{'fraction_non_alphanumeric': 0.02370820668693009, 'fraction_numerical': 0.0024316109422492403, 'mean_word_length': 6.034188034188034, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Perceptual differences in music therapy clinical supervision: Perspectives of students and supervisors

ABSTRACT Research in practicum assessment is needed for professional clinical training in music therapy. Assessment tools measuring students’ perceptions of competence and self-efficacy may influence their performance and progress throughout the completion of the program. Perceptual differences pertaining to professional training expectations, clinical performance, and efficacy may occur between music therapy students and supervisors. Creating a practicum experience assessment instrument to measure the perceptual gaps between the students and supervisor may be beneficial for clinical training. The purpose of the study was to develop the psychometric properties of a music therapy practicum experience assessment instrument with two versions, the Student Practicum Experience Assessment (S-PEA) and the Clinical Supervisor Practicum Experience Assessment (CS-PEA). In addition, the present study compared perceptions of self-efficacy, clinical practice, professional competency, and clinical supervision experience between music therapy students and clinical supervisors. The S-PEA was administered to 39 music therapy students, and the CS-PEA was administered to six supervisors. A strong internal consistency and homogeneity of the S-PEA and CS-PEA was obtained. Only seven out of 37 items of S-PEA and CS-PEA were significantly correlated. Perceptual differences exist between music therapy students and their supervisor in evaluation of practicum experience, training expectations, students’ performance, competence, and efficacy.