From advocacy to access: The shifting focus of a student music therapist performing community-based research

<p><strong>This hermeneutic phenomenological study explored the responses of the community surrounding my clinical placement to various music therapy advocacy processes. This study was supported by the need to advocate for music therapy in Aotearoa and the lack of literature about performing said advocacy. Advocacy processes undertaken included information sessions, regular music therapy sessions, being physically present in the clinic, giving interviews, and offering new types of music therapy sessions. Data was generated through participants’ survey responses and my own reflexive journal on the topic of advocacy. This data was primarily analysed through thematic analysis. Participants were recruited from a variety of demographics including whānau of tamariki takiwātanga accessing services and professionals delivering services. Findings showed that the community welcomed the introduction of music therapy services and music into this space. The low recruitment rates which this study faced are considered in reference to the needs and interests of the community, and additional time and recruitment methods are included as future recommendations for community-based research. While the data does not indicate a significant change in participants’ knowledge of music therapy, it does suggest a positive reception of my educational advocacy processes. Thematic analysis showed that planning ahead, taking opportunities as they arose and tailoring my information to my audience supported my developing advocacy skills, and that asking for what I needed from others proved challenging for me as a student. The high demand for music therapy services from this community led to further exploration of barriers to accessing music therapy, and how awareness of these issues impacted my clinical practice and advocacy.</strong></p>