An Exploration of Accessibility to Trauma-Focused Education and Knowledge Among Music Therapists

Abstract

Abstract A substantial number of children and adults in American society have been exposed to violence, marginalization, prejudice, or other traumatic experiences. Thus, it is imperative that those in helping professions have adequate training and resources to recognize and respond to the signs, symptoms, and risks of trauma. Like other helping professionals, music therapists are increasingly called to recognize the impact trauma can have on the communities they serve, but little is known about music therapists’ knowledge and awareness of trauma concepts. A survey was distributed to all board-certified music therapists in the United States that sought to examine the accessibility of educational and professional trainings related to trauma, as well as self-perceived competency in working with service users who have experienced trauma. Of the 8,602 emails distributed (CBMT), 958 different responses were returned, 945 of which consented to participate for a 10.9% response rate. Results indicated a substantial interest in trauma work among music therapists (88.04%); however, almost half of respondents (48.86%) have indicated a lack of access to these trainings for any given reason, leading to limited self-perceived competency in trauma work. This limitation in self-perceived competency in trauma work might exist due to a lack of consistent education and training provided to music therapists, regardless of the mode of education. By not addressing this gap in the profession, harm might be done to those who utilize music therapy services. A breakdown of conglomerate music therapist trauma-specific knowledge is provided, along with identified areas of trauma-concept interest.