Written by a senior clinician and educator in order to meet the needs of prospective and current educators, clinical supervisors and students of music therapy, this book (Goodman, 2011) provides an overview and detailed commentary about all aspects of professional and advanced education and training in music therapy.

(See book review excerpts below).

“Goodman demonstrates a distinct ability to blend just the right amount of historical information with current perspectives that left me with a keen sense of how American music therapy education and training evolved.”

Stephen Williams, MCAT, Mus.Bac., MTA / Approaches: An Interdisciplinary Journal of Music Therapy / 2011

“I appreciate that Goodman provides descriptive detail about different learning approaches...She draws on the literature to give succinct examples of exercises, techniques, assignments, and instructional technology for teaching purposes. “

Carolyn Arnason, DA, MTA / Canadian Journal of Music Therapy / 2012

“She communicates directly with the reader, with a vitality and professional style that engages one in a dialogue of thoughts and ideas.”

Jackie Robarts / British Journal of Music Therapy / 2012

“Karen Goodman’s landmark book, Music therapy education and training: From theory to practice, provides a unique and excellent resource for the field of education and training in music therapy……provides a fundamental core of experience that informs and supports the careful detail and comprehensive depth of the treatment of the selected topics and themes….a book in which the writing ranges from easy-to-read introduction to topics, in-depth analysis of research fields and practices, and thought-extending questioning of core themes in music therapy education and training. In writing this book, Goodman has done an excellent service to the profession of music therapy.“

Simon Gilbertson, PhD. / Nordic Journal of Music Therapy / 2012

“Especially useful are Goodman’s suggestions on how to adapt teaching to the many different ways in which various individual students and interns learn.”

Robert E. Krout, Ed.D / Journal of Music Therapy / 2012

“The content reflects a depth of knowledge that can only be gleaned from years of teaching experience and first-hand knowledge of music therapy governing bodies...The book stands as a comprehensive snapshot of the status of music therapy education and training.”

Shannon K. de l'Etoile, PhD, MT-BC / Music Therapy Perspectives / 2011

“The text is at the same time open-minded, practical, has depth and is academic without being dry...Karen Goodman has created a basic text book that every institution that offers music therapy education and everyone who practices should have in their bookshelf...I warmly recommend this extensive, interesting and useful book.”

Esa Ala-Ruona, PhD, President, European Music Therapy Confederation / Finnish Journal of Music Therapy / 2013

Music Therapy Groupwork with Special Needs Children: The Evolving Process, written by Karen D. Goodman (2007), a longstanding educator and clinician, develops the therapist's sensibility to working effectively toward the formation of a cohesive group with children who have different functioning levels, different temperaments and different musical preferences, either in the school setting or the child psychiatric setting. In order to achieve this end, the therapist must assess the current level of functioning in the music therapy context (assessment), consider the variables that help determine group placement vs. individual placement in music therapy, employ different clinical expectations (goals and objectives) for each child, and expect to adapt the presentation of the music and methods while simultaneously encouraging the sense of group.

Throughout the eight chapters, Professor Goodman provides multiple clinical vignettes from her 28 years of clinical work, all of which serve to demonstrate her theoretical perspectives. The music therapy vignettes describe preschool and latency-age groups with autistic spectrum disorder, multiple disabilities, or psychiatric diagnoses. Study guide questions follow each chapter. Through The Evolving Process, as the subtitle suggests, not only do the children in the group change as a result of the music therapy process but also so does the therapist in understanding and adapting to the needs of the group.

(See book review excerpts below)

“The author introduces the Cognitive Affective Development (DIR) approach pioneered by Greenspan and makes a significant original contribution by linking its six milestones of developing personal and social abilities directly to music therapy practice..”

“There is a wisdom in the writing that speaks of the extent of the author’s professional experience. She repeatedly strikes a good balance between the needs for theoretical formulation, scholarly reference, exact procedure, and practical reasonableness. “

“The book brings clarity to fields of music therapy theory and practice that students often find confusing, even overwhelming. Throughout, the book is highly informative, passing on information about the management of various therapy and special education programs, including orienting therapists to current practices in child psychotherapy. I know of no other music therapy instructional text like this, one that explores so extensively the practical and professional issues contingent on actually doing music therapy. “

“There is a symphonic-like flow of subject matter as themes appear then reappear and develop in later chapters. The author’s device of introducing case studies wherever relevant repeatedly ventilates the academic bearing of the subject matter and re-grounds the text in the realities and values of human needs. Music Therapy Groupwork with Special Needs Children brings an enormous amount of useful information together and condenses a wide body of multifarious experience into a useful, helpful handbook.”

Clive Robbins DMM, MT-BC, Adjunct Clinical Professor, Founding Director Nordoff-Robbins Center for Music Therapy, Steinhardt School of Culture, Education, and Human Development, New York University. January 2008

“…outlines a clear and well thought out path to tackling the challenges and criteria that are particular to group music therapy work. It appears Goodman has thought of every possible corner to explore in offering the music therapist a wealth of knowledge on the subject matter. “

Esther Thane / Approaches: Music Therapy & Special Music Education / 2014

“Will become a standard work both as a resource guide for practicing clinicians, and all levels of students that wish to know the essential theories and building blocks of groupwork practice with special needs children. “

Colin Lee, PhD. / Canadian Journal of Music Therapy / 2008

“She is very thorough in her theoretical presentation, but she also gives case studies to keep the reader close to what is actually being discussed...The book is a gold mine for educators of music therapy students. “

Ida Margrete Gjul, / Nordic Journal of Music Therapy / 2008

“Many practical suggestions...for selecting and adapting materials for music therapy.”

Leslie Hunter, MME, LCAT, MT-BC / Music Therapy Perspectives / 2009

“The breadth and depth of its contents are exceptional!... Goodman connects to the reader by posing questions a music therapist would ask him or herself. “

Ronna Kaplan, MA, MT-BC / Journal of Music Therapy / 2008

“A stunning representation and description of who the children are and their joy, responsiveness and accomplishment from the groupwork...a complex and successful journey where the writing is fluid and understandable. “

Dolores Nicoll, Psy.D. / The Arts in Psychotherapy / 2008

“She moves easily among sharing her own experiences with the children, reviewing the literature, and stating her own opinions in a clear and concise way. “

Sherry Nykiel, MD / Journal of the American Academy of Child and Adolescent Psychiatry / 2009

“This is a refreshingly direct book, in which the writer has a strong commitment to her ideas and is not afraid of suggesting how others can make use of them. “

Elaine Streeter , PhD./ British Journal of Music Therapy / 2007

International Perspectives in Music Therapy Education and Training: Adapting to a Changing World, the first anthology of its kind, edited by Professor Karen Goodman. (2015), brings noted educators from Brazil, Canada, Denmark, Finland, India, Ireland, Israel, Korea, Norway, the United Kingdom and the United States together to speak to the challenge to adapt in ways, both small and large, that affect music therapy education and training. Divided into three parts, chapters interrelate to consider program design, multicultural identity and the ongoing and emerging needs of a discipline. The book is an unparalleled resource for academic advisors, prospective and current educators, clinical supervisors, clinicians and students of music therapy.

(See book review excerpts below)

“… the music therapy community is fortunate to have this new text… highly recommended to music therapy educators, clinicians, and allied health care professionals… All of the chapters offer unique and valuable information that is applicable to many global contexts, and which are informed by distinguished authors who weave both personal and professional experiences into their writing… edited by Prof. Karen Goodman, music therapy professor at Montclair State University, offers the academic community a current and comprehensive text.”

Amy Clements-Cortes, PhD. / Anniversary Edition of Music Therapy Today / 2015

“Teachers and supervisors of students, and music therapists thinking about developments in the profession around the globe will be equally engaged in the wide variety of perspectives Goodman’s latest book presents. “

Jason Kenner, BMus(Thrpy), RMT / Australian Journal of Music Therapy / 2015

“The second part of the book focuses in great detail on multicultural identity, which plays a vital part in my own practice...the topics discussed are extremely important for practising music therapists, and I believe they are part of ongoing discussions in our day-to-day practice. “

Coco Hong-Ching Kho, BMus, MMusTher, NZRMTh / New Zealand Journal of Music Therapy / 2016

“This book, the first of its kind...discusses the challenges of adaptation, both small and large, which affect music therapy education and training around the world in a changing and diverse society. “

Melissa Mercadal-Brotons, PhD, MT-BC, REMTA / Approaches: An Interdisciplinary Journal of Music Therapy / 2015

“Not only fascinating to read but also highly informative to tutors on music therapy programmes...who will very frequently be engaging with students whose cultures are considerably different to our own...this book is comprehensive, informative, up-to-date and, not least, necessary. “

James Robertson / British Journal of Music Therapy / 2016

The chapters in this book (Goodman, 2023) reflect current and/or necessary changes in training that come about as a result of history, society, economy, generational shifts and the workplace.

Although the subject matter in these chapters may appear disparate, it is not. The subject matter invites comparison in the following ways: 1) Questions the nature of music therapy itself; 2) Examines challenges to education and training; 3) Suggests critical thinking (vs repetition or repackaging of information) for students, educators, clinicians, researchers and supervisors in the field of music therapy; 4) Respects the past but looks to the future; 5) Offers perspective from others in the field through such vehicles as surveys, interviews and/or reviews of literature.

(See book review excerpts below)

“I am fortunate to have attended the roundtable panel presentation at the 17th World Congress of Music Therapy (2023) in which Goodman and five of the included authors presented an overview of their chapters. Of note was the tangible collegiality displayed between the authors, and the shared genuine aspiration to progress music therapy education and training, while acknowledging there is always more to learn and further advancements to be made.”

“Another chapter that resonates with me – especially as my Western Sydney University colleagues and I consider the culture and practice of decolonising and Indigenising the music therapy program — is Taylor’s chapter, entitled “Reimagining Music Therapy Education and Training Without Intrinsic Bias” With our program being based in one of the most multi-cultural regions in the world, we have been working towards a more inclusive intake process over several years now. As we are still in process I greatly appreciate this thought provoking and practically helpful chapter by Taylor.”

“I recommend this book to all life-long-learners in the broadly defined field of music therapy education and training: students, practitioners, and academics in search of an informative, innovative, in- context and in-time text on music therapy education and training.”

Alison Fuller, PhD. RMT, NMT /Australian Journal of Music Therapy,/2023

“The book’s emphasis on multiple viewpoints caught my attention; a broader international perspective of music therapy affords me a location of myself as a practitioner in relation to the wider, diverse music therapy community.”

“A standalone opening chapter by Simon Gilbertson explores different aspects of music therapy education through the philosophical lens of transversality. This concept is present throughout the book – the idea that each chapter exists in its own space, whilst also intersecting with others in some way, without changing its essence.

“Five other common themes emerged, discussed in the next sections: 1) Historical Reflection and Positioning;2) Anti-Oppressive Practice;3)Identity;4) Professional Regulation and Recognition;5) Supervision.”

“ this book offers an eclectic and often engaging collection of views and perspectives of music therapy education and training. Readers have the freedom to align themselves to a diversity of values and orientations, whilst still identifying with the collective music therapy community, without the hardened edges that can create distance and conflict.”

Penny Warren, RMT, The New Zealand Journal of Music Therapy /2023

As Goodman (2011, 2015) has stated in her previous writings, there is a dearth of texts that seek to critically examine music education and trainings, although there is an emerging body of research into the student experience in more established programmes/parts of the world (Iwamasa, 2019). This current book further contextualises what Goodman describes as ‘current and/or necessary changes in training’

“Gilbertson’s opening chapter uses Guattari’s (1984) notion of transversality, to propose among other things, a discourse on the evolution of music therapy praxis and how we might manage what appear to be dualist paradigms in music therapy education. This fascinating discussion sets the scene for the wide range of topics that are then laid out before the reader to sample or explore in greater depth.”

Elizabeth Coombs, PhD, British Journal of Music Therapy/2023

In reference to chapter three, written by Dr. Gitta Strehlow, “Readers will be fascinated by the historical development of music therapy trainings in Germany, which uniquely encompass a psychodynamic perspective. In such training, the music therapist through improvisation with the client is inseparable from the improvisation. The analysis of what occurs in this rich interaction requires a detailed chronicling of music’s unfolding.”

“Fachner proposes a new type of cross-disciplinarian student that receives sufficient and meaningful neuroscience of music to inform practice in rehabilitation, psychiatric, and developmental music therapy.”

The chapter on technology by Leslie Henry “The chapter is an excellent resource for educators considering or presently doing virtual teaching as to how to successfully deliver music therapy knowledge, musicianship, and clinical practice.”

“Historical, sociocultural, economical, and generational changes have determined new challenges in music therapy training and practices.

Goodman seeks exploration of pressing issues with the hope that worldwide qualifying standards for practice might be established. The writing from the 19 different authors stimulates readers to consider the new developments described and, as well, challenges them to reflect on their stance and identity in these changing times. The book is a helpful resource for music therapy faculty, supervisors, and graduate students interested in music therapy faculty positions and for those interested in education and training research.”

Teresa Lesiuk, PHD, MT-BC, Professor/Music and Medicine/2023

“Goodman has brought together a compelling group of contributors who grapple with a broad range of subjects in music therapy education and training, such as hybrid teaching models, interprofessional issues, and post-graduate training.”

“ Each essay is accessible for this audience: contributors provide introductions to complex theoretical aspects of the topics at hand.”

Gilbertson’s essay highlights themes that begin to emerge between chapters and helpfully focuses the reader on considering a balance of local focus and global consciousness, of difference and sameness.”

“Among the widely varied topics in this collection, Iwamasa’s closing chapter recapitulates two themes that emerge among the essays. One relates to how educators have balanced a tension between the need for recognition by governments, credentialing bodies, and the public, and understandings of what is needed to prepare music therapists to flourish in their careers. Crucial to this theme is the question of standardisation of music therapy education and training, and contributors present differing perspectives on this topic. I find this disagreement healthy, perhaps a sign that, as Gilbertson writes in Chapter 1, this may be a community that is secure and safe enough to root and shift……Another theme is how music therapy educators reckon with growth in the field: growth of knowledge and literature, of approaches, and of settings and groups that music therapists serve.”

“One strength of this text is that the contributors provide historical or cultural context for their topic. Another is that many of the essays contain practical approaches for educators.”

“In some ways, Developing Issues continues the mission of Goodman’s 2015 collection, International Perspectives in Music Therapy Education and Training, for example in exploring the themes of global/local and sameness/difference. In addition, the present text takes on important new themes and topics reflective of rapid changes within the profession and the world. The contributors to this collection provide us with in-depth, practical discussions of cases and topics in music therapy education and training that may perhaps contribute to other existing conversations centred on reaching toward possibilities as we root and shift in dialogue.”

Tim Honig, PhD, MT-BC, Approaches/2023