
competencies or learning outcomes that serve as educational objectives
for the program; 2) the distribution of these competency objectives into
a developmentally sequenced curriculum of instruction, study, and/or
practical training, 3) the design of specific courses and practical or
field experiences to meet designated competency objectives, and 4)
methods of quality assurance based on student competence upon completion
of the program. The inventory entitled the AMTA Professional
Competencies lists the professional competencies and the AMTA Advanced
Competencies lists the advanced competencies.
Credential: Please see
“Appropriate Music Therapy Credential or Designation.”
Equivalency Program: A
program of academic coursework and clinical training that gives students
who have degrees outside of music therapy the equivalent of a bachelor’s
degree in music therapy. Like the bachelor’s degree, an equivalency
program is designed to impart professional level competencies in music
therapy and to prepare the student to begin professional practice.
Usually, the equivalency program consists of all core music therapy
courses at the undergraduate level, all clinical training requirements,
plus any pertinent courses in other fields (e.g., abnormal psychology).
In those academic institutions offering a bachelor’s degree, the student
usually earns undergraduate credit for these equivalency courses, while
in some that only offer the master’s degree, students earn graduate
credit for the same courses. It should be noted that an equivalency
program is always regarded as professional level, regardless of the
level of credit awarded for the coursework.
Internship: The culminating,
in-depth supervised clinical training experience in a professional level
degree program (or its equivalent) in music therapy.
Music Therapy Unit: The academic
department, section, division, or subdivision within a college or
university that takes administrative and programmatic responsibility for
the music therapy degree(s) offered (e.g., a department of music
therapy, a music therapy section within the department of music
education, a music therapy program within the division of arts).
MT-BC: Music Therapist-Board
Certified. Also see Board Certification.
NAMT: The National Association for
Music Therapy was one of the two former organizations that merged to
form the American Music Therapy Association.
NASM: The National Association of
Schools of Music is the sole agency designated by the government to
accredit music schools in the USA. (Refer to “Accreditation.”)
Pre-internship: Pre-internship
training is constituted by clinical training experiences conducted in
conjunction with academic work in music therapy that are prerequisites
for internship placement. This may include experiences formerly called
observations, practica, fieldwork, pre-clinical placements, etc.
Pre-internship experiences include both direct client contact and other
activities that relate directly to clinical sessions in music therapy.
Professional Designation:
Please see “Appropriate Music Therapy Credential or Designation.”
RMT: Registered Music Therapist is
a designation formerly given by the National Association for Music
Therapy.
The AMTA Standards for Education and
Clinical Training were adopted, 2000
Revised, 2010
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POLICIES AND PROCEDURES
FOR ACADEMIC PROGRAM APPROVAL
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I. Application for AMTA Approval:
The American Music Therapy Association will
provide upon request materials for AMTA approval of baccalaureate and
equivalency programs in music therapy and/or for AMTA approval of
graduate programs in music therapy, including AMTA Standards for
Education and Clinical Training, Professional Competencies,
application forms and related information.
American Music Therapy Association, Inc.
8455 Colesville Road, Suite 1000
Silver Spring, MD 20910-3392
Telephone: (301) 589-3300
Facsimile: (301) 589-5175
Only academic institutions accredited or
affirmed by the National Association of Schools of Music (NASM) are
eligible to apply for AMTA approval. NASM accredits institutions, while
AMTA approves programs. (Refer to Glossary in the AMTA Standards for
Education and Clinical Training for explanations of "Accreditation,"
"Affirmation," and "Approval.")
An institution may apply for AMTA
approval concurrently with application for NASM
accreditation/affirmation review. Schools should contact NASM in regard
to NASM accreditation/affirmation standards and procedures and AMTA in
regard to AMTA approval standards and procedures. For institutions with
NASM accreditation, the institution may apply for AMTA approval
concurrently with application for NASM Plan Approval. (Refer to NASM
Handbook for procedures required for instituting new curricula). If
an institution does not have NASM accreditation or affirmation, the
institution should contact NASM to determine if it is eligible to apply
for NASM accreditation or affirmation. For institutions seeking NASM
affirmation, an institution must have a letter of authorization from
AMTA indicating that it meets one or more of the eligibility criteria
for the NASM Alternative Review Process. (For additional information,
refer to Section II, "Institutions Seeking AMTA Approval for New
Programs" in this document). The institution then notifies the
respective associations involved of its intent to apply for NASM
accreditation/affirmation and/or AMTA approval.
Final approval by AMTA will not be
granted until the academic institution has NASM accreditation or
affirmation. It is the responsibility of the academic institution to
verify with AMTA when it has obtained the NASM accreditation or
affirmation. For institutions that (1) have completed the AMTA review
process and (2) are in the process of seeking NASM accreditation or
affirmation, AMTA may grant conditional approval pending NASM
accreditation or affirmation. Conditional approval by AMTA will allow
the institution to appoint music therapy faculty, recruit students, and
offer music therapy courses for a limited time period.
During this period, the institution will
notify students that applications to NASM and AMTA are pending.
Institutions that already offer music degree programs should seek NASM
accreditation or affirmation concurrently with the application for AMTA
approval, with a time limit of one year from the date of the AMTA
application for scheduling the NASM review and two years from the date
of the AMTA application for completing the on-site portion of the NASM
review. Institutions that do not currently offer music degree programs
may seek AMTA conditional approval before applying for NASM
accreditation or affirmation, with a time limit for scheduling the NASM
review not to exceed two years beyond the date of the AMTA conditional
approval and the time for completing the on-site review portion of the
NASM review not to exceed three years beyond the date of the AMTA
conditional approval. The specific deadlines for scheduling and
completing the on-site portion of the NASM review will be determined
mutually by AMTA and NASM within these time frames. In all cases, the
AMTA conditional approval will not exceed four years.
Applications for AMTA approval will be
submitted to AMTA for review by the Academic Program Approval Committee.
This Committee may make a recommendation to (1) approve the program; (2)
defer approval until necessary changes are documented; (3) grant
conditional approval pending NASM accreditation or affirmation for a
limited period of time; or (4) not approve. The Committee’s
recommendation will be submitted to the Executive Board for official
action. The Executive Director will then notify the academic institution
in writing of the status of its application, with an explanation of the
Board of Directors’ decision (if applicable).
II. Institutions Seeking AMTA
Approval for New Programs:
Only academic institutions accredited or
affirmed by the National Association of Schools of Music (NASM) are
eligible to apply for AMTA approval. An institution may apply for AMTA
approval concurrently with application for NASM accreditation or
affirmation review.
Steps in Applying for AMTA Approval:
Step 1. The American Music Therapy
Association (AMTA) will provide upon request application materials and
related information, including the AMTA Standards for Education and
Clinical Training, Professional Competencies, Standards of Clinical
Practice and Code of Ethics.
Step 2. If the academic institution is
already accredited by NASM, please advise AMTA of this status. If the
institution is not accredited by NASM, contact NASM to determine if the
institution is eligible for NASM accreditation or affirmation, and to
request the NASM Handbook and application materials. If the
academic institution is not eligible for NASM accreditation, it should
also request the document, "Procedures: Alternative Review Process for
Music Therapy Programs" which is applicable to programs seeking NASM
affirmation. If the academic institution meets the AMTA eligibility
criteria for NASM affirmation, the institution must request an official
letter from AMTA indicating that it meets the eligibility criteria.
Step 3. Refer to the "Application for
AMTA Approval of New Baccalaureate and Equivalency Programs in Music
Therapy" or the "Application for AMTA Approval of New Graduate Programs
in Music Therapy" (whichever is applicable) for completing the
application to AMTA.
Step 4. Refer to the AMTA Standards
for Education and Clinical Training (including the "Preamble") and
the Professional Competencies in designing the curricular
structure, which includes the areas of Music Foundations, Clinical
Foundations, Music Therapy, and General Education. Develop the program(s)
according to the entry-level competencies for baccalaureate and
equivalency programs and/or the master’s degree standards for graduate
programs (whichever is applicable); that is, design the program based on
the learning outcomes, or the various areas of knowledge, skills, and
abilities that graduates will acquire as a result of the program.
Step 5. Determine in what specific
courses and clinical training experiences each of the specific
entry-level competencies or master’s degree standards are being targeted
(whichever is applicable). Integrate the student’s academic and clinical
learning experiences according to developmental sequences.
Step 6 . Survey clinical resources in the
community and/or the nearby geographic area to develop a list of sites
to be used for pre-internship clinical training experiences. Design the
requirements and supervision of pre-internship placements. (Applicable
to graduate programs offering the equivalency). Also compile a list of
names and credentials and/or professional designations of on-site
supervisors.
Step 7. Design the clinical training
program to meet the AMTA standards, which include plans for both the
pre-internship and internship clinical training experiences. Determine
if the academic institution will approve its own internship sites and/or
whether it plans to use sites on the AMTA National Internship Roster.
Design a plan for selecting internship placements for students and the
respective roles and responsibilities of the student, the internship
supervisor(s), and the academic faculty advisor. (Applicable to graduate
programs offering the equivalency).
Step 8. Outline procedures for developing
an individualized training plan with each student for completion of all
facets of clinical training.
Step 9. Outline procedures for developing
internship agreements made between the student, internship supervisor,
and academic faculty as outlined in the AMTA standards.
Step 10. Develop a system for evaluating
student competence at various stages of the program. (Note: A sample
form for "Evaluation of Student Competencies" is available from AMTA).
For graduate programs evaluate the AMTA master’s level standards and/or
standard for doctoral degrees.
Step 11. Develop a competency-based
system for evaluation of the program and its graduates by faculty,
supervisors, and/or students.
Step 12. Determine if the academic
faculty and clinical supervisors meet the AMTA Standards for
qualifications and staffing.
Step 13. Complete the application form(s)
for AMTA Approval of New Baccalaureate/Equivalency Programs in Music
Therapy and/or the AMTA Approval of New Graduate Programs in Music
Therapy, and submit five (5) copies of all application materials to
AMTA. If the academic program is not located in the United States, a
total of six (6) copies of the application materials must be submitted
to AMTA. All materials submitted must be in English.
III. Reapplying for AMTA Approval
According to the AMTA Standards for Education and Clinical Training
(2000):
All academic institutions previously
approved by AAMT and NAMT shall maintain their approval status with AMTA
during the transition from previous standards to the standards adopted
in 2000, which were effective March 1, 2001. The transition period has
been designated as five years (March 1, 2001 - March 1, 2006). For
academic institutions previously approved by AAMT and NAMT that are not
scheduled to reapply for AMTA approval during the designated time period
for the transition, such institutions shall maintain their approval
status with AMTA until their next scheduled review.
1. AMTA-Approved Programs in NASM
Institutions:
AMTA shall review approved academic
institutions according to the AMTA Standards for Education and
Clinical Training (2000) at the time of their next scheduled review
by NASM. If the review is scheduled during the first three years of the
transition period from previous association standards to the standards
adopted in 2000, an academic institution may request deferral of the
AMTA review for a maximum of two years. Inasmuch as the policies and
procedures for reapplying for AMTA approval according to the AMTA
Standards for Education and Clinical Training (2000) were adopted
one year after the beginning of the designated transition period this
time period for deferrals will be extended by one year, beginning with
the 2002-2003 academic year. (Refer to Step 1.a.2 below).
1. a. Procedures for Reapplying
According to the AMTA Standards for Education and Clinical Training
(2000):
Step 1.a.1 Determine when the institution
is scheduled for its next review by NASM. This is defined as the year in
which the site visit by NASM is scheduled.
Step 1.a.2 If the review is scheduled
during the years of 2002-2003, 2003-2004, or 2004-2005, the institution
may request a deferral of the AMTA review for a maximum of two years
after the scheduled NASM review.
Step 1.a.3 Notify AMTA in writing of the
year in which the institution is requesting the AMTA review to coincide
with the NASM review or request a deferral as specified in Step 1.a.2
above. Indicate if the review is for a baccalaureate/equivalency program
and/or a master’s degree program in music therapy.
Step 1.a.4 AMTA will send the institution
the application information for AMTA review of baccalaureate/equivalency
programs and/or master’s degree programs.
Step 1.a.5 The institution should prepare
its application for reapplying for AMTA approval review during the same
academic year as the NASM site visit.
Step 1.a.6 Prepare the application
materials for AMTA review of baccalaureate/equivalency programs and/or
master’s degree programs as outlined below in Sections 3 and 4. Note
that this will include copies of the NASM Self-Study documentation
related to undergraduate and/or graduate programs in music therapy, as
well as additional information requested by AMTA, which is related to
the AMTA Standards for Education and Clinical Training (2000).
Step 1.a.7 The application should be
submitted to AMTA no later than June 1st of the academic year
of the AMTA and NASM reviews.
Step 1.a.8 If there are any questions or
additional information needed for the AMTA review, the Academic Program
Approval Committee will contact the institution no later than September
1st of the year in which the application is submitted for
review. The institution should respond to such a request within 30 days.
Step 1.a.9 Following the review of the
application by AMTA, if there are any questions, recommended changes, or
additional information needed, the institution will be notified and must
respond in a timely manner as requested by AMTA.
Step 1.a.10 Following the NASM review,
the institution must notify AMTA in writing of the status of its NASM
accreditation review. If NASM action has been deferred for any reason,
it is the responsibility of the institution to notify AMTA annually in
writing of the status of the institution’s accreditation. If NASM
accreditation is suspended, the institution must notify AMTA immediately
in writing, since the institution’s AMTA-approved academic program will
no longer be in compliance with AMTA Standards.
1.b Steps in Subsequent Periodic
Reviews by AMTA:
AMTA shall consider academic institutions
for approval review every ten years after the initial application and
review in conjunction with the NASM accreditation review. The steps
outlined above should be followed for subsequent periodic reviews by
AMTA.
2. AMTA-Approved Programs in
Institutions Not Affiliated with NASM:
AMTA-approved academic programs in
institutions that do not offer degrees or majors in music and that did
not hold NASM accreditation or affirmation at the time the AMTA
Standards for Education and Clinical Training (2000) were
adopted are eligible to reapply for AMTA approval according to these
standards without seeking NASM accreditation or affirmation.
AMTA-approved academic programs in institutions that do offer degrees or
majors in music but do not currently hold NASM accreditation or
affirmation must apply for NASM accreditation or affirmation in order to
maintain AMTA approval.
2. a. Procedures for Reapplying
According to the AMTA Standards for Education and Clinical Training
(2000):
Step 2.a.1 AMTA will determine a schedule
for review of the academic institution and will notify the institution
at least two years prior to the review. AMTA will send the institution
the application information for AMTA review of baccalaureate/equivalency
programs and/or master’s programs.
Step 2.a.2 Institutions that offer
degrees or majors in music but do not currently hold NASM accreditation
or affirmation must contact NASM to schedule a review for either
accreditation or affirmation in the year in which the AMTA review is
scheduled. Institutions seeking NASM affirmation should request the NASM
Handbook and the NASM document, "Procedures: Alternate Review
Process for Music Therapy Programs." Note: To initiate the NASM
Alternative Review Process, an institution must have a letter of
authorization from AMTA indicating that it meets one or more of the
criteria for eligibility for the Alternative Review Process by NASM. (A
copy of the "AMTA Eligibility Criteria for Institutional Use of the NASM
Alternative Review Process" can be obtained from AMTA).
Step 2.a.3 The institution should prepare
its application for reapplying for AMTA approval review during the
academic year scheduled by AMTA.
Step 2.a.4 Prepare the application
materials for AMTA review of approved baccalaureate/equivalency programs
and/or master’s degree programs as outlined below in Section 3,
"Preparing the Application for AMTA-Approved Programs Reapplying for
AMTA Approval." Note that for academic programs in institutions that
offer degrees or majors in music, this will include copies of the NASM
Self-Study documentation related to undergraduate and/or master’s degree
programs in music therapy as specified in Section 4. For academic
institutions that do not offer degrees or majors in music and are not
required to seek NASM accreditation or affirmation, refer to the NASM
Handbook for the following information: general standards for
baccalaureate and graduate programs in music, as well as competencies,
standards, guidelines, and/or requirements for specific baccalaureate
and or master’s degree programs in music therapy; and provide the
documentation to AMTA which is required in Section 4.
Step 2.a.5 The application should be
submitted to AMTA no later than June 1st of the academic year
scheduled by AMTA.
Step 2.a.6 Upon receipt of the
application by all Academic Program Approval Committee subcommittee
members, the Academic Program Approval Committee will acknowledge
receipt of the application materials. If the Academic Program Approval
Committee requires additional clarification for its review, the Academic
Program Approval Committee will contact the institution within 60 days
of receipt. The institution should respond to such as request within 45
days of receipt.
Step 2.a.7 Following the review of the
application by AMTA, if there are any questions, recommended changes, or
additional information needed, the institution will be notified and must
respond in a timely manner as requested by AMTA.
Step 2.a.8 Following the NASM review for
affirmation or accreditation (if applicable), the institution must
notify AMTA in writing of the status of its NASM review. For
institutions required to have the NASM review, if NASM action has been
deferred for any reason, it is the responsibility of the institution to
notify AMTA annually in writing of the status of the institution’s
accreditation or affirmation. In such cases, AMTA will determine a time
limit for the institution to meet the NASM standards for accreditation
or affirmation in order to receive AMTA approval of its music therapy
program(s). If the designated time limit is not reached, the
institution’s academic program(s) in music therapy will not be in
compliance with AMTA standards.
2. b. Steps in Subsequent Periodic
Reviews by AMTA:
AMTA shall consider academic institutions
for approval every ten years after the initial application and review by
AMTA. The steps outlined above should be followed for subsequent
periodic reviews by AMTA.
Preparing the Application for
AMTA-Approved Programs Reapplying for AMTA Approval:
Step 3.1 Refer to "Procedures for
Reapplying According to the AMTA Standards" in Section 1.a. or 2.a.
above (whichever is applicable), and the application materials for
reapplying for AMTA approval.
Step 3.2 Gather and refer to all of the
following AMTA documents: Standards for Education and Clinical
Training (2000) (including the "Preamble" and "Policies and
Procedures for Academic Program Approval"), Professional
Competencies, Standards of Clinical Practice, Code of Ethics, and
the NASM Handbook.
Step 3.3 Make copies of the information
requested in Section 4.a below. For institutions that do not offer
degrees or majors in music and that do not currently hold NASM
accreditation or affirmation, prepare a report for AMTA that includes
all of the information requested in Section 4.a below.
Step 3.4 Prepare a report for AMTA
outlining information related to the AMTA Standards for
Education and Clinical Training (2000) as outlined in Section 4.b
below.
Step 3.5 Prepare a cover page as directed
in Section 4 and submit five (5) copies of all application materials to
AMTA. If the academic program is not located in the United States, a
total of six (6) copies of the application materials must be submitted
to AMTA in English.
Application Materials Requested for
AMTA Review of Music Therapy Programs Reapplying for AMTA Approval
According to the AMTA Standards:
Prepare a cover page for the application
materials, which includes the name and address of the institution; date
application is submitted; status of NASM accreditation or affirmation;
names of music therapy program director and head of academic unit for
the music therapy program. (Please note that AMTA must be informed
immediately of any changes in the NASM status).
4.a. Submit Copies of
Information Reported in the NASM Self-Study Document for Accreditation
or Affirmation Reviews re: Instructional Programs in Music Therapy for
Each Degree Program Being Reviewed by AMTA:
Please note that NASM reviews the
procedures for the NASM Self-Study Document every five years for
possible revisions, which includes the following items 4.a.1 through
4.a.8. If there are revisions by NASM to these items, AMTA will
recognize any revised and current versions of this information in its
review).
4.a.1 Provide a Curricular Table which
includes Degree Title; Number of Years to Complete the Degree; Number of
Credits and Percentage of Credits in the Major Area, Supportive/Other
Courses in Music Studies, General Studies, and Electives; Total Number
of Credits; Current Semester’s Enrollment in Majors; and Names of
Program Supervisors. List course numbers, titles, and credit allotments
under each applicable category (Major Area, etc).
4.a.2 Program or degree title, with
emphasis if applicable, followed by a statement of goals and objectives
(for example, for whom the program or degree is intended, its
preparational emphasis, etc).
4.a.3 An assessment of compliance with
the NASM standards for the degree. (Refer to the NASM Handbook,
all applicable instructional standards outlined under "Standards for
Baccalaureate and Graduate Degree-Granting Institutions and Programs,"
and appropriate Handbook appendices. Note: Special attention
should be given to common standards and goals for all baccalaureate
and/or master’s degree programs as well as requirements for the specific
baccalaureate and master’s degree programs in music therapy). This
assessment must address the competencies required by the Standards in
terms of specific content, expectations for knowledge and skills
development, and levels of achievement required for graduation. If the
program involves distance learning, analyze it in light of NASM
standards in this area. (Refer to the Operational Standards section
(item II.) of the NASM Handbook). If the program is
designed as a multi- or interdisciplinary combination, describe the
music therapy program or degree in relation to the other disciplines.
For academic institutions that do not offer degrees or majors in music
and are not seeking NASM accreditation or affirmation, discuss admission
policies regarding standards for musicianship and other entrance
requirements for students entering the program; and how deficiencies in
musicianship would be remedied.
4.a.4 Institutions offering graduate
degrees must include a discussion of the following: (Note: This section
is not applicable to doctoral degrees at this time, since AMTA does not
yet have policies and procedures for approval of doctoral degrees).
(This section is applicable only to
master’s degree programs. If not applicable, skip to item 4.a.5).
(1) Proficiencies required for entrance
to the program (for example, keyboard, diction, aural skills,
theoretical skills, etc.); when these must be achieved and how they are
tested; whether credit toward the degree is permitted for study directed
toward completion of these proficiencies.
(2) Research and professional tools
required in the program (for example languages, statistics, computer
science, etc.); when these must be achieved and how they are tested;
whether credit toward the degree is permitted for study directed toward
completion of these proficiencies.
(3) The institution’s policy for
conducting a comprehensive review at or near the conclusion of degree
study of master’s degree candidates.
(4) Candidacy and final project
requirements for the program (for example theses, recitals, research
projects, etc.). Discuss the purpose of these requirements and how they
serve the objectives of the program.
4.a.5 Results of the program related to
its goals and objectives, means for evaluating these results and
assuring that requisite student competencies are being developed, and
means for using these evaluations as the basis for program improvement.
4.a.6 An assessment of strengths and
areas for improvement, including an assessment of the extent to which
the program is meeting institution-wide or music unit aspirations for
excellence.
4.a.7 A rationale for continuation of the
program if it has had no graduates during the past five years.
4.a.8 Plans for addressing weaknesses and
improving results.
4.b. Additional Information Requested
by AMTA which Relates Specifically to the AMTA Standards for
Education and Clinical Training (2000) (Please note that the
information submitted in this section 4.b must follow the outline and be
designated with the appropriate numbers and letters for each item):
4.b.1 For baccalaureate/equivalency
programs, refer to the AMTA Professional Competencies and list in
which courses and clinical training experiences each of the areas for
entry-level competencies (e.g. #1, #2, #3, etc.) are being addressed.
4.b.2 For master’s degree programs in
music therapy, refer to the "Standards for Master’s Degrees" in the AMTA
Standards for Education and Clinical Training (2000)
and describe how the master’s degree imparts further breadth and depth
to entry-level competency areas while also imparting basic competence in
advanced topics. If an "equivalency" program in music therapy is
combined with a master’s degree, describe the requirements for the
equivalency work in order for the student to demonstrate the entry-level
competencies in musical foundations, clinical foundations, and music
therapy.
4.b.3 Describe the design of
your clinical training program, including a list of field agencies used
for clinical training, including both pre-internship and internship
placement (unless the site is on the AMTA National Internship Roster);
and provide the names and professional designations or credentials for
clinical training supervisors (with the exception of the sites on the
AMTA National Internship Roster). Please refer to the AMTA
Standards for Education and Clinical Training, "Standards for
Bachelor's Degrees," section on "Clinical Training Component," items #2
and #7.
4.b.4 List the names, degrees, and
professional designations/credentials of all music therapy faculty and
indicate if they are full-time or part-time. (Note that academic
institutions shall have one full-time faculty position in music therapy
for each degree program offered).
4.b.5 List all individuals who teach
music therapy courses in your program, and under each name, list the
courses that each teaches per term, the number of credits for each
course, and the usual or average student enrollment in each course:
Faculty Member Courses Taught #
credits (Sem./Qt.) # Students
4.b.6 Include course descriptions for all
music therapy courses (may be copied from the institution’s bulletin),
submit copies of all current music therapy course syllabi, and submit
course sequence/time-lines for all degree programs being reviewed.
4.b.7 Provide a curriculum vitae for each
faculty member teaching a music therapy course. If the faculty member
does not have a graduate degree in music therapy, please indicate if
that faculty member has a minimum of 12 semester hours or the equivalent
of graduate credits in music therapy beyond the undergraduate degree or
equivalency requirements; or indicate if the faculty member was hired as
faculty in an Association-approved program prior to the year 2000.
4.b.8 (Optional) Comments may be added to
provide additional information or clarification for the reviewers'
consideration.
IV. AMTA Review Processes for Approval
of Academic Programs:
Step 1. Academic institution sends five
(5) copies of application materials for AMTA approval review to AMTA. If
the academic program is not located in the United States, a total of six
(6) copies of the application materials must be submitted to AMTA. If an
institution is applying for new program approval, the application may be
submitted at any time.
Step 2. AMTA Director of Professional
Programs maintains one copy of application materials in AMTA office and
distributes the other copies as follows: one copy to Chair of Academic
Program Approval Committee; one copy each to three members of a
Subcommittee appointed by the Chair of the Committee, to include the
regional representative on the Committee in the region from which the
institution is located when the application is for new program approval.
If the application is from a program not located in the United States,
an additional copy of the application materials will be distributed to a
member of the International Relations Committee to be designated by the
Committee Chair. This representative will serve as a member of the
Subcommittee for Academic Program Approval for the review of this
application only.
Step 3 Subcommittee members and the
Committee Chair review the application materials to determine if
additional information is needed. If so, the academic institution will
be notified in writing regarding information being requested. If an
institution is applying for new program approval, the institution will
be notified in writing no later than 60 days after the application is
received by all members of the Academic Program Approval Committee
subcommittees if additional clarification is being requested by the
Committee.
Step 4. Subcommittee members and the
Committee Chair review the application materials to determine if the
academic program meets the AMTA Standards.
Step 5. Subcommittee members submit a
written report on the review of the application to the Committee Chair,
with a recommendation to (1) approve the program; (2) defer approval
until necessary changes are documented by the institution; (3) grant
conditional approval pending NASM accreditation or affirmation for a
limited period of time; or (4) not approve. The Committee Chair compiles
a report on the reviews by the Subcommittee members and the Chair.
Step 6. The institution notifies AMTA in
writing of the status of its NASM accreditation /affirmation review (if
applicable) as soon as it receives such notification from NASM. The
Committee Chair will add this information to the report on the AMTA
approval review.
Step 7. If the recommendations by the
Committee Chair and the Subcommittee members are unanimous
for AMTA approval, the Committee Chair will forward a summary of the
report for a recommendation for approval to the AMTA Board of Directors
for official action. If the recommendations are not unanimous for AMTA
approval, the application will be considered by the entire Academic
Program Approval Committee at the next annual meeting of AMTA. The
Committee will make a recommendation to (1) approve the program; (2)
defer approval until necessary changes are documented by the
institution; (3) grant conditional approval pending NASM accreditation
or affirmation for a limited period of time; or (4) not approve. The
Chair will then forward the Committee’s recommendation to the AMTA Board
of Directors.
Step 8. If the Academic Program Approval
Committee recommends a deferral of approval until necessary changes are
documented by the institution, the institution will be notified in
writing regarding the necessary changes to be made, with a timetable for
such changes to be determined by the Committee. The institution then
sends five (5) copies of the documented changes to AMTA. If the academic
program is not located in the United States, a total of six (6) copies
of the documented changes must be submitted to AMTA in English. The
Director of Professional Programs distributes the copies to the Chair
and Subcommittee members of the Committee. After the documented changes
are reviewed by the Chair and Subcommittee, the same procedures as
outlined above will apply.
Step 9. The AMTA Board of Directors
considers the Committee’s recommendations and will resolve to (1)
approve the program; (2) defer approval until necessary changes are
documented; (3) grant conditional approval pending NASM accreditation or
affirmation for a limited period of time; or (4) not approve the
program. The Executive Director will then notify the institution of the
Board’s decision in writing, with an explanation (if applicable).
V. Consultation Services Available:
Institutions may request consultation
services from either AMTA or NASM for assistance in the future
development of a music therapy program or for assistance in the
resolution of problems by contacting the respective offices of the
associations. Academic institutions requesting an on-site consultation
from AMTA for new program development would be charged a consultation
fee plus expenses for this service.
VI. AMTA Annual Reports from Approved
Academic Programs:
Approved academic programs shall submit
annual reports to AMTA as requested by the Director of Professional
Programs. Such reports as the Enrollment Data Form should be submitted
to AMTA in a timely manner as requested. The purposes of such reports
are to use this statistical data in predicting trends in the field,
provide information to institutions that are interested in implementing
a new music therapy degree program, and to support educators in
justifying the need for additional faculty as they experience growth in
their programs. In addition, the information also updates the AMTA files
on the names of music therapy program directors, institution addresses,
telephone numbers, fax, and e-mail addresses.
VII. Procedures for Deferring
AMTA Approval upon Review:
If an institution’s music therapy
program(s) is not granted AMTA approval following its application to
apply for new program approval or for maintaining its approval, AMTA may
grant a deferral. After the second consecutive deferral of an
application of a music therapy program for failure to meet a specific
standard of AMTA, AMTA may approve an application with a request for a
progress report; place a music therapy program on probation for a
specified period of time; or withdraw approval of a music therapy
program after all procedures regarding petition for review of adverse
decisions have been followed (see below).
VIII. Procedures Regarding
Petition for Review of Adverse Decisions
When a serious disagreement arises
concerning AMTA’s decision on the approval status of an institution’s
program(s) or a decision of non-compliance with AMTA Standards and/or
Code of Ethics, the institution may petition the AMTA Board of Directors
to review its decision. Procedures for the review of adverse decisions
are as follows:
Step 1. The institution submits a written
petition to the AMTA Executive Director outlining why the approval
status for its music therapy program(s) should be reconsidered by AMTA.
Step 2. The AMTA Board of Directors
evaluates the petition and presents its findings to the Academic Program
Approval Committee and/or other appropriate bodies of the Association.
Step 3. The AMTA Academic Program
Approval Committee and/or other appropriate bodies of the Association
reconsider the music therapy program’s application in light of
information presented and the Board of Directors’s evaluation of the
petition.
Step 4. The AMTA Academic Program
Approval Committee and/or other appropriate bodies of the Association
submit their recommendations regarding the petition to the AMTA Board of
Directors.
Step 5. The AMTA Board of Directors
considers the recommendations, and the Executive Director then notifies
the academic institution in writing of the Board’s final decision on the
AMTA approval status of the institution’s music therapy program(s).
IX. Non-Compliance with AMTA Standards
and/or Code of Ethics:
AMTA may occasionally receive complaints
about an approved music therapy academic program for non-compliance with
the Association’s Standards or Code of Ethics. Five copies of a
complaint of non-compliance shall be in writing and sent via registered
mail to the Executive Director of the Association. An additional copy
shall be sent via registered mail to the Music Therapy Program Director
and any other relevant parties against whom the complaint has been made
at the academic institution. AMTA assumes no responsibility for
reviewing isolated individual grievances. Complaints will be considered
only when the reported conditions are substantially documented and
reflect conditions within a music therapy program(s) that jeopardize the
quality of the education and training program and/or the general welfare
of the program. Complaints will be referred to the Academic Program
Approval Committee and/or any other appropriate bodies within the
Association, such as the Ethics Board, for evaluation of the complaint.
The appropriate bodies shall investigate, consult with all other
appropriate bodies within the Association (if applicable), and jointly
make a decision regarding the resolution of the alleged violation. A
recommendation shall then go to the Board of Directors for official
action. A copy of this decision shall be sent via registered mail to all
principals by the Executive Director.
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