Bibliographic record
Abstract
The purpose of this study was to investigate the perspectives of experienced music therapists regarding their career longevity in the field. This study further aimed to determine if themes relating to career longevity in music therapy would emerge when gathering perspectives of experienced music therapists. Modified grounded theory was used to examine semi-structured interviews with four music therapists with 20 or more years of experience. The participants consisted of four music therapists drawn from members of the Canadian Association of Music Therapists. The results of the study were divided into four categories: The surveyed music therapists’ educational background and motivations to become music therapists; music therapist participant’s reported sources of struggle throughout their music therapy careers; music therapist’s perceived important factors contributing to their own career longevity; and music therapist participants’ advice to emerging music therapists, with descriptive statements describing career longevity among music therapists as the final product. Results of the study suggest that self-care, adaptability, advocacy, and commitment to music therapy as a unique mode of intervention were considered significant to career longevity in music therapy practice. Interpretations as well as potential implications for practice, education and research are discussed.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.004 | 0.003 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.005 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".