Date of Award

5-19-2024

Document Type

Thesis

Copyright Status, No Creative Commons License

All Rights Reserved

Degree Name

Master of Science in Music Therapy

Department

Music Therapy

School

School of Arts & Sciences

First Advisor

Stephenie Sofield

Abstract

This study explored the workplace experiences of neurodivergent music therapists, seeking to elucidate how they currently perceive and navigate their work environments, and how these environments accommodate their neurodivergence. The study employed a descriptive cross-sectional survey methodology and collected both quantitative and qualitative data from board-certified music therapists across the United States. Quantitative data was analyzed using descriptive and inferential statistical methods. Qualitative responses were subjected to inductive, iterative content analysis to capture personal experiences and perceptions. Results indicated that neurodivergent music therapists broadly disclose their neurodivergence for authenticity and to seek support and accommodations. Participants also reported finding their employers and supervisors supportive of their neurodivergent status and mentioned positive workplace adaptations which facilitated their professional engagement. Furthermore, this study found that disclosure is influenced by the perceived supportiveness of employers and supervisors, and its likelihood increased with music therapists’ total years of practice. The author made recommendations for continuing education trainings/workshops for music therapists based on these findings. As this study is limited by its methodology, the author also included additional recommendations for future research on this topic.

Related Pillar(s)

Study

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Music Therapy Commons

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