CONTINUING EDUCATION

Online facilitated Peer Supervision

In line with the CBMT Board Certification Domains, Tempo! offers peer supervision for fellow music therapists who are seeking supervision. Our Team is comprised of MT-BC's in good standing, the majority of whom have Master's level training or have sufficient years of experience to provide feedback.

"Tempo has been a Godsend. Supervision is an ethical necessity, but is prohibitively expensive, especially for new MTs. Tori is an exceptional group facilitator and makes a serious effort to make sure you have the resources you need to be a successful clinician. In the group I have learned how to cope with being the only MT in my workplace; was encouraged to reassess my career goals; and was equipped with practicals to about compassion fatigue."

- J.P. (Music Therapist from the Mid-Atlantic Region)

 

Individual Supervision

These sessions are by appointment only with an experienced board certified music therapist from Tempo! Music Therapy Services. Individual supervision is helpful for those clinicians who need or are looking for a more individualized and focused supervision experience. Issues may arise in a therapist's practice that require more focused attention and a need to delve in deeper on one's on schedule. These sessions will be specifically tailored to the supervisee focusing on problem-solving and in-depth processing. This individualized service aids in decreasing the risk for burn-out, professional brown out and compassion fatigue. At the same time, individual supervision can promote professional revitalization and a sense of support that is essential for any helping profession. Note: This service is not approved by the CBMT for credit.

Presentations

Tempo! therapists have presented at local, regional, national, and international conferences including the Kennedy Center. Attendees included high school and college students, health care professionals, teachers, professors, colleagues, and administrators.

Topics include:

  • Overview of Music Therapy (Can be tailored to any group including community groups and school in-service.)

  • Overview of Adapted Music Education (Can be tailored to any group including community groups and school in-service.)

  • The Importance of an Inclusive Music Therapy Group on the Overall Education of Students with Special Needs

  • The Impact of the Integration of Music Therapy and Yoga on Children with Disabilities and their Caregivers

  • A Multi-Sensory Approach to Teaching Music to Students with Special Needs

  • Adapting Music Instruction for Students With Special Needs: From Theory to Practice

  • Fair is Not Always Equal, Equal is Not Always Fair: Moving from Music Standards and Curriculum into the Classroom

  • The Importance of Music and Movement for Preschoolers With Special Needs

  • Reunifying Families in Crisis Through Music Therapy and Music Together (CMTE)

  • Exploring Music and Movement Activities of Cultures from Around the World

  • Music Educators and Music Therapists Collaborating to Teach Students with Special Need

CMTE (Continuing Education) opportunities

Board-Certified Music Therapists are required to participate in continuing education to maintain their certification. One way to obtain these credits, called CMTE (Continuing Music Therapy Education), is by attending continuing education opportunities offered by an Approved Provider (AP). The Certification Board for Music Therapists (CBMT) has declared Tempo! to be an AP. Please check back frequently to see updated schedules of CMTE course opportunities. Please contact us to be added to our email list for new opportunities we will offer in the future.

If you are interested in applying to present a continuing education opportunity at Tempo! please submit your resume or CV and a proposal for the session. Qualified instructors will be chosen based upon:

  • Appropriate credentials related to the topic proposed

  • Relevant professional experience related to the topic proposed

  • Previous presentation experience

CMTEs are listed in the EST/EDT time zone. For time zone converter please visit: http://www.thetimezoneconverter.com/

 

CMTE opportunity 

Descriptions

 

 

 

 

 

 

 

 

 

 

 

 

Policies

 

 

Refund policy: CMTE Opportunities: A 75% refund if you cancel one week prior to your course opportunity, 50% refund if you cancel within 48 hours prior to your course opportunity. There are no refunds for cancellations with less than 48 hours' notice. Tempo! reserves the right to cancel a course opportunity due to insufficient enrollment or unforeseen circumstances. Registrants will be notified by phone and email within 48 hours prior to the course opportunity; full refunds will be issued.

 

Grievance policy: Participants in any Tempo! program have the right to file a grievance. Clients must provide written documentation of the complaint within 30 days of the activity, outline the problem as it is perceived, and state the preferred solution. Mail the grievance letter to Tempo! 7 North Five Points Road, West Chester, PA 19380. Once the grievance letter is received, the director will review the information, and then respond in writing within 14 days of receipt of the grievance letter. If you disagree with the resolution of the grievance, you have the right to appeal the decision within 14 days. State the reasons for your appeal in a letter and mail it to Tempo! 7 North Five Points Road, West Chester, PA 19380. Tempo! will review the appeal and respond in writing within 14 days of receipt of the appeal letter. If the grievance involves a CMTE opportunity and it is still not resolved satisfactorily, you have the right to ask CBMT's Continuing Education Committee to address the unresolved grievance.

Confidentiality policy: All information received from clients will be treated as confidential information. Tempo! will protect the legal, professional, and personal rights of all clients. Statement of relationship to CBMT: Tempo! Music Therapy Services is approved by the Certification Board for Music Therapists (CBMT) to award Continuing Music Therapy Education Credits (CMTE). Tempo! Music Therapy Services, P-127, maintains responsibility for program quality and adherence to CBMT policies and criteria. Earning CMTE credits requires participant assessment, an evaluation form for CBMT, and a course opportunity fee.

Online Facilitated Peer Groups


8-9:45pm EST (Live online) This opportunity is 2 CMTE credits. There is no upper limit to the number of credits that can be earned. Professional growth and development are important ongoing aspects of the career of a music therapist. Discussions will involve clinical challenges, exploration of participants' feelings and reactions to work with clients, and professional accountability. This training is applicable for all music therapists and educators, regardless of theoretical orientation, focus of clinical population, or age range of clients. New MT-BCs: While our groups are open to all MT-BCs, we occasionally have a designated group for those new to working in the field. The goal of Facilitated Peer Supervision for New Professionals is to assist music therapists in finding support among their peers, and mentors in the music therapy community. The main objective of the group is to positively support individuals in starting their professional career, and to have a place to discuss any difficulties in a confidential and nurturing environment. It has long been recognized that the first few years of a music therapist’s practice dictate many aspects of their entire professional career, such as population(s) served and additional certifications/education attained. Therefore, music therapists who are new to the field are highly encouraged to seek supervision in order to develop the characteristics and skills needed to have a promising and fulfilling career. Discussion topics may include: interactions with other professionals, ethics, boundaries, appropriate use of specific interventions, etc. Ideally, participants will bring their own personal questions and discussion topics to the peer supervision session. Learning Objectives: 1. Participants will be able to identify and examine at least one ethical issue that may arise in the therapeutic relationship. [IIIA1a-g; V.B.2; V.B.10] 2. Participants will be able to discuss and explore at least two characteristics of their own feelings and reactions to their work with clients. [III.A.1.f; V.B.11; V.B.12] 3. Participants will be able to contribute at least one offering to discussions about self-knowledge of the therapeutic process and the therapeutic relationship. [IIIA1a-g; V.B.9] Statement of relationship to CBMT: Facilitated Peer Supervision is approved by the Certification Board of Music Therapists (CBMT) for 2 Continuing Music Therapy Education credits (CMTEs). Tempo! Music Therapy Services, P-127, maintains responsibility for program quality and adherence to CBMT policies and criteria. Statement of confidentiality: Participating in a peer supervision group in a web-based format can provide a convenient venue for music therapists to access feedback and support. Due to the nature of the topic, we expect all participants to maintain strict confidence, access the password-protected online group from a secure location, and to not share the password or web address with anyone. Location: Online (video conferencing) Time/Dates: See our calendar for current dates Instructor: Tori Conicello-Emery Cost: Regular: $25/opportunity Full-Time Student/Intern: $10/opportunity Tempo Staff/WCU Clinical Supervisors: Free




Individual Tele-Music Therapy with Young Children: The Importance of the Therapist-Caregiver Relationship


7-8:45pm EST (Live online) This opportunity is 2 CMTE credits. Individual music therapy with young children (preschool through early elementary school) offered through online platforms requires the participation of an adult caregiver. Music therapists’ perceptions of parents and adult caregivers in the therapeutic relationship varies and may be related to the therapist’s comfort with and training in engaging the adults in the therapy process. Music therapists providing individual music therapy to very young children do so with the support of parents or adult caregivers. The working relationship between the therapist and caregiver, while already crucial to the therapeutic outcome, is even more important. Caregivers have to take a more active role in implementing treatment interventions (gathering and positioning materials and reporting the child’s subtle responses, for example). The literature suggests that parents can learn how to implement a treatment protocol with fidelity when provided training and coaching over the Internet (Meadan, et al, 2016). The children whose parents received this training experienced positive growth in communication skills in the study by Meadan and colleagues. In another study, parents who participated in a parent-mediated communication-focused intervention came to rely on their relationship with the therapist and their confidence in implementing their child’s treatment (Leadbitter et al, 2020). Caregivers provide emotional regulation support to the development in young children (Calkin & Hill, 2007). Families already use the Internet to learn about their child’s diagnosis and potential treatment interventions and rely on a variety of social supports to choose their child’s course of treatment (Dinora & Dogenschutz, 2018). The relationship between the music therapist and the adult caregiver in the treatment of a very young child receiving individual music therapy was studied in the context of clinical-decision making (Blank, 2017). One rationale for clinical decisions in individual music therapy with a parent-child dyad included providing opportunities for relating between the parent and child, child and therapist, child and music, dyad and music, dyad and therapist, and parent and therapist. In the 2017 study, clinical decision-making including having the parent in the therapy room actively engaged in the treatment and attending to the parent’s needs for rest, support, and invitations to engage musically with their child. This session expands the discussion beyond parents to include other adult caregivers in individual music therapy offered through telehealth. Music Together Within Therapy (MTWT), a Music Together offering, places a great deal of importance on parent education to support the child’s development and the parent’s disposition to engage in music-making with their child outside of the therapy session. MTWT providers employ a variety of tools in live, in-person session, and have shifted to providing telehealth to their clients. This presentation will include video examples of individual music therapy with very young children with a particular focus on cultivating the therapist-caregiver relationship. ' Learning Objectives: 1. Participants will identify at least two concerns experienced by adult caregivers who participate in individual online music therapy sessions for very young children through group discussion. (CBMT Domain III.A.4.d.) 2. Participants will identify at least two techniques used in the video examples to engage adult caregivers. (CBMT III. A. 5.) 3. Participants will create at least one technique that they can use in their tele-music therapy sessions with young children to bolster the engagement of the adult caregiver. (CBMT Domain IV. A. 7.) Location: Live Online (video conferencing) Time/Dates: See our calendar for current dates Instructor: Carol Ann Blank Tuition: Regular: $25/opportunity Full-Time Student/Intern: $10/opportunity Tempo Staff/WCU Clinical Supervisors: Free




Music Interventions to Support Social Development in Early Childhood Inclusion Classrooms


7-8:45pm EST (Live online) This opportunity is 2 CMTE credits. During this session, participants will learn how to design music interventions for the early-childhood inclusion classroom to support the development of social skills for all students. Skills include joint attention, turn-taking, greetings, and responses. Participants will be introduced to relevant social development theories, research, and music-based resources. Rationale: Embedding music-making experiences in the inclusion classroom takes many forms and serves different purposes. Social-emotional learning (i.e. self-regulation and peer relationships) and classroom management (i.e. transitions and rituals) can be supported through the use of the elements of music: melody, harmony, and rhythm. Observing students in their musical play provides educators valuable information when crafting their students’ learning plans. Bronfenbrenner’s ecological systems theory of development provides the framework for social development theory. Sear’s (2007) Processes of Music Therapy provides the theoretical framework pertinent to the strategic use of music to provide 1) experience within structure, 2) experience in self-organization, and 3) experience in relating to others. Usefulness: Practitioners will engage in 3-5 music experiences specifically designed to provide opportunities to practice skills related to social development in 3-5 year olds in preschool inclusion classrooms. New learning is reinforced by analysis and peer-to-peer discussion of video examples of classroom footage of music-making. These experiences are designed to be implemented in the classroom on Monday. Relevance to Diverse Groups: This session incorporates best practices for inclusion of neurodiverse children and children with other developmental concerns, framed within an active music-making process. The music of historically marginalized groups is included as exemplars in this session; practitioners are provided with resources that are relevant to the composition of their classrooms. Outcomes: Participants will learn how to choose appropriate music experiences to address specific skills related to supporting social development in preschool-aged children in inclusion classrooms. Participants will experience, and will have opportunity to replicate in small groups, the steps for creating successful music-making experiences that reinforce joint attention, turn-taking, and leadership/followership. Behavioral observations of turn-taking, successful leadership, self-regulation skills can all be taught, practiced, and observed through active music-making experiences presented in this session. Effectiveness: The developmental implications of emotional dysregulation in preschool aged children has been linked to hyperarousal and lack of resilience in the face of adversity (Perry et al., 1995). Eisenberg and colleagues (2014) define emotion-related self-regulation as the individual’s ability to modulate between behavioral expressions of emotion. Resulting social development is mediated by the relationship between a child’s innate capabilities and the external environmental factors that support or undermine a child’s ability to self-regulate. Research by Fuhs and colleagues (2013) suggest that preschoolers with limited ability to self-regulate are more prone to poor social and academic outcomes in young adulthood. Sena Moore and Hanson-Abromeit (2015) provide a framework for the therapeutic function of music to facilitate emotion regulation development in preschool-aged children. Intentional uses of music by education professionals in early childhood inclusion classrooms provide opportunities for young children to develop emotion regulation skills and aligns with many early learning curricula, philosophies, and standards (Music Together, 2017). Learning Objectives: 1. Participants will identify the missing factors in presented music-making experiences that inhibit the development of skills related to social development (joint attention, turn-taking, leadership/followership) and will modify the experience to improve the opportunity for skill development. (CBMT Domain II.D.11.; III A. 2. aaa..) 2. Participants will contribute to the design and implementation of one new experience of music that incorporates presented knowledge related to developmentally appropriate music-making in inclusion classrooms and social development that they will be able to replicate in the classroom. (CBMT Domain II. D.10., 13). Location: Live Online (video conferencing) Time/Dates: See our calendar for current dates Instructor: Carol Ann Blank Tuition: Regular: $25/opportunity Full-Time Student/Intern: $10/opportunity Tempo Staff/WCU Clinical Supervisors: Free




Music Across the Lifespan: Benefits of Intergenerational Music Making


7-8:45pm EST (Live online) This opportunity is 2 CMTE credits. (Coming soon) Location: Live Online (video conferencing) Time/Dates: See our calendar for current dates Instructor: Carol Ann Blank Tuition: Regular: $25/opportunity Full-Time Student/Intern: $10/opportunity Tempo Staff/WCU Clinical Supervisors: Free




Music Therapists’ Clinical Decision Making Processes in Music Therapy: Toward a Theoretical Framework.


7-8:45pm EST (Live online) This opportunity is 2 CMTE credits. (Coming soon) Location: Online (video conferencing) Time/Dates: See our calendar for current dates Instructor: Carol Ann Blank Tuition: Regular: $25/opportunity Full-Time Student/Intern: $10/opportunity Tempo Staff/WCU Clinical Supervisors: Free




Music Interventions for School-Based Professionals (Trauma-Focus – Appropriate for Non-Music Therapists and MT Students)


7-8:45pm EST (Live online) This opportunity is 2 CMTE credits. (Coming soon) Location: Live Online (video conferencing) Time/Dates: See our calendar for current dates Instructor: Carol Ann Blank Tuition: Regular: $25/opportunity Full-Time Student/Intern: $10/opportunity Tempo Staff/WCU Clinical Supervisors: Free




Music-Making Experiences in the Early Childhood Inclusion Classroom: Music Therapists Supporting Classroom Teachers


7-8:45pm EST (Live online) This opportunity is 2 CMTE credits. Early childhood inclusion classroom teachers understand that music can be a powerful tool for promoting participation in all of their learners. Inclusion requires differentiated instruction through structured learning experiences with many access points to meet students where they are developmentally. Music is touted as an equalizing medium for promoting active participation for all students. Embedding music-making experiences in the inclusion classroom takes many forms and serves different purposes. Inclusion classroom teachers approach music with varying degrees of comfort and confidence in their own abilities as music-makers. Music therapists who consult with inclusion classroom teachers regarding the effective use of music in the classroom must first provide teachers with opportunities to successfully experience music. Music therapists will learn some strategies to impart to classroom teachers to assist with classroom management (i.e. transitions and rituals), social emotional learning (i.e. self-regulation and peer relationships), self-directed play (i.e. creating an accessible music center), and academic skills (i.e. pre-literacy and numeracy). The strategic use of the elements of music (melody, harmony, rhythm, and beat) can support all of these areas. Additionally, music therapists can assist teachers in developing observation skills in their musical play to provide valuable information when crafting students’ learning plans. Participants will explore songs and chants, creative and choreographed movement together with ways to coach teachers to use music-making experiences throughout the school day to support social development and physical-motor development for all children in the early childhood inclusion classroom, including neurodiverse learners or those with challenging behaviors.
Learning Objectives:
1. Participants will identify 1-2 areas of the inclusion classroom environment which would benefit from the implementation of music-based experiences to accommodate all learners (CBMT Domains III.A.4.d). 2. Participants will learn 1-2 music-based experiences to implement in the inclusion classroom to facilitate attention, impulse control, and social skills and interactions (CBMT Domains III.A.2.l.z.aaa.).
3. Participants will design 1-2 music-based experiences to implement in the inclusion classroom to address and practice teaching these strategies to classroom teachers (CBMT Domains II.C.5.) Location: Online (video conferencing) Time/Dates: See our calendar for current dates Instructor: Carol Ann Blank Tuition: Regular: $25/opportunity Full-Time Student/Intern: $10/opportunity Tempo Staff/WCU Clinical Supervisors: Free





 
 

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