American Music Therapy Association

Explore institutionalized older adults’ experiences of oppression and liberation as well as the potential impact of music therapy engagement on those experiences. Bear witness to older adults’ lived experiences, examine personal biases, and consider implications for personal and clinical growth.

Presenter(s): Sarah Biedka, MMT, MT-BC

5 CMTE-credit course

This course is eligible for LCAT CE Contact Hours (the same number of CMTE credit hours specified above) for continuing education for Licensed Creative Arts Therapists (LCATs) in New York State. AMTA is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed creative arts therapists. #CAT-0055

Learning Objectives

Participants will identify potential experiences of marginalization and oppression for institutionalized older adults (BCD II.B.11; II.C.2; II.D.9; III.B.3)
Participants will demonstrate recognition of personal biases related to working with institutionalized older adults and their potential impact on care provision (BCD II.C.1, 4; III.A.1.f.; IV.A.3; V.A.1; V.B.11)
Participants will identify potential moments of oppression and liberation for institutionalized older adults within the framework of music therapy services. (BCD I.2, I.3; II.D.8; III.A.5.n., hh; V.B.2)

Schedule

• 15 minutes: introduction of presenter, discussion of course objectives
• - personal intersectionality exploration (125 min + 15 min. break)
• 35 minutes: introduction of intersectionality tool, definitions, and instructions
• 30 minutes: intersectionality identification experiential
• 15 min. break
• 30 minutes: small-group processing of intersectionality experiential
• 30 minutes: Large-group processing of intersectionality experiential
• 20 minute break
• population-specific dialogue (110 min + 10 min. break)
• 40 minutes: discussion of ageism and ableism in music and music therapy (lyrics, memes- ‘boomers vs. millennials,’ assumptions about level of practice, etc.; statements from older adults and family members)
• 30 minutes: small-group songwriting (parody/original composition) to reflect learning
• 10 min. break
• 40 minutes: sharing songs in large group, processing
• 5 minutes: course evaluation