MUSIC THERAPY AS A PROFESSION: A COMPARATIVE OVERVIEW OF EDUCATIONAL PROGRAMMES IN THE EUROPEAN AREA

This article provides a comprehensive analysis of the system of professional training for future music therapy specialists within the European educational space. It highlights entry criteria, current trends in curriculum development, and key modules that form the foundation of music therapy education: musical and artistic formation, clinical practice, medical and psychological training, experiential learning, and elements of general humanistic development. Particular attention is given to the role of the musical component in training programmes, which-despite varying proportions-remains a cornerstone for the development of therapeutic identity. A comparative analysis is conducted on quantitative indicators (duration of practice, supervision volume, self-experience hours) and qualitative characteristics (teaching methods, programme focus) across various EU countries. Significant differences are identified, influenced by historical, national, cultural, and economic factors. The study outlines the role of experiential learning and self-experience in forming a deep understanding of the therapeutic process, developing empathy, and fostering self-reflection. In this context, self-experience is regarded not only as a tool for self-exploration but also as a pedagogical category that promotes the integration of personal and professional development. The article also addresses the harmonization of training programmes with other medical and psychotherapeutic specialties to enhance the quality of educational services and secure the recognition of music therapy as a full-fledged academic profession. A brief overview of existing doctoral programmes in music therapy is provided, emphasizing their role in developing the scientific foundation of the field and elevating its status in the international academic arena. The results of the study may be valuable for curriculum developers, educators, supervisors, and researchers working in the field of music therapy, as well as for professionals interested in an interdisciplinary approach to therapeutic education. The article aims to stimulate further discussion on harmonizing the content of professional training, building international partnerships, and shaping a unified professional identity for music therapy specialists.