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Master of Arts in Music Therapy and Counseling

Program

The Master of Arts in Music Therapy & Counseling is a 90 quarter-credit program that integrates advanced music therapy and general counseling coursework with hands-on clinical experience and research opportunities, preparing graduates for a variety of career paths in the music therapy profession. Faculty include dedicated, knowledgeable music therapists as well as other creative arts therapists, clinical psychologists and counseling educators, offering a curriculum focused on in-depth study of foundational and innovative music therapy and mental health theories and approaches. The program can be completed in a minimum of two years (seven quarters) of full-time study, although some students may take longer to complete all program requirements, or opt for a decelerated plan of study. Classes held during the regular academic year (Fall, Winter and Spring quarters) are taught in-person at our Center City Philadelphia campus, while coursework in the Summer term can be completed remotely.

Founded in 1975, the MA in Music Therapy & Counseling is one of the few music therapy academic programs in the country housed on a health sciences campus. This setting provides a unique perspective on the merging of arts and health sciences, with an emphasis on culturally responsive interprofessional education. Students have opportunities for clinical experience, research and more at several University- related facilities, including Hahnemann University Hospital, Parkway Health & Wellness, the Stephen and Sandra Sheller 11th Street Family Health Services Center and the Dornsife Center for Neighborhood Partnerships.

Our program is designed both for students who have a Bachelor's degree in another field, and are seeking the required education and clinical experience to become a board-certified music therapist (MT-BC), as well as current Bachelor's-level music therapists who wish to pursue advanced study in music therapy and counseling. All courses are taught at the graduate level; we do not offer an equivalency program.

The Music Therapy and Counseling Curriculum is approved by the American Music Therapy Association. Upon completion of the program, students are eligible to sit for the examination of the Certification Board for Music Therapists, to earn the MT-BC credential. Our program also meets the Pennsylvania Licensed Professional Counselor (LPC) education requirements. Please note that licensure requirements vary from state to state, and may change at any time. Therefore, if you are considering counseling licensure in the future, you are strongly advised to review educational requirements for any state(s) in which you may seek counseling licensure. It is the student's responsibility to know and understand the requirements for any type of future licensure.

What you'll learn

  • Integration of music therapy methodologies with mental health counseling and medical sciences theories and approaches.
  • Daily interaction with music, art and dance/movement therapists, psychologists, neuroscientists, physicians and other health professionals as teachers and supervisors.
  • Clinical applications of instrumental and vocal improvisation, composition, re-creative and imagery methods within music psychotherapy and counseling, medical music therapy and developmentally-focused treatment models.
  • Multiple supervised adult and child clinical placement opportunities in a variety of settings, including medical and psychiatric hospitals, inpatient and outpatient behavioral health facilities, schools, continuing care facilities, community health centers, correctional facilities and more.
  • Basic understanding of art and dance/movement therapies and their relationship to music therapy.
  • Interaction with students and educators representing all the health sciences.
  • A culminating project (traditional research thesis or capstone project) focused on a student's chosen area of interest, and guided by a multidisciplinary advisement committee.
  • Student presentation of research at local, regional, and national conferences.

What makes the Drexel Music Therapy and Counseling program unique?

  • Housed in Drexel University's College of Nursing and Health Professions, on the University's health sciences campus.
  • Mental health counseling component of curriculum, which covers topics such as Human Psychological Development, Clinical Diagnosis, Group Dynamics, Theories of Psychotherapy, and Social and Cultural Foundations in Counseling and Psychotherapy, and prepares students for professional counseling licensure in Pennsylvania.
  • A strong emphasis on multicultural perspectives and social justice.
  • The opportunity to study alongside art therapy and dance/movement therapy students, creating opportunities for interdisciplinary engagement and collaboration.
  • Students complete coursework and clinical experiences simultaneously, allowing for synthesis of theoretical and practical knowledge throughout the program.

COMPLIANCE

The College of Nursing and Health Professions has a compliance process that may be required for every student. Some of these steps may take significant time to complete. Please plan accordingly.

Visit the Compliance pages for more information.

Admission Requirements

Background checks:

As a student of the College of Nursing and Health Professions you will be required to satisfactorily complete a criminal background check, child and elder abuse checks, drug test, immunizations, physical exams, health history, and/or other types of screening before being permitted to begin clinical training.

You will not need to submit documentation of these requirements as part of your application to the master's program. Failure to fully satisfy these requirements as directed upon enrollment may prevent assignment to a clinical site for training. A background check that reflects a conviction of a felony or misdemeanor may affect your ability to be placed in certain facilities, and later, to become board certified and licensed.

Deadline:
Applications are still being accepted for Fall 2018 enrollment! Applicants are encouraged to apply by ​July 1, 2018.

Degree:
Bachelor's degree in any field from an accredited institution, and a minimum overall GPA of 3.0 or above on all previous coursework.

Standardized Tests:
N/A

Transcripts:

  • Official transcripts must be sent directly to Drexel from all the colleges/universities that you have attended. Transcripts must be submitted in a sealed envelope with the college/university seal over the flap, or submitted through a secure electronic delivery service. Please note that transcripts are required regardless of number of credits taken or if the credits were transferred to another school. An admission decision may be delayed if you do not send transcripts from all colleges/universities attended.
  • Transcripts must show course-by-course grades and degree conferrals. If your school does not notate degree conferrals on the official transcripts, you must provide copies of any graduate or degree certificates.
  • If your school issues only one transcript for life, you are required to have a course-by-course evaluation completed by an approved transcript evaluation agency
  • Use our Transcript Lookup Tool to assist you in contacting your previous institutions

Prerequisites:
Volunteer or paid experience in a helping relationship preferred.

References:
Three letters of recommendation required. Letters should address academic and musical background. At least one letter should be from a music instructor. Letters of recommendation should be requested and submitted electronically through your online application.

Personal Statement/ Essay:
A 300-750 word essay that focuses on the role of music in your development and family, and how your life path led you to music therapy.

Audition: Applicants must demonstrate musical competencies in performance, music theory, and music history through an audition and interview. At the audition, applicants will:

  1. Present two works from different musical periods or in different music styles that demonstrate moderate to advanced level of proficiency on principal instrument/voice.
  2. Sing a traditional, folk, or popular song while accompanying self on piano (please prepare three different songs; faculty may request more than one song).
  3. Sing a traditional, folk, or popular song while accompanying self on guitar (please prepare three different songs; faculty may request more than one song).
  4. Play the basic chord progressions (I-IV-V-I; I-vi-ii-VI) in several keys on piano and guitar.
  5. Demonstrate aural skills by playing the melody of a given well-known song and providing the harmonic progression.
  6. Demonstrate sight-reading skills on piano.
  7. Demonstrate knowledge of music theory related to transposition, constructing chords.
  8. Demonstrate knowledge of one or more of the following topics: basic periods of Western music; jazz history; Wold music.

International and long-distance candidates may submit a recorded audition on DVD or online in lieu of items 1-4 above. International and long distance candidates should request instructions about all these requirements with their admission materials and are advised to begin the admission process early.

Interview: An in-depth in-person interview with the faculty of the graduate music therapy program, consisting of a review of personal, academic, interpersonal and creative aptitudes. Applicants will also be asked to demonstrate knowledge of one or more of the following topics: basic periods of Western music; jazz history; World music. For international and long-distance applicants, a phone interview or video chat may be substituted for the in-person interview.

CV/Resume:
Required. Include relevant education, work and service/volunteer experience.

Clinical/Work/Volunteer Experience:
A social service work or volunteer history and cross cultural experience is highly valued.

Additional Requirements for International Applicants

  • Transcript Evaluation: All international students applying to a graduate program must have their transcripts evaluated by the approved agency: World Education Services (WES), 212.966.6311, Bowling Green Station, P.O. Box 5087, New York, NY 10274-5087, Web site: www.wes.org/.
  • TOEFL: Applicants who have not received a degree in the United States are required to take the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS) An official score report must be sent directly to Drexel University Application Processing. The minimum TOEFL score is 90 and the minimum IELTS score is 6.5. For more information visit the Web site: www.ets.org, then click on TOEFL.
  • I-20/DS-2019 and Supporting Financial Documents (international students only): After confirming attendance to Drexel, students will receive an email from ISSS with instructions for applying for their I-20/DS-2019 and submitting supporting financial documents.

International Consultants of Delaware, Inc.
P.O. Box 8629
Philadelphia, PA 19101-8629
215.222.8454, ext. 603

Commission on Graduates of Foreign Nursing Schools
3600 Market St., Suite 400
Philadelphia, PA 19104-2651
215.349.8767

World Education Services, Inc. (WES)
Bowling Green Station, P.O. Box 5087
New York, NY 10274-5087
212.966.631

Tuition and Fee Rates:
Please visit the Tuition and Fee Rates page on Drexel Central

Application Link (if outside organization):
N/A


Curriculum

The MA in Music Therapy & Counseling is a 90-quarter credit program. The program can be completed in a minimum of two years (seven quarters) of full-time study, although some students may take longer to complete all requirements, or opt for a decelerated plan of study. The majority of classes are taught in-person on Drexel's College of Nursing and Health Professions campus in Center City, Philadelphia with select classes offered online.

The coursework consists of both Music Therapy-specific and general mental health counseling coursework. Music Therapy-specific topics include:

  • Music Therapy theories and methods for child, adolescent, adult and older adult populations
  • Clinical musicianship and improvisation skills
  • Social and cultural foundations in music therapy
  • Technological applications
  • Imagery methods
  • Group dynamics in music therapy
  • Theories of music psychotherapy

Mental health counseling coursework covers theories and skills in:

  • Human psychological development
  • Psychopathology and the Diagnostic and Statistical Manual of Mental Disorders
  • Social and cultural foundations in counseling
  • Behavioral research
  • Group dynamics in counseling
  • Theories of counseling and psychotherapy
  • Career counseling
  • Clinical appraisal and diagnosis
  • Professional ethics
  • Foundations of Creative Art Therapies

Clinical experience is integrated with classroom learning, with students participating in two practicums and one internship throughout the course of the program. For more information on the clinical education component of the Music Therapy program, click on the "Clinical Practices" tab above.

A Culminating Project rounds out the curriculum. Second-or third-year students conduct a Culminating Project that integrates practice with theory and/or research. Under the guidance of their Culminating Project advisor, students design a project that explores aspects of both their respective Creative Arts Therapies discipline and counseling. Examples of Culminating Projects include development of a method, a community engagement project, research thesis or artistic project. Culminating Projects may be connected to a student's internship, but it is not a requirement. At the end of each academic year, students present their Culminating Projects to peers, faculty, friends and family at their respective program's Colloquium. Students are also encouraged to submit projects to regional and national conferences when applicable.

Accreditation

The Music Therapy and Counseling program is approved by the American Music Therapy Association.

http://www.musictherapy.org/

Clinical Practice

Students complete more than 1,200 hours of graduate clinical practicum and internship experiences under the supervision of a board-certified music therapist. Placements include pediatric and adult psychiatric and general hospitals, recovery and wellness programs, therapeutic day care, preschool intervention programs, rehabilitation settings, long-term care facilities, forensic settings, schools, and community music therapy programs.

Students begin their clinical experience as soon as they enter the program. The clinical education is enhanced by 3 to 3.5 hours of individual and group supervision per week.

First-year students gain practical and theoretical knowledge regarding a range of clinical populations across two placements assigned by the Director of Field Education. During practicum experiences supervised by on-site board-certified music therapists, students are guided through observation, assisting and co-leading of music therapy sessions in preparation for the second-year internship.

Clinical internship lasts the entire second year and offers an opportunity for students to mature and develop advanced skills with one or, in some cases, two populations. The internship is chosen by the student with assistance from the Director of Field Education and approved by the Music Therapy Program Director. The practicum and internship fulfill the clinical training requirements of the American Music Therapy Association.

Katy Hutchings, MA `15 - Music Therapist

Hometown: Piedmont, CA

Undergraduate: BA, Music (Minor in Educational Studies), Haverford College; MM, Voice Performance, Temple University

Current Employment: Music Therapist at Young Children's Center for the Arts, Philadelphia, PA

How did the MTC program help you discover and gain experience in your areas of interest?
I loved that I had clinical experience throughout my two years at Drexel. While other programs make you wait to start clinical work, Drexel allowed me to dive right in and immediately start enhancing my education by seeing and participating in actual music therapy in the real world. As someone who was new to music therapy, this was incredibly valuable. Integrating clinical work and course work deepened my understanding of music therapy. I especially appreciated being able to find and choose my own internship my second year, allowing me to focus on working with children with developmental delays, Autism Spectrum Disorder, and other neurological diagnoses.

How did your musical identity transform while you were in the Music Therapy program?
Coming from a career of being a professional singer and voice teacher, it was quite a shock to redefine myself as music therapist. I was a complete beginner at guitar and it was very humbling! I also had never improvised and was not as confident in my improvisational skills. By the end of the program, I grew to love playing the guitar and improvising.
What aspects of the curriculum were valuable in addressing issues of diversity, multicultural awareness, and social justice?
From our first day, we were introduced to instruments and musical styles from all over the world and different cultures. Musically, we explored a large variety of styles in a safe, nonjudgmental environment and our own personal music histories were valued as well. In our core curriculum courses, I appreciate the focus on diversity and multicultural awareness especially in terms of our role as therapists in such a diverse city like Philadelphia.

What guidance would you give students who are considering Drexel's MA in Music Therapy & Counseling?
Drexel's program is intense but in two years you will feel confident in your skills as a clinician, counselor, and musician. All of my classmates were able to find full time work almost immediately and that speaks to how prepared we all were entering the job market. As an older student returning to school to start a new career, I felt very respected and supported by the faculty and my peers. Another benefit of Drexel's program is the opportunity to take classes with Art Therapy and Dance Movement Therapy students, allowing me to gain a broader perspective of Creative Arts Therapies. I now have a greater sense of how the arts can be used in therapy and I also have a large network of peers from all three modalities.

Michael Mahoney MA `10 - Alum, Practicum/Internship Supervisor

Hometown: Brockport, NY

Undergraduate major and institution: Philosophy (with Business Studies minor) at SUNY Geneseo

Current Employment: Music Therapist at Children's Hospital of Philadelphia

Why did you choose Drexel's Music Therapy & Counseling program? I appreciated that Drexel would not require me to earn an undergraduate music degree, as I didn't have a particular interest in becoming an expert on a specific instrument. Instead, I was able to use my own past experiences (playing in bands with friends, music technology) to develop my model to my own strengths.

What guidance would you give students who are considering Drexel's MA in Music Therapy & Counseling?
Gain musical experiences, either by learning formal music theory or on the side of playing music by playing music in performing groups before you begin.

How did this program prepare you for a career as a music therapist? Through classwork and on-site experiences, I learned everything I needed to know to stand at the starting line of my own music therapy professional practice. I received huge amounts of support from respected experts in the field, and learned to initiate an ongoing learning process that continues to enrich my work today.

What has your professional experience been like? Extremely rewarding and marked by good fortune! I accepted a job at Children's Hospital of Philadelphia shortly after graduation, and I am now nearing my six-year anniversary. Every day I support patients and their families in playing out their thoughts, feelings and values through musical experiences during life-changing illnesses and hospitalizations. I think a lot about how to support everyone I meet from infant patients to their great-grandparents in the developmental challenges they face. This great honor is also a great responsibility, which I take very seriously.

What aspects of the curriculum were valuable in addressing issues of diversity, multicultural awareness, and social justice?
Our class content helped me understand how my (white, male, hetero cis-gendered) perspectives and values are not necessarily "the norm" for everyone, but rather just a single reference point out of so many across the city and the world. It showed me how community or other non-Western approaches can be more beneficial for the struggling person, than anything that fits my ideas of what's normal.

News & Events

 

08/14/18

Citizens Bank Park Commencement 2018The tradition continues as the all-University Commencement ceremony was held for the third straight year under the bright lights of Citizens Bank Park. This video captures not only the excitement of the day, but also the essence of the Dragon.

Hollywood legend M. Night Shyamalan addressed the new graduating class and issued a challenge for our graduates to go out and change the world. We're looking forward to witnessing all the incredible achievements of our CNHP alumni!

04/24/18

This is the first edition of R & B News (Rundio & Brooks News) or as we like to refer to it: “R & B (Rhythm & Blues) or R & B Rocks.”

The following are nursing highlights from the past month:

The most significant item to highlight is the excellent Collegiate Commission on Nursing (CCNE) accreditation site visit that we had from February 26th through February 28th, 2018. The CCNE will make their final board decision in early October 2018 regarding our reaccreditation of all nursing programs. So, we cannot state that we have been re-accredited. We can state that we had an accreditation site visit and that we met all four standards and elements with no recommendations.

I want to bring attention to the American Heart Association—a passion of mine for several years now. I became involved while supervisor of emergency services at Atlantic City Medical Center, City Division, now AtlantiCare. While serving as chair of the emergency cardiovascular care committee for New Jersey for three years, I led the way to regionalize this committee becoming the DE-NJ-PA ECC Regional Committee and creating more effective use of resources. A group of representatives from each state, not including me, took up the planning of how the committee would proceed. As a result, they requested that I chair the new regionalized committee. I have served two years thus far.

The committee has changed its focus from being, what I call “the CPR police” to getting CPR and AEDs out in the community and policy changes like mandating CPR and AEDs in schools. I would like to encourage everyone to join You’re the Cure—the American Heart Association’s health policy site. There you’ll be able to learn about significant initiatives by state, communicate with key legislators using sample letters provided, connect with advocates near you and stay up-to-date on the heart and stroke issues that matter most to you. This takes less than five minutes to do. As cardiac arrest happens to any one of us, our loved ones and colleagues, I am really passionate about AHA’s initiative.

If you feel the same as I do, please send me the information requested below and I will send it to AHA for you. Yes, I want to join You’re the Cure.

  • NAME
  • EMAIL
  • ADDRESS
  • TELEPHONE NUMBER

In future issues, I will share more about my work with AHA. And, for anyone who really knows me well, there will certainly be some humorous things that have happened.

Congratulations to Suzan Blacher, PhD (c), MSN, RN, CARN on her appointment as chair of the ANCB (Addictions Nursing Certification Board) for the International Nurses Society on Addictions. Congratulations, Professor Blacher!!!

The next issue will focus more on the Health Professions. Please submit any item that you want published in this newsletter, and don’t forget, anyone, faculty, staff and students, can submit items to the Daily Dose.

Al Rundio, PhD, DNP, RN, ARPN, NEA-BC, FAAN
Clinical Professor of Nursing
Associate Dean for Academic Nursing
Chief Academic Nursing Officer

Stephanie Brooks, PhD, LCSW, LMFT
Clinical Professor
Associate Dean for Academic Health Professions
Director of PMC Program

04/24/18

Faculty and Student Accolades

The American Academy of Nursing inducted 173 nurse leaders as Fellows in the Academy Three of those receiving one of nursing’s highest honors are CNHP professors. The inductees are: associate professor Joan Rosen Bloch, PhD, CRNP; associate clinical professor Theresa Campo, DNP, FNP-C, ENP-BC, FAANP, and associate clinical professor and department chair Kymberlee Montgomery, DrNP, CRNP-BC, CNE, FAANP.

Sue Smith, PT, PhD, CNHP associate professor and dean emerita, was elected a Distinguished Fellow in the National Academies of Practice (FNAP). A Distinguished NAP Fellow is a very high honor that acknowledges outstanding achievements and recognition in promoting Interprofessional Practice and Education toward the goal of improving healthcare.

As part of its accreditation process, The Collegiate Commission on Nursing (CCNE) visited the Drexel University College of Nursing and Health Professions on February 26, 27 and 28, 2018. The Commission reviewed all of the nursing programs against their very stringent guidelines. ALL of our nursing programs met compliance in all four standards and elements completely with NO recommendations.

Creative arts therapies Assistant Professor Girija Kaimal, EdD is on the #100WomenInScience list. Twice. A celebration of ground-breaking, trailblazing research led by women, this list of 100 articles from Taylor & Francis journals represents the most-downloaded research from the last five years in medicine, health, STEM and the social sciences, with a female lead author.

Anna Schlupp, a student in the graduate nutrition program, presented at the Annual Meeting for the Society for Adolescent Health and Medicine in Seattle, WA on March 21, 2018. Her poster presentation is titled “Is RDS for YMSM? Successful enhancements to respondent driven sampling methods for recruiting 15-18 year old participants in Philadelphia.”

The College of Nursing and Health Professions received a top ranking from Community for Accredited Online Schools (CAOS) for 2017. Coming in at number two in the country, our Certified Registered Nurse Anesthetist (CRNA) program scored a 99.07 out of 100. COAS cited CNHP offering a high student-teacher ratio and credit for experience.

Creative arts therapies Assistant Professor Girija Kaimal, EdD was named one of the #100WomenInScience. One of her studies, “Active-duty military service members’ visual representation of PTSD and TBI in masks” was downloaded more than 13K times and the other, “Reduction of Cortisol Levels and Participants’ Responses Following Art Making” saw close to 12K downloads.

Amber Amick, an MSN student in the Adult Gerontology Acute Care Nurse Practitioner program was selected to receive the Ralston Center’s Award for Excellence in Gerontology Nursing.

Nutrition science graduate student Kira Sy has been selected to receive the 2018 Pennsylvania Academy of Nutrition and Dietetics Foundation Diversity Scholarship Award.

Joseph Stanzione, PhD student in Nutrition Sciences, has been selected for a 2017 to 2018 Teck-Kah Lim Graduate Student Travel Award. This award provides a travel subsidy to encourage graduate student participation in prestigious academic meetings and conferences nationwide. Stanzione will present at the American Society for Nutrition in Boston in June 2018. The title of his abstract is “Evaluation of Lean Body Mass as a Predictor of Dietary Protein Intake."

Publications

Paek MS, Nightingale C, Tooze JA, Milliron BJ, Weaver K, Sterba K. Contextual and stress process factors associated with head and neck cancer caregivers’ physical and psychological well-being. European Journal of Cancer Care. 2018; [EPub ahead of print].

Ayers P, Boullata J, Sacks G. Parenteral nutrition safety: the story continues. Nutr Clin Pract. 2018;33:46-52.

Sarah Wenger, Jason Drott, Rebecca Fillipo, Alyssa Findlay, Amanda Genung, Jessica Heiden, Joke Bradt; Reducing Opioid Use for Patients With Chronic Pain: An Evidence-Based Perspective, Physical Therapy, Volume 98, Issue 5, 1 May 2018, Pages 424–433

Research by Layla Booshehri, PhD, assistant research professor, and collaborator Jerome Dugan, PhD, assistant professor, both of health systems and sciences research department, has been published. The paper, in collaboration with Sandy Bloom, MD, associate professor, and Mariana Chilton, PhD from Dornsife School of Public Health, appeared in the Journal of Child and Family Studies—Booshehri is the first author and Dugan, the second.

An article by Laura Gitlin, PhD, Dean and Distinguished University Professor, and others titled "Targeting Behavioral Symptoms and Functional Decline in Dementia: A Randomized Clinical Trial" was recently published in the Journal of the American Geriatrics Society. The goal was to determine whether a home-based activity program (Tailored Activity Program; TAP-VA) would reduce behavioral symptoms and functional dependence of veterans with dementia and caregiver burden.

Dean and Distinguished University Professor Laura N Gitlin, PhD co-authored a paper titled “African-American caregivers’ perspectives on aggressive behaviors in dementia”in Dementia.

The purpose of the research was to determine why African-American dementia caregivers report less upset and more confidence managing aggressive behaviors. After interviewing 13 African-American family caregivers, the researchers determined it was due to two common themes: “It’s the disease, not the person,” and “You’ve got to pick your battles.”

Presentations

Nancy Gerber, PhD, director, PhD program in creative arts therapies, presented at the European Congress of Qualitative Inquiry in Leuven, Belgium in February 2018. Her presentation, entitled "Mixed Methods Research and Arts-Based Research: A Creative Synthesis," represents a collaboration between Gerber and University of Adelaide's Mandy Archibald, PhD, who co-authored a forthcoming article entitled "Arts and Mixed Methods Research: An Innovative Methodological Merger."

Stephen F. Gambescia, PhD, professor in the Department of Health Services Administration, was a presenter for delegation of health education and government professionals representing 12 of China’s provinces. Gambescia’s presentation “Health Education Specialists as Keystones to the Health Enhancement Team” showed how to plan, organize and implement mass public health screening programs.

Director of Music Therapy Flossie Ierardi, MM, MT-BC, LPC, Director of Field Education Scott Horowitz, MA, MT-BC, LPC, and Assistant Clinical Professor Dawn Morningstar, MA, BC-DMT, LPC, appeared as presenters at the "Trauma: A Paradigm Shift" Symposium on Saturday, February 17. The symposium covered a number of trauma-related topics including mindfulness and self-care for the therapist, cultural trauma and the experiences of counselors of color, intergenerational trauma, domestic violence, and the uses of the creative arts in trauma stewardship and self-care.

Assistant Clinical Professor Yasmine Awais, MAAT, ATR-BC, ATCS, LCAT, LPC and Creative Arts Therapies doctoral candidate Marisol Norris, MA, MT-BC, presented at the "Critical Pedagogy in the Arts Therapies: A Public Conversation" on March 13, 2018 at New York University.

Nancy Gerber, PhD and doctoral candidates Jacelyn Biondo and Ming Yuan Low participated as workshop presenters at symposium entitled "Arts-Based Research: Getting Messy and Asking Critical Questions." The symposium was held on March 10, 2018 and sponsored by the music therapy department of the State University of New York.

Glenn N. Williams, PT, PhD, ATC, associate professor and department chair of physical therapy and rehabilitation science, presented “Next Generation Rehabilitation: Better Outcomes, Lower Costs, Happier Clients” at the BAYADA Speaker Series on March 22, 2018 in Philadelphia.

Lisa B. Aiello, RN, MSN, AOCNS, APRN, assistant clinical professor, presented a poster titled “Assessment Of Genomic Knowledge Among Nurses In An Online RN To BSN Completion Program” at Maimonides Medical Center Fifth Annual Nursing Research Conference and a podium presentation at the International Society of Nurses in Genetics (ISONG), titled “Assessment Of Genomic Knowledge Among Nurses In An Online RN To BSN Completion Program.” In addition, Aiello recently published a manuscript in Clinical Journal of Oncology Nursing titled "Genomics education: Knowledge of nurses across the profession and integration into practice."

Students from two nursing programs, Dionisia Echevarria (RN-BSN) and Marc Summy (NACE) presented posters at the New Jersey Emergency Nurses' Association's 40th Annual Emergency Care Conference on March 21, 2018 at the Tropicana Casino and Resort in Atlantic City, NJ. Echevarria's poster was titled "Secondary Traumatic Stress and Emergency Nursing"and Summy's poster was titled "Analyzing Patient Handoff from Emergency Medical Services to Emergency Department Personnel to Ensure Efficient, Accurate, and Optimal Care."

Angela Colsitra, PhD, assistant clinical professor and opioid researcher, participated in a panel discussion on April 18 at the University of the Sciences presented by APHA - ASP titled "A Crisis in Pain: Fighting the Opioid Epidemic."

Dance/movement therapist and assistant clinical professor Dawn Morningstar, MA, BC-DMT, NCC, LPC presented her experience working with a group of adolescent boys in special education in a TED-style talk for American Dance Therapy Association.

Sponsored Research and Major Gifts

Jaime Slaughter-Acey, PhD, MPH, principal investigator and assistant professor in the Departments of Health Systems and Sciences Research and Graduate Nursing has been awarded a research grant in the amount of $34,904 from the Russell Sage Foundation for a two-year investigation of the inter-relationship between race and skin color on the pregnancy outcomes of black women called “Shades of Color: The Impact of Skin Tone on African American Women and Their Birth Outcomes.”

Brandy-Joe Milliron, PhD, assistant professor in the Department of Nutrition Sciences and principal investigator, has been awarded a $25,000 grant to develop nutrition-related programming for cancer caregivers and survivors by the Sidney Kimmel Cancer Center at Thomas Jefferson University. The project, entitled "Optimizing Healthful Nutrition of Cancer Caregivers and Survivors," will identify nutrition-related beliefs and behaviors, and post-treatment nutrition-related challenges, from the perspectives of cancer caregivers and survivors, a critical first step in development of nutrition interventions.

Joke Bradt, PhD, MT-BC, an associate professor in the Department of Creative Arts Therapies and principal investigator, and collaborators have been awarded a $1,270,000 grant by National Institute of Nursing Research (R01NR016681) for their study "Mechanisms of Music Therapy to Palliate Pain in Patients with Advanced Cancer." Chronic pain is one of the most feared symptoms in people with cancer. Insufficient relief from pharmacological treatments and the fear of side effects are important reasons for the growing use of complementary pain management approaches in cancer care. The purpose of this three-year multi-site randomized controlled trial is to examine the underlying mechanisms of interactive music therapy for chronic pain management in people with advanced cancer. The study will recruit outpatients with advanced cancer and bone metastases pain at Hahnemann University Hospital and Thomas Jefferson University Hospital.

The Hahnemann Hospital School of Nursing Alumni Association contributed $100,000. Funds will be used to enhance the association’s endowed scholarship fund benefiting undergraduate nursing students.

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