2017 CMTEs

CMTE A – Thursday, March 30th, 2017

9:00 am – 12:00 pm

NER – AMTA Leadership Academy  

Length: 3 hour CMTE

Presenters:  Meredith Pizzi, MPA, MT-BC, Annette Whitehead-Pleaux, MA, MT-BC, Jennifer Sokira, MMT, LCAT, MT-BC, Eve Montague, MS, MT, Plus additional panel presenters TBD


This gathering for professionals, interns and students will inspire music therapists to fulfill their highest potential while empowering them to lead in their areas of expertise! Leadership Academy participants will experience multiple frameworks for thinking about leadership and how to recognize and build critical skills in all areas of leadership!


As music therapists, we are all leaders! However, most of us have not received any formal or informal leadership training. This CMTE is designed to invite music therapist to explore their

own leadership skills and also learn about potential ways to serve in the New England Region. No matter what the role or position, or what type of organization music therapists work in, there are opportunities for music therapists to strengthen their leadership skills and be more aware of their potential as leaders. This CMTE will support music therapists to learn about our influence, our potential and our vision as leaders.

The AMTA Academy experience will allow professionals at ALL levels to:

• Discover their unique niche as a leader.

• Explore leadership approaches, stages, and styles.

• Enhance their professional development and responsibilities.

• Forge a path for leadership in the future.

• Learn from leaders and colleagues within our field.

• Identify ways to serve as members and leaders of AMTA

CMTE B – Thursday, March 30th, 2017

1:00 – 6:00 PM

Developing and Expanding Supervision Skills

Length:  5 hour CMTE

Presenters:  Annette Whitehead-Pleaux, MA, MT-BC, Meredith Pizzi, MPA, MT-BC, Katie Bagley, MA, MT-BC, and Laetitita Brundage, MT-BC


This intensive training will focus both on the theory and practical skills of clinical supervision.  Learners will be immersed in both didactic learning and experientials where they can practice verbal, musical, and expressive arts techniques for supervision.  Special attention will be paid to culturally competent supervision and crisis management.  The training will be divided into two distinct sections, didactic learning and experiential.


The first section will begin with defining supervision.  The presenters will explore the differences between supervision, management of employees, and therapy, looking at how these are different as well as how they overlap.  Within this discussion, the presenters will present why music therapists need supervision, looking at clinical, psychological wellness, advancing practice, and compliance with the Standards of Clinical Practice.  Next, the focus will shift to theoretical models of supervision, drawing not just from music therapy literature but from psychology and social work.  The didactic portion of the training will conclude with a focus on cultural competence in supervision, looking not just at the supervisor’s cultural competence but the supervisor’s role in educating and enhancing the supervisee’s cultural competence. 

The second section will immerse the learners in experientials designed to teach and give opportunities to try out a variety of skills needed in clinical supervision.  These experientials will be divided into three categories: verbal techniques, music techniques, and music and expressive arts techniques. The learners will break into smaller groups and dyads to both practice and experience these techniques in one on one and group settings.  The final topic covered will be crisis management in supervision.  The trainers will discuss ways to triage the needs of the supervisee with other responsibilities as well as specific supervision crisis management techniques.  These techniques range from having relevant resources available to learning when and how to explore the need for your supervisee to seek the assistance of personal therapy. The training will conclude with a group reflection through art and music.

CMTE C – Thursday, March 30th, 2017

1:00 – 6:00 pm

Music Therapy & Chronic Pain 

Lenght: 5 hour CMTE

Presenters:  Joy L. Allen, PhD, MT-BC; Heather J. Wagner, PhD, MT-BC,


This CMTE will review symptoms and need areas associated with chronic pain, latest research findings, and advanced music therapy techniques for assessing and treating chronic pain.  A strong experiential component, whereby role playing client therapist relationships will be undertaken in efforts to facilitate opportunities to implement advanced clinical techniques.


“Chronic pain affects 1.5 billion people worldwide, an estimated 100 million of whom live in the United States. The most recent Institute of Medicine report defined pain as a national public health issue requiring a comprehensive strategy that includes non-pharmacological treatments delivered by an interdisciplinary team of health care professionals.  Latest research findings indicate that music therapy has a more clinically meaningful effects and a greater clinical impact

on pain intensity when compared to music medicine interventions in the treatment of pain.  (Lee, 2016).   

In assessing and treating pain, music therapists may consider the description, source, level, and meaning of pain as well as whether the patient believes that the pain can be controlled (Bailey, 1986; Loewy, 1999; Magill, 2001).  An assessment of the patient’s medical condition, including functional ability, coping ability and prior musical experiences are usually considered by the music therapist (Magill-Levreault, 1993).  The process is centered on the patients’ needs, wishes, and goals, with an effort to work in the physical, psychosocial, emotional, and spiritual components of the total pain experience in a supportive environment.  In turn, this can modify the suffering components and influence overall pain perception (Magill et al., 1997).    

Several music therapy techniques, both active and passive, may be applied with patients.  These include: Entrainment – process of improvisation whereby the therapist and client work together to create pain and corresponding healing music (Dileo & Bradt, 1999; Rider, 1999); live music assisted relaxation; and song writing, story songs, and song improvisation.  Clinical examples of each of these methods along with assessment and implementation procedures will be shared with participants.  This CMTE will include a strong experiential component, whereby role playing will client therapist relationships will be undertaken in efforts to facilitate opportunities to implement advanced clinical techniques.

CMTE D – Thursday, March 30th, 2017

2:00 – 5:00 pm

SOS – Singing Off Stress and Soothing Our Souls 

Length:  3 hour CMTE

Presenters:  Caryl Beth Thomas, MA, ACMT, LMHC; Bronwyn Bird, MT-BC


This largely experiential workshop will engage participants in various forms and styles of communal singing. Having a long history of and extraordinary passion for group singing, our hope is to provide ideas and material for clinical applications, opportunities for community building, and a form of self-care for participating music therapists.


Bronwyn and Caryl Beth have both been engaged in group singing for most of our collective lives, both personally and professionally. We whole-heartedly believe in the power and beauty of collective singing, and wish to take this opportunity to share this work with our music therapy colleagues and community in a more in depth manner. Singing simple songs, chants, rounds from all over the world and spans of time, we both utilize the concept of singing in community in our clinical work and in our own musical and personal lives. We both find it to be powerful and healing for everyone that enters a circle of song, and also in being the leaders of these circles as well. So we’d like to have this course be both practical in terms of learning songs and ideas for clinical work, as well as a much needed form of self care for practicing music therapists. The expressive process of joining one’s voice in unison and harmony with others is a powerful way to transcend daily challenges, while uplifting and energizing one’s spirit. Our hope is that participants will have the chance to directly experience the unique qualities of communal singing in this workshop to naturally create awareness, grounded breathing, and relaxed vocal production. And that they might also discover the power of repetition, simplicity, rhythm and harmony in reducing daily stresses while creating joy through social song.

CMTE E – Saturday, April 1, 2017

2:15 – 5:15 pm

Mindful Music Listening with Teenagers: “Bohemian Rhapsody” as a Therapeutic Tool Length:  3 hour CMTE

Presenter:   Maya Benattar, MA, MT-BC, LCAT


From Queen to Madonna to Sia, the music that shapes our teenage years can be an important experience of connection and insight. This presentation will explore music listening as a creative, mindfulness-based technique, both for therapeutic use with teenagers and as a tool for professional and personal growth. ”


”Music is often an essential aspect of identity formation for teenagers, as well as closely related to both emotional and social development. Many adults remember and deeply cherish music that was important to them during their teenage years, because it was so influential in shaping their experiences during this formative period. From Queen to Madonna to Adele, the music that shapes our teenage years is diverse and powerful, helping to maintain a connection both to our inner selves and the world around us.

This presentation will begin with an overview of mindfulness, both as a therapeutic technique and a form of professional self-care. Music listening will be explored as a creative, mindfulness-based technique, both for therapeutic use with teenagers and as a tool for professional and personal reflection and growth. Participants will be given ample opportunities to engage in mindfulness-based music listening experiences that encourage creativity, inner awareness, and connection with others.

A discussion about the multi-faceted roles that music can play in the social and emotional development of teenagers, as well as time for discussion about music that was important during the participants’ teenage years will be provided. A case study, which incorporated the song “Bohemian Rhapsody” as a prominent part of the client’s therapeutic process, will be shared via discussion and audio examples. Finally, participants will deepen their understanding of how to

use mindful, creative music listening as a holistic tool for professional and personal reflection and growth.

CMTE F – Saturday, April 1, 2017 FREE;  FOR MEMBERS

2:15 – 5:15 pm

Walk in, Scramble in, Hop out, or Purge out of the Closet: LGBT Identity Development through the Lifespan

Length:  3 hour CMTE

Presenters:  Xueli Tan, PhD, MT-BC;  Annette Whitehead-Pleaux, MA, MT-BC; Lisa Kynvi, MA, MT-BC, LMHC; Michele Forinash, DA, MT-BC, LMHC


LGBT identity formation throughout the lifespan is rarely a static, universal process that transcends all nuances of social identity influences. We will examine theoretical models, the influence of social identities such as race in creating differing patterns, and the impact of social media on identity formation. Clinical implications for these pertinent identity formation milestones will be discussed.


Lesbian, gay, bisexual, and transgender identity formation is rarely a static, universal process that transcends all nuances of social identities such as age, race, ethnicity, culture, socioeconomic class. One of the first and most-referenced model of gay and lesbian identity formation, the Cass Theory of Lesbian & Gay Identity Formation (1979), listed a six-stage process. However, the canons of LGBT literature offer competing paradigms, compelling us to consider discourses in nature versus nurture, biology versus environment, and essentialism versus social constructionism. Whether such paradigms are located on dichotomous or continuum scales shift our perspective on the rigidity or fluidness of developmental milestones over the individual’s lifespan. Indeed, our social and historical contexts do not cater to tidy, orderly, and linear-stage theories of identity development. The impact of one’s social identities, such as race, ethnicity, culture, socioeconomic status, geographical and physical location, greatly influence the path towards identity formation. These nuances provide counter-narratives to dislodge any set and pre-determined pathways. LGBT identity formation develops through negotiating a desire for authenticity with the demands for self preservation. Health policies, insurance guidelines, federal and state laws, and historical stereotypes makes one hop in and out of the LGBT closet door. More accurately, there are usually not just one door to go through; sometimes it is a brick wall on the other side of the door, sometimes it is Narnia on the other side. The advent proliferation of “status update” on social media means that a posting of “I am gay/bi/trans” in large fonts quickly expels one from the closet. But it also means that there is no going back in – how does this new media affect identity formation in youths? By tracing the LGBT identity formation milestones along one’s lifespan and the variations along this continuum, we begin to unravel the complexities of understanding and addressing the needs of our clients.

CMTE courses are pre-approved by CBMT #P-063

Pre-requisites are not required to take CMTEs

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