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Supervision

Music therapy supervision is focused on the problems of the patient, on their interpretation and decoding in a developmental key, and on the correct use of the music therapy techniques.
Psychological supervision is focused on the possible personal difficulties which are presented by the music therapeutist during the session, and is aimed at the overcoming of them, using in particular the instruments that the students learnt during their training. This is, thus, a further occasion for personal and professional development.

At the moment, the F.I.M. supervisors are:
- the founder of "Musical Pedagogy and Humanistic Music Therapy " Giulia Cremaschi, music therapeutist;
- the founder of the “Sound Dialogue” model and of the " Humanistic Integrated NLP" Mauro Scardovelli, Psychologist, Psychotherapist and Music therapeutist;
- the founder together with Giulia Cremaschi of the model "Circular Relationship" Simona Colpani, Educational Psychologist, Psychomotion therapist and co-therapist.

The fields considered are in line with the criteria of the professional training and education. These fields are divided in five main aspects: educational aspect, body aspect, cultural aspect, professional aspect, personal aspect (60 hours of supervision, for music therapists plus an internship of 60 hours). For music therapeutists, 70 hours of supervision. The total amount of supervision hours is 190.

Educational aspect (human)
Make the talent of all professionals stand out, so that they can use it to overcome the barrier of preconception and prejudice.
The prefix “pre” means before. This means determining that something happens. This “before” prevents us from living the present.
Using techniques and reference schemes as the only possibility does not allow living the present in reality. The risk is to consider one’s vision of the world the only one possible.
This is predictable in professionals during their training.
The supervisor goes with the professionals inside themselves in the respect of others. Therefore, the qualities that must be encouraged will be broadmindness, creativity, receptiveness, curiosity and above all an attitude of research. In order that these qualities emerge and are developed, a convenient supervision and a suitable training are necessary. If we wish to facilitate the evolution of other human beings in need, we must facilitate ourselves and the therapeutists in supervision ( consistency). So, also in supervision, the attention will be focused on giving support, (safe base, absence of judgment, transparency) so that a process of awareness is put in place.
Music, that is the improvisation at the piano in the different ways, involves a particular attention to corporeity.

Aspect concerning corporeity
It is the music therapeutists’ task to read the Living Score in front of them.
Our body, starting by our face (look, forehead, etc.) is like a Living score on which some precise notes are written. We can call them “Prints of temper” (E.Stein).
Learning how to read the corporeity of the others (empathy) supposes the knowledge and the enhancement of their body.
Playing is allowed by body gestures which have the tip of the iceberg in the fingertips. The sonority appropriate to a communicative situation starts from the support of feet. All corporeity gives or take out the breath as to allow or not a sound.

Cultural Aspect
Music therapy is based on “making music”. The epistemological and musical foundations on which humanistic music therapy is based allow to appreciate and to find a musical meaning in apparently simple or even banal gestures. The Clinical Improvisation takes out the risk of becoming banal for the patient (this is the meaning of prejudice). This is why the music therapeutists develop always more the skill of keeping for a long period a constant attention. The supervisor is always present because the professional learns how to keep this way of therapeutic attitude alive.

Professional Aspect
How to act in relation to parents, teachers and other professionals. Finding a communicative language to express those human values implicit in the sessions of music therapy so that they can be understood by others.

Personal Aspect
Embarking a path to know yourself. This is a path towards the knowledge of some aspects of personality we do not know yet. The presence of the supervisor is a protection against possible risks (limiting visions, preclusion to any possibility of development, acting as exhibitionist focusing the attention on oneself and not on the other, giving up of music) to find an inner balance.

Ways of supervising
There are different ways of supervision according to the contexts of music therapy. The work in music therapy involves an on-going research on oneself, which can be carried out in the most suitable ways for everyone.
However, since the first training internships, the music therapeutist to be has the possibility to start with an attitude of research inside him.

Observation
The model of observation is typical of research – action ( we observe while acting and we act while observing) and of the humanistic clinical practice (we are involved, we enter in empathy without identifying and we observe ourselves while we act). This is the first phase. During the second one, we think about our work, we revise the recorded sessions, we discuss with our colleagues. The main aim of this observation work is to become aware of our perceptive filters and of our way of listening and communicating, erasing gradually those mechanisms linked to our temper and emotions.

Instructive internship
The trainer and the supervisor go to the office of the therapeutist and carries out a session with him.

Group of crossed supervision
A participant brings a video to the group of colleagues. Every participant expresses his point of view. The supervisor goes on to the synthesis. The participants who will bring the video receive an important feedback by the colleagues, under a general supervision of the supervisor. This is an aspect of training, more than a personal supervision. A group is necessary.

Supervision on a particular case
The therapeutist brings a video and the observations on a particular case on which he wants to be followed during the evolution or in difficult situations. It can be done alone or in a group.

Personal supervision
The therapeutist starts the supervision of his experiences and emotions on a case. The aim of this supervision is to release his own mechanisms. It is a psychological supervision, which can be carried out by a psychotherapist even if he is not a music therapist, as far as he will agree with the music therapy theory. The supervisor, if necessary, can propose to the music therapeutist to start a therapy on himself, to solve his problems of personality.

Mutual supervision
it is carried out between therapeutists, in pairs or in a group. It exists in the systemic model and it is useful to create in the therapeutist a target position.

Self-supervision
Analysis of one’s videos after the session of after a period of time. The aim in this case is to find a target and become supervisors of oneself. In this way you will learn how to supervise other therapeutists.