Recommended Competence-based Standards for Music Therapy Training in Europe

These recommended standards have been developed through the work of the European Music Therapy Standards Commission (EMTSC) of the European Music Therapy Confederation (EMTC), a workstream of EMTC from 2017-2024. Click here to read the context of how and why the standards were developed, and suggestions for their use.

They are intended to be used by music therapy training programs in Europe only. They are aimed at providing support for further development and quality assurance. If they are used publicly, they must be cited as follows:

Ala-Ruona, E., Voigt, M., Pehk, A., Gerlichová, M., Hakvoort, L., Mercadal-Brotons, M., & Watson, T. (2025). Recommended competence-based standards for music therapy training in Europe. European Music Therapy Standards Commission (EMTSC), European Music Therapy Confederation (EMTC) (emtc-eu.com/training/recommended-training-standards).

Download Recommended Training Standards as PDF:

Areas of Study

Click on an area of study below to jump to that area:

1. Musical Knowledge & Skills
2. Music Therapy

3. Foundations in Allied Disciplines
3.1. Psychology
3.2. Medicine
3.3. Rehabilitation
3.4. Special Education

4. Self Experience
5. Clinical Practica/Internships
6. Supervision
7. Professional Skills
8. Research Skills

Glossary

Area of Study 1: Musical knowledge and skills

Nr.	Umbrella Competence	Examples of operationalized descriptions of learning outcomes	Level
1.a	Knowledge and practical therapeutic application of musical elements, musical features, processes, structures, and genres by using them both in professional pre-structured ways and spontaneously in different settings and with different populations	The student demonstrates knowledge of a diversity of musical traditions and diverse musical genres.	5
		The student can apply aural knowledge and skills in a musical situation.
		The student can carry out an analysis of a musical piece.
		The student has a basic mastery of voice, accompanying instrument, and percussion.
		The student can harmonise and transpose simple compositions in several keys.
		The student is able to use various improvisation techniques.
		The student has the capacity to play different rhythmic styles, harmony progressions and instrumental arrangements.
		The student has the capacity to read basic music scores.
		The student has the ability to co-create music with others.
1.b	Knowledge and skills in the creative use of music for active and receptive purposes	The student is aware of the expressive as well as receptive qualities of music and has the ability to use this knowledge creatively in therapeutic processes with diverse client populations.	6
		The student uses their musical skills creatively for expression.
		The student can create music therapeutic exercises.
1.c	Basic knowledge and skills regarding music technology	The student demonstrates basic knowledge and skills regarding music technology.	4
1.d	Understanding and use of personal musicality	The student can understand and describe their own musicality and relationship to music.	5
1.d	Understanding and use of personal musicality	The student can demonstrate their own musicality through performance.	5
1.e	Knowledge and understanding of musical development, functional aspects of music relating to mind and body, and music as a psychological, social, and cultural phenomenon	The student has knowledge of music psychology (including music and the brain and body; music in child development; musical aesthetics, music perception, music-making).	5
		The student has knowledge of the fundamentals of human musical development.
		The student can explain and discuss relevant aspects of music as a psychophysiological, social, and cultural phenomenon.

Area of Study 2: Music Therapy

Nr.	Umbrella Competence	Examples of operationalized descriptions of learning outcomes	Level
2.a	Knowledge of the history and development of music therapy	The student demonstrates knowledge of the history of music therapy and of contemporary practices of music therapy in the world.	4
2.b	Theoretical knowledge regarding approaches to music therapy	The student can identify and describe music therapy approaches/models/theories and their application in music therapy.	5
2.b	Theoretical knowledge regarding approaches to music therapy	The student understands core features of different music therapy approaches, methods and models and the role and meaning of music in them.	5
2.c	Recognition of the possibilities and limitations of music therapy work	The student recognises the limitations of music therapy in the diagnostic process and in therapeutic work.	5
2.c		The student realises the need for advanced training to practise certain specific music therapy models.	5
2.d	Application of knowledge from the psychology of music in the music therapy context	The student can apply psychological, neurological, social and cultural aspects of music.	5
2.d		The student integrates music perception and music-making abilities of clients within the music therapy process.	5
2.e	Ability to apply the process of intervention in music therapy in clinical, educational and community contexts	The student has music therapy skills in clinical work in different contexts (including individual and group work).	6
		The student is able to use observation skills.
		The student is able to use verbal skills in their work.
		The student can lead group interactions, observe and engage with group dynamics and processes to achieve therapeutic goals.
		The student can choose and use the most appropriate evaluation tools to monitor clients’ progress.
2.f	Ability to plan, carry out and adapt music therapy processes, taking the client’s needs and potentials into account	The student shows understanding of the goals and music therapy techniques necessary to achieve them by applying these techniques appropriately.	6
		The student can design and implement music therapy interventions according to the needs of the client
		The student uses practical musical and creative skills to engage others in health-promoting music practices.
		The student is able to work with clients, carers and colleagues to set and review appropriate therapeutic goals.
		The student is able to use verbal and non-verbal communication with clients, carers and colleagues, selecting the most appropriate communication techniques.
2.g	Integration of musical knowledge and skills in carrying out music therapy in order to meet the needs of the client	The student is able to choose and apply appropriate and varied musical and improvisational skills according to different (clinical) needs and goals.	6
		The student will demonstrate a thorough knowledge of and is able to use different musical styles, idioms and elements accordingly in the clinical situation.
		The student can apply improvisation techniques in accordance with the goal(s) of therapy, analyse and interpret the results.
		The student is able to choose music suitable specifically for expressive or receptive music therapy with different client groups.
		The student is able to develop and implement musical projects to achieve therapeutic goals.
2.h	Ability to assess the needs of clients with different needs, to integrate diagnostic information from neighbouring disciplines /to contribute to multi-disciplinary diagnostic processes and to use this information in the music therapy process	The student demonstrates the ability to define and describe the development of the client and to cooperate with other specialists.	6
		The student demonstrates the ability to use appropriate methods to assess client's needs systemically. The student can integrate expert diagnoses, recommendations and other forms of information.
		The student demonstrates the ability to evaluate the client's abilities and resources that could be used in the music therapy process.
2.i	Ability to design and implement a variety of methods to assess and monitor client progress, the effectiveness of therapeutic strategies and the end of therapy	The student is able to choose or design the appropriate evaluation tools to assess and document the progress of their clients.	6
		The student can monitor the progress of therapy using appropriate evaluation tools.
		The student can apply the evaluation tools appropriately and assess whether the goals of therapy are being met.
		The student is able to work with the client to bring the music therapy to an appropriate end and guide the client through this process.
2.j	Ability to provide health promotion approaches and support self-management for clients	The student can offer music therapy interventions that support clients in preventing crisis situations and in using self-management.	6
2.k	Ability to appropriately terminate clinical intervention	The student is able to recognize when it is appropriate to terminate a clinical intervention.	6
2.l	Ability to reflect on own therapeutic work and to use these reflections to influence the therapeutic process positively	The student recognises the impact of their own feelings, attitudes, and actions on the client and the therapy process and can adjust their response appropriately.	6
2.l		The student can use their personal experience and response effectively in the music therapist’s role in both individual and group settings, e.g., appropriate self-disclosure, authenticity, empathy, etc. toward affecting desired therapeutic outcomes.	6

Area of Study 3: Foundations in allied disciplines

Nr.	Umbrella Competence	Examples of operationalized descriptions of learning outcomes	Level
3.a	Knowledge of topics related to the service user’s experiences and diagnoses. For example, ideas and concepts from clinical contexts (e.g., medicine, psychology, special education, rehabilitation, sociology), as well as Diagnostic Classifications (e.g., ICF, ICD, DSM) and an ability to plan therapy sessions in relation to these	The student has knowledge of the experiences, diagnoses and health conditions, potentials and challenges of different clients in order to be able to plan the most appropriate music therapy interventions as part of a general care plan.	5
		The student integrates research-based knowledge in related disciplines such as medicine, psychology, special education, other arts therapies, neuroscience etc. to inform music therapy practice.
		The student is able to demonstrate knowledge and understanding of the effects of the environment and the role of the institution on a client’s well-being and health.
		The student is able to use their knowledge regarding the clinical context for music therapy in a practical situation and can select and defend an appropriate approach depending on the needs of the clients.

Area of Study 3.1: Psychology

Nr.	Umbrella Competence	Examples of operationalized descriptions of learning outcomes	Level
3.1.a	Ability to describe and explain concepts of cognitive psychology, neuropsychology, and other relevant areas of psychology for their fields of practice and the relationship of this knowledge to music therapy	The student understands current approaches to cognitive psychology, neuropsychology and other relevant areas of psychology and arts therapies.	4
3.1.a		The student knows the relationships between concepts of psychology and music therapy perspectives.	4
3.1.b	Ability to explain the spectrum of human development regarding perceptual, emotional, social, motor, cognitive development as well as influences on and disorders of development and can apply this knowledge in their practical work	The student demonstrates knowledge of human development.	5
		The student demonstrates knowledge regarding factors influencing early interaction that are based on developmental psychological theories.
		The student can explain differences between the developmental theories learned in the training program.
		The student shows knowledge of the impact of disability and poor health on mental health and identity.
3.1.c	Ability to explain and compare the foundations of different theories of psychotherapy, approaches of psychotherapy, their fields of practice, and the relationship and application of this knowledge to music therapy	The student shows knowledge of the foundations of major psychotherapeutic theories and their main therapeutic interventions, techniques and approaches for specific client groups and can distinguish between these.	5
		The student knows the main theories relating to group dynamics and group processes.
		The student acquires knowledge and skills in individual and group counselling, understands its options and limitations and is able to apply these in their practical work
		The student has comprehensive knowledge of the dynamics and processes of a therapist-client relationship and can apply this knowledge in practical work.
		The student understands and can apply appropriate psychotherapeutic concepts in their practical work.

Area of Study 3.2: Medicine

Nr.	Umbrella Competence	Examples of operationalized descriptions of learning outcomes	Level
3.2.a	Ability to explain and use basic knowledge of topics from the area of medicine relevant to music therapy	The student demonstrates basic knowledge of the potentials, limitations, and challenges of a variety of populations encountered in the medical setting in order to be able to plan the most appropriate music therapy interventions as the part of the general care plan.	4
		The student demonstrates basic knowledge of the causes, symptoms of, and basic terminology used in medical classifications.
		The student is able to demonstrate basic knowledge of typical and atypical human systems (e.g., anatomical, physiological).
		The student is able to demonstrate knowledge and understanding of the effects of the environment and the role of the institution on a client’s well-being and health.

Area of Study 3.3: Rehabilitation

Nr.	Umbrella Competence	Examples of operationalized descriptions of learning outcomes	Level
3.3.a	Ability to explain basic knowledge regarding areas of rehabilitation, relevant to music therapy	The student is able to demonstrate basic knowledge of the causes, symptoms of, and basic terminology used in the different areas of rehabilitation (including neuro-rehabilitation).	4
3.3.a		The student is able to demonstrate basic knowledge of the potentials, limitations and challenges that this population might face.	4
3.3.b	Ability to use knowledge regarding areas of rehabilitation in a practical situation	The student is able to create and integrate their knowledge in practical experiences with the client in rehabilitation.	5
3.3.b		The student is able to formulate, present and argue their own decisions for the type of application of that knowledge in practical situations of rehabilitation.	5

Area of Study 3.4: Special Education

Nr.	Umbrella Competence	Examples of operationalized descriptions of learning outcomes	Level
3.4.a	Ability to explain basic knowledge regarding the area of special education relevant to music therapy	The student is able to demonstrate basic knowledge and basic terminology used in special education.	4
3.4.a		The student is able to demonstrate basic knowledge of the potentials, limitations, and challenges of populations in special education.	4
3.4.b	Application of knowledge regarding the area of special education in a practical situation	The student is able to create and integrate their knowledge in practical experiences with the client in special education.	5
		The student must be able to differentiate between psycho-pedagogic and therapeutic positioning.
		The student demonstrates their pedagogical ability and attitude.
		The student is able to formulate, present and argue their own decisions for the type of application of that knowledge in practical situations.
		The student can apply knowledge of potential limitations and problems of neurodiverse populations.

Area of Study 4: Self experience

Nr.	Umbrella Competence	Examples of operationalized descriptions of learning outcomes	Level
4.a	Understanding of the value and power of music through reflection on their own experiences	The student is able to reflect upon and articulate their understanding of their musical identity.	5
		The student can comprehend and appreciate the value and power of music according to their self-experience in receptive and expressive music therapy.
		The student shows an in-depth understanding of the impact of creative expression in music therapy.
4.b	Ability to reflect on their personal and professional identity	The student reflects and works on self-awareness through self-experience in an individual or group setting.	6
		The student is able to reflect on and acknowledge the possibilities of music therapy as tools for self-knowledge and personal growth.
		The student is able to recognize that understanding the other is possible by understanding their own psychological mechanisms and those affecting interaction.
		The student is aware of their own responses and limitations in situations of difference and conflict.
		The student demonstrates an understanding of the dynamics and processes of interpersonal relationships as experienced in a group or individual self-experience setting.
4.c	Ability to reflect on their own psychological processes, including their own boundaries and self-care	The student is able to recognize that understanding the other is possible by understanding their own psychological mechanisms and those affecting interaction.	5
		The student is aware of their own responses and limitations in situations of difference and conflict.
		The student demonstrates an understanding of the dynamics and processes of interpersonal relationships as experienced in a group or individual self-experience setting.
4.d	Knowledge about and ability to manage group processes through their experience in the self-experience group	The student is able to reflect upon group dynamics.	6
		The student is able to support peers in the self-experiential situation by reflecting with them in a constructive way.
		The student demonstrates a capacity to explore differences between the individual and group processes.
4.e	Ability to show development in their understanding of the music therapy processes through their reflections in individual or group self-experience	The student is able to make use of self-experience and self-reflection to develop their understanding and delivery of music therapy processes and practice.	6
4.e		The student uses their personal experience in music therapy to demonstrate their self-reflection and to develop their therapeutic competencies.	6

Link to glossary

Area of Study 5: Clinical Practica/Internships (see Glossary)

Nr.	Umbrella Competence	Examples of operationalized descriptions of learning outcomes	Level
5.a	Ability to plan and conduct treatment in collaboration with the internship institution, their qualified mentors, and in the multi-disciplinary teams in concordance with ethical standards in order to meet the complex needs of the client	The student will demonstrate the ability to work within ethical boundaries in specific areas of clinical practice.	6
		The student is able to write a session plan and self-appraisal for placements.
		The student is able to work with clients in a complex therapeutic alliance in clinical practice within the institution
5.b	Designing and implementing a variety of assessment methods, measuring client progress and effectiveness of therapeutic strategies	The student is able to apply observational, analytical and assessment skills in the clinical context.	5
5.b		Under supervision, the student is able to collect, analyse and evaluate data from music therapy in clinical practice suitable to institutional policy.	5
5.c	Competence to define goals and objectives appropriate to clinical practice and to plan and implement treatment Independently	The student is able to determine the needs of the client, and set frequency, duration and ending of treatment.	6
5.c		The student develops an independent work style with support of the mentor.	6
5.d	Ability to create an inclusive environment in order to optimise each individual client’s possibilities for participation in music therapy practice	The student is able to conduct the music therapy sessions in a social and physical environment with regard to personal needs and abilities of the clients.	6
5.e	Ability to critically reflect on their own clinical therapeutic work	The student demonstrates critical self-reflection of their clinical work under supervision.	6
5.f	Ability to communicate (orally and in written form) regarding the client and the course of therapy with both the client and with team members	The student is able to produce documentation that accurately reflects client outcomes and meets the requirements of internal and external legal, regulatory, and reimbursement bodies.	6
5.f		The student is able to write professional reports throughout all phases of the music therapy process in an accurate, concise, and objective manner.	6
5.g	Ability to search and find literature relevant to clinical practice	The student applies the outcomes of research and knowledge from research in their clinical work.	6
5.g		The student adequately communicates the characteristics of music therapy practice from an evidence-based perspective to the clients, colleagues, service user, relatives, and other relevant people.	6

Area of Study 6: Supervision

Nr.	Umbrella Competence	Examples of operationalized descriptions of learning outcomes	Level
6.a	Integration of reflective practice and supervision within music therapy practice	The student demonstrates an ability to use supervision to critically reflect on and evaluate their music therapy practice, and can use constructive criticism to identify their learning needs and to develop their practice and self-care.	6
		When working with colleagues and carers, the student is able to explore their experience and understanding of these relationships in supervision in order to develop the work.
		The student demonstrates their understanding of the centrality of reflective practice in their music therapy work, including a consideration of biographical aspects as well as the involvement of their feelings and emotions, and can use personal reflection and supervision to gain insight into their therapeutic practice.
		The student demonstrates an ability to adapt and plan subsequent therapeutic work in response to new understanding and insights gained from supervision and reflective practice.

Area of Study 7: Professional skills

Nr.	Umbrella Outcome	Examples of operationalized descriptions of learning outcomes	Level
7.a	Understanding the importance of contextual information regarding aims and goals within appropriate health care policy for the practice of music therapy	The student demonstrates an understanding of the statutory requirements of relevant health and care regulations and policies, and their impact upon clinical practice.	4
7.b	Understanding and application of the framework of professional ethics in clinical work	The student demonstrates knowledge of ethical principles including informed consent/confidentiality.	5
		The student acts in accordance with ethical frameworks, considering as a priority the privacy and consent of the client according to the local context and regulations.
		The student establishes and maintains interpersonal relationships and boundaries with clients and team members that are appropriate and conducive to therapy.
		The student demonstrates a critical awareness and ability to manage (complex) legal and ethical dilemmas, working proactively within a multi-disciplinary team.
7.c	Application of organisational skills for clinical work	The student organises and accounts for their professional actions.	5
7.c	Application of organisational skills for clinical work	The student demonstrates an ability to prioritise their workload.	5
7.d	Development of and commitment to professional skills	The student demonstrates knowledge of background and policy surrounding professional standards and can work accordingly.	5
		The student demonstrates a self-critical reflective capacity to determine the necessary development of professional skills.
		The student demonstrates their ability to use supervision to improve professional skills.
7.e	Ability to recognize personal limitations and need for further development in their professional role including through continuing education	The student demonstrates awareness of their limitations and strengths in order to provide the best treatment possible for the client.	5
		The student analyses their therapeutic potential and identifies and values professional development and continuing education needs.
		The student judges their level of competence and scope of practice and develops these through the appropriate acquisition of knowledge and skill.
7.f	Background knowledge regarding the economics of the health and/or social systems within which the student might work	The student demonstrates knowledge regarding entrepreneurship, finances and resources.	5
7.f		The student demonstrates the ability to appropriately plan/use (financial) resources.	5
7.g	Awareness and management of their own self-care	The student develops strategies for self-care to deal with demands and stress of music therapy professional practice.	6
7.h	A high level of communication skills within the professional role and clinical work	The student demonstrates their understanding of the importance of communication in a therapeutic context.	6
		The student uses appropriate terminology in professional communication, including terminology from psychology, psychotherapy, medicine and special education.
		The student works constructively with complex communication and creates a positive environment for communication within the working environment.
7.i	Knowledge and understanding of multi-disciplinary collaboration, its role and limitations, and the benefits for the client	The student can adopt an appropriate professional role in collaboration with colleagues, recognising the limitations and innovations that this affords.	6
		The student works together with colleagues from different disciplines, with client(s), carers/family within treatment and within an organisation around policy and innovation, and is able to resolve any conflicts.
		The student demonstrates understanding of the needs and limitations of these networks.
7.j	Knowledge of and cultural competence in relevant societal contexts to allow the collaborative management of treatment risks and benefits on personal, academic, policy and society levels	With cultural sensitivity, the student demonstrates the ability to assess risk in relation to clinical music therapy work with patients and adjust accordingly.	6
		With cultural sensitivity, the student demonstrates the ability to consider client safety as a priority.
		With cultural sensitivity, the student demonstrates the ability to work collaboratively to address risks that have to be taken.
		With cultural sensitivity, the student demonstrates the ability to synthesise and write policy documents.
		With cultural sensitivity, the student demonstrates the ability to critically evaluate, compare and summarise various theoretical positions and empirical studies related to risks.
7.j	Ability to develop, lead and manage services within a professional framework	The student demonstrates knowledge and understanding of the principles of effective professional leadership.	6
		The student can develop music therapy in new settings.
		The student demonstrates leadership in their professional organisation of workload, responsibility and autonomy.
7.l	Ability to integrate theoretical, practical and ethical competencies of all competencies in order to work safely and effectively as a music therapist	The student demonstrates the integration of all competencies by using them appropriately and flexibly in an integrated way to practice music therapy safely and effectively in order to meet the needs of the client.	6

Area of Study 8: Research Skills

Nr.	Umbrella Competence	Examples of operationalized descriptions of learning outcomes	Level
8.a	Ability to search and find relevant research literature. Capability to read, evaluate and critique research reports and studies	The student understands the value of research for the profession of music therapy.	6
8.a		The student can differentiate between quantitative, qualitative and historical research methodologies.	6
8.b	Ability to plan, carry out and report on a small-scale research project	The student demonstrates their ability to carry out a research project within an appropriate ethical framework.	6
		The student evaluates their professional and research competence in the area of music therapy.
		The student can present the findings of research both in written (e.g., final paper or project) and oral formats.

Glossary

In order to facilitate communication, the necessity of defining certain terms has been recognised. The EMTS-Commission is aware of the fact that different terms can be used in different ways in different countries. For this reason, the terms used are explained below.

Term	Explanation
Client	This term has been chosen to identify the person or persons receiving music therapy. Terms vary widely across contexts of practice and different cultures of music therapy, and we note that terminology might include service user, customer, patient, families, communities etc. and may be determined by the setting in which music therapy takes place.
Clinical practice	This term has been chosen to refer to the practice of music therapy, regardless of the setting in which it is used. The word “clinical” may have a specific meaning in some European countries.
Clinical practica	This refers to the music therapy practice placements that students complete under supervision during their training. Both terminology and the pathway of this work-based learning varies across countries and specific training institutions.
Clinical settings	This refers to the different settings in which a music therapist may work.
Internships	This refers to an intensive (unpaid) music therapy work placement that takes place either towards the end of training or after graduation. Both terminology and the pathway of this work-based learning varies across countries and specific training institutions.
Multidisciplinary	This refers to work that involves colleagues from different disciplines. Terms may vary widely across contexts of practice and different cultures of music therapy. Related terms are multiprofessional, interdisciplinary, and transdisciplinary.