{"id":{"repo_id":"alverno","oai_identifier":"oai:alverno.omeka.net:974"},"canonical_url":"https://search.dev.ndltd.org/etd/alverno/oai:alverno.omeka.net:974","repository":{"repo_id":"alverno","name":"Alverno College","base_url":"https://alverno.omeka.net/oai-pmh-repository/request"},"display":{"title":"Trauma-informed care in music therapy education : perspectives from educators and early-career professionals","abstract":"Sokira, Jennifer M. Trauma-informed care is a framework that encourages helping professionals to recognize the prevalence of trauma and respond by encouraging individual interactions and systemic decisions that resist retraumatization. Trauma-informed care emphasizes physical, psychological, and emotional safety for all involved within the system of care (Adapted from Hopper et al., 2010; Substance Abuse and Mental Health Service Administration, 2014b). While trauma-informed care is practiced in human services fields including music therapy, little is known about music therapists’ trauma-informed care education or its implementation in clinical practice. Furthermore, little is known regarding the experiences and perceptions of trauma-informed care among early-career music therapists and music therapy educators. This study uses a qualitative, comparative case study design. Following a recruitment survey, nine early-career professionals (ECP) and nine music therapy educators (MTE) were interviewed. Transcripts were coded and analyzed. Within-case analysis revealed seven categories and two themes describing the experiences and perceptions of ECPs, and eight categories describing the experiences and perceptions of MTEs. Cross-case analysis resulted in 10 cross-case assertions and three overarching themes. There was significant convergence between the ECP and MTE cases, with many parallel concerns and beliefs held common between the two groups. The three overarching themes are the major findings of this study: 1) utility and applicability of trauma-informed care in the music therapy curriculum, 2) trauma-informed care education within the context of adversity, and 3) trauma-informed care learning practices and needs. The findings support recommendations for further research and support of trauma-informed care as an ethical mandate, a core competency for all clinical interactions, and as a component of systems change in the face of adversity. The findings also support development of educational competencies, structures, and resources to support the inclusion of trauma-informed pedagogy in the teaching of music therapy students, as well as the inclusion of trauma-informed care content within the curriculum for future music therapists.","abstract_html":"Sokira, Jennifer M. Trauma-informed care is a framework that encourages helping professionals to recognize the prevalence of trauma and respond by encouraging individual interactions and systemic decisions that resist retraumatization. Trauma-informed care emphasizes physical, psychological, and emotional safety for all involved within the system of care (Adapted from Hopper et al., 2010; Substance Abuse and Mental Health Service Administration, 2014b). While trauma-informed care is practiced in human services fields including music therapy, little is known about music therapists’ trauma-informed care education or its implementation in clinical practice. Furthermore, little is known regarding the experiences and perceptions of trauma-informed care among early-career music therapists and music therapy educators. This study uses a qualitative, comparative case study design. Following a recruitment survey, nine early-career professionals (ECP) and nine music therapy educators (MTE) were interviewed. Transcripts were coded and analyzed. Within-case analysis revealed seven categories and two themes describing the experiences and perceptions of ECPs, and eight categories describing the experiences and perceptions of MTEs. Cross-case analysis resulted in 10 cross-case assertions and three overarching themes. There was significant convergence between the ECP and MTE cases, with many parallel concerns and beliefs held common between the two groups. The three overarching themes are the major findings of this study: 1) utility and applicability of trauma-informed care in the music therapy curriculum, 2) trauma-informed care education within the context of adversity, and 3) trauma-informed care learning practices and needs. The findings support recommendations for further research and support of trauma-informed care as an ethical mandate, a core competency for all clinical interactions, and as a component of systems change in the face of adversity. The findings also support development of educational competencies, structures, and resources to support the inclusion of trauma-informed pedagogy in the teaching of music therapy students, as well as the inclusion of trauma-informed care content within the curriculum for future music therapists.","abstract_has_math":false,"creators":["Sokira, Jennifer M."],"institution":"Alverno College","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-27T18:44:41Z","subjects":["Psychic trauma","Music therapists--Training of","Arts--Therapeutic use","Music therapy","Music therapy education","Trauma-informed care","Trauma-informed pedagogy","Asset-based pedagogy","Trauma-informed curriculum","Educator perspectives","Early-career professionals","Higher education","Therapist preparation","Creative arts therapies"],"languages":["English"],"rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://alverno.omeka.net/items/show/974","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Sokira, Jennifer M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["Alverno College"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychic trauma","Music therapists--Training of","Arts--Therapeutic use","Music therapy","Music therapy education","Trauma-informed care","Trauma-informed pedagogy","Asset-based pedagogy","Trauma-informed curriculum","Educator perspectives","Early-career professionals","Higher education","Therapist preparation","Creative arts therapies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://alverno.omeka.net/items/show/974"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Sokira, Jennifer M. Trauma-informed care is a framework that encourages helping professionals to recognize the prevalence of trauma and respond by encouraging individual interactions and systemic decisions that resist retraumatization. Trauma-informed care emphasizes physical, psychological, and emotional safety for all involved within the system of care (Adapted from Hopper et al., 2010; Substance Abuse and Mental Health Service Administration, 2014b). While trauma-informed care is practiced in human services fields including music therapy, little is known about music therapists’ trauma-informed care education or its implementation in clinical practice. Furthermore, little is known regarding the experiences and perceptions of trauma-informed care among early-career music therapists and music therapy educators. This study uses a qualitative, comparative case study design. Following a recruitment survey, nine early-career professionals (ECP) and nine music therapy educators (MTE) were interviewed. Transcripts were coded and analyzed. Within-case analysis revealed seven categories and two themes describing the experiences and perceptions of ECPs, and eight categories describing the experiences and perceptions of MTEs. Cross-case analysis resulted in 10 cross-case assertions and three overarching themes. There was significant convergence between the ECP and MTE cases, with many parallel concerns and beliefs held common between the two groups. The three overarching themes are the major findings of this study: 1) utility and applicability of trauma-informed care in the music therapy curriculum, 2) trauma-informed care education within the context of adversity, and 3) trauma-informed care learning practices and needs. The findings support recommendations for further research and support of trauma-informed care as an ethical mandate, a core competency for all clinical interactions, and as a component of systems change in the face of adversity. The findings also support development of educational competencies, structures, and resources to support the inclusion of trauma-informed pedagogy in the teaching of music therapy students, as well as the inclusion of trauma-informed care content within the curriculum for future music therapists."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["Trauma-informed care in music therapy education : perspectives from educators and early-career professionals"]}]}],"canonical_facts":{"dc:creator":["Sokira, Jennifer M."],"dc:date":["2025"],"dc:description":["Sokira, Jennifer M. Trauma-informed care is a framework that encourages helping professionals to recognize the prevalence of trauma and respond by encouraging individual interactions and systemic decisions that resist retraumatization. Trauma-informed care emphasizes physical, psychological, and emotional safety for all involved within the system of care (Adapted from Hopper et al., 2010; Substance Abuse and Mental Health Service Administration, 2014b). While trauma-informed care is practiced in human services fields including music therapy, little is known about music therapists’ trauma-informed care education or its implementation in clinical practice. Furthermore, little is known regarding the experiences and perceptions of trauma-informed care among early-career music therapists and music therapy educators. This study uses a qualitative, comparative case study design. Following a recruitment survey, nine early-career professionals (ECP) and nine music therapy educators (MTE) were interviewed. Transcripts were coded and analyzed. Within-case analysis revealed seven categories and two themes describing the experiences and perceptions of ECPs, and eight categories describing the experiences and perceptions of MTEs. Cross-case analysis resulted in 10 cross-case assertions and three overarching themes. There was significant convergence between the ECP and MTE cases, with many parallel concerns and beliefs held common between the two groups. The three overarching themes are the major findings of this study: 1) utility and applicability of trauma-informed care in the music therapy curriculum, 2) trauma-informed care education within the context of adversity, and 3) trauma-informed care learning practices and needs. The findings support recommendations for further research and support of trauma-informed care as an ethical mandate, a core competency for all clinical interactions, and as a component of systems change in the face of adversity. The findings also support development of educational competencies, structures, and resources to support the inclusion of trauma-informed pedagogy in the teaching of music therapy students, as well as the inclusion of trauma-informed care content within the curriculum for future music therapists."],"dc:format":["PDF"],"dc:identifier":["https://alverno.omeka.net/items/show/974"],"dc:language":["English"],"dc:publisher":["Alverno College"],"dc:rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"dc:subject":["Psychic trauma","Music therapists--Training of","Arts--Therapeutic use","Music therapy","Music therapy education","Trauma-informed care","Trauma-informed pedagogy","Asset-based pedagogy","Trauma-informed curriculum","Educator perspectives","Early-career professionals","Higher education","Therapist preparation","Creative arts therapies"],"dc:title":["Trauma-informed care in music therapy education : perspectives from educators and early-career professionals"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T18:44:41Z"}