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This paper outlines the findings from a self-administered postal questionnaire to the UK music therapy profession carried out in June 1997. It details the background to the study, its design and methodology, the results and their implications. the survey gathered data on the personal qualities used in practice, working models, support networks and job satisfaction among UK music therapists. Taken together, these responses were deemed an indication of the overall 'state of the profession'. Further, and attempt was made to ascertain a correlation between job satisfaction and other variables as a way of delineating a profile of a 'job-satisfied music therapist'. Key results indicated a profession of diverse individuals more likely to be balancing part-time music therapy work than to be employed in a full time post. They indicated a profession with cohesive personal qualities underlying its practice, and more definitive priorities for working models. they revealed a profession more likely to describe itself as 'supported' and 'satisfied' than either 'very supported/satisfied'. 'quite supported/mixed feelings',' unsupported/dissatisfied' or 'very unsupported/dissatisfied'. They identified clinical supervision and communication with colleagues and carers as the two most significant support networks among the sample. A statistically significant correlation was established between the level of professional support experienced and job satisfaction.

This paper reports the findings or 151 members of the British Association of Professional Music Therapists, conducted in January 1998, to investigate burnout and job satisfaction in relation to multidisciplinary team membership. Information on personal profile and employment characteristics was also sought, as music therapists are such a widely diverse group. Three aspects of burnout (emotional exhaustion, depersonalization and personal accomplishment) were measured with the Maslach Burnout Inventory (Maslach & Jackson 1981). Factors influencing reward and dissatisfaction in the job were also assessed in relation to multidisciplinary team membership. personal and team role clarity and team and professional identification were assessed in therapists who were members of the multidisciplinary teams. Therapists who were members of multidisciplinary teams were found to have higher levels of personal accomplishment and similar levels of emotional exhaustion and depersonalisation in comparison to those working independently. These results are discussed in relation to previous surveys of other health and social care professionals. Sources of pressure and reward differed between multidisciplinary team members and non-members. Music therapists who were members of multidisciplinary teams were found to have a moderate level of personal role clarity within their team and identified with their profession more than with their multidisciplinary team.

This paper proposes that an educational dimension to music therapy in both training and practice should be considered. The rationale of recent and forthcoming curricular developments in music teaching would seem to imply that the perceived boundaries between music education and music therapy are becoming less distinct. It is thus likely that the two professions begin to be curious, at least, about such close proximity. Yet the therapeutic potential of music is not exclusive to the profession after which it is named. Furthermore, it would appear that the responsibilities of the music teacher in the present educational climate require a more inclusive (and therapeutic) approach as pupils with special needs, increasingly, are integrated into the mainstream sector. It is probable, therefore, that the teacher, rather than the therapists, will be inclined to meet these needs. While the boundaries between the professions necessarily prevail, a re-alignment (by means of a continuum) might be appropriate. This paper represents the personal views of the author as to how such an adjustment could be made and certain parallels are drawn with the profession of art therapy. The outline of a case is then presented for the consideration of educational music therapy. This would enable teachers of music to follow a modular programme of study which, while confined to the special education needs sector, could provide an alternative route to a music therapy qualification.