Music therapists work in many different settings. It is not uncommon to be part of a team with professionals from many disciplines. Yet, there is no one model for the perfect team, each team is different in size, has different dynamics, and can have different levels of collaboration.

As a music therapist working in a nursing home and with refugee youth, I’ve had the privilege of working alongside professionals from a wide range of disciplines, each bringing their unique expertise and perspectives to the table. In this blog post, I’ll explore the differences between multi-, inter-, and transdisciplinary teams, and how music therapy can thrive in each collaborative environment.

Multi-Disciplinary Teams

In a multi-disciplinary team, professionals from various fields come together to address a common goal or challenge, but they work independently, often in silos. Each team member contributes their specialized knowledge and skills, but the collaboration is limited to sharing information and coordinating their individual efforts.

For example, a nursing home resident might be seen by a physical therapist, an occupational therapist, a speech-language pathologist, a social worker, and a music therapist, all working towards the goal of rehabilitation and improved quality of life. However, these professionals may not necessarily collaborate closely or integrate their interventions.

Within a multi-disciplinary framework, the music therapist’s role might be to provide individual music therapy sessions, focusing on improving the client’s cognitive, emotional, and social functioning. The music therapist would then share their findings and recommendations with the rest of the team, but the implementation of the overall treatment plan would remain separate and independent.

Inter-Disciplinary Teams

An interdisciplinary team approach involves professionals from various disciplines working closely together to integrate their knowledge and skills in order to address a common problem or goal. There is a greater level of collaboration, communication, and mutual understanding among team members. However, each professional delivers their section of the plan separately, maintaining clear and strict professional boundaries.

In the case of the nursing home resident, an interdisciplinary team might include the same professionals as in the multi-disciplinary example, but they would work together to develop a comprehensive and coordinated treatment plan. The music therapist, for instance, might collaborate with the physical therapist to incorporate music-based exercises into the client’s rehabilitation program, or with the speech-language pathologist to address communication and language challenges through music-based interventions.

A defining feature of an interdisciplinary approach is the emphasis on the cross-pollination of ideas and the integration of various disciplines to provide a more holistic and effective treatment plan for the client.

Transdisciplinary Teams

Transdisciplinary teams take collaboration to the next level, where professionals not only work together but also transcend the boundaries of their respective disciplines. In this approach, team members share their knowledge and skills, often blending them to create new, innovative solutions that go beyond the scope of any single discipline. Music therapists might then combine their work with other team members and take equal responsibility in implementing treatment plans and achieving goals.

In the context of the nursing home resident, a transdisciplinary team might include the same professionals as in the previous examples, but they would work together to develop a truly integrated and seamless treatment plan. The music therapist, for instance, might work alongside the physical therapist to create a music-based exercise program that addresses both physical and cognitive rehabilitation goals, or with the speech-language pathologist to develop a communication-focused music therapy intervention.

The transdisciplinary approach encourages team members to step outside their traditional roles and explore new ways of working together, ultimately leading to more comprehensive and effective solutions for the client.

A Graphic Comparison

This graphic presented by Dr. Eunyoung Han at the 2024 Joint IAMM/ISfAM Congress shows the differences between multidisciplinarity, Interdisciplinarity, and transdisciplinarity graphically:

Further Examples of Music Therapy in Multi-, Inter-, and Transdisciplinary Teams

1. Multi-Disciplinary Team: A client with Parkinson’s disease is seen by a neurologist, a physical therapist, an occupational therapist, and a music therapist. The music therapist provides individual sessions focused on improving the client’s motor function, speech, and emotional well-being, while the other team members work independently on their respective areas of expertise.
2. Inter-Disciplinary Team: A child with autism spectrum disorder is supported by a team that includes a pediatrician, a behavioral therapist, a speech-language pathologist, and a music therapist. The team collaborates to develop a comprehensive treatment plan, with the music therapist working closely with the speech-language pathologist to address the child’s communication and social skills through music-based interventions.
3. Transdisciplinary Team: A client with a spinal cord injury is cared for by a team that includes a physiatrist, a physical therapist, an occupational therapist, a recreational therapist, and a music therapist. The team works together to create a seamless, integrated rehabilitation program, with the music therapist and physical therapist co-designing music-based exercises that address both physical and cognitive goals, and the music therapist and recreational therapist collaborating to develop music-based leisure activities that support the client’s overall well-being.

In each of these examples, the role of the music therapist evolves to meet the needs of the collaborative team and the unique requirements of the client. By understanding the differences between multi-, inter-, and transdisciplinary approaches, music therapists can better navigate the complex landscape of healthcare and human services, and contribute their expertise in a way that truly enhances the overall care and outcomes for the individuals they serve.

As the field of music therapy continues to grow and evolve, the ability to effectively collaborate with professionals from diverse disciplines will become increasingly important. By embracing the principles of multi-, inter-, and transdisciplinary teamwork, music therapists can demonstrate the value of their unique contributions, foster greater understanding and appreciation for the profession, and ultimately, improve the lives of the clients and communities they serve.

Sources:

• Systematic Review and Narrative Synthesis of Transdisciplinary Music Therapy Intervention for Symptom Alleviation in Parkinson’s Disease Patients in terms of Inter-Modulated Cognitive, Emotional, and Motor Function for Virtual Program – Eunyoung Han’s presentation for the 2024 Joint IAMM/ISfAM Congress
• Integrated Team Working: Music Therapy as Part of Transdisciplinary and Collaborative Approaches – Karen Twyford & Tessa Watson (2008)
• A synerdisciplinary music therapy treatment team approach for hospice and palliative care – Krout 2004
• Multidisciplinary perspectives of music therapy in adult palliative care –  Julian O’Kelly (2007)
• The Oxford Handbook of Music Therapy – 48 Collaborating: A Role for Music Therapy within Interprofessional Teams and Beyond – Karen Twyford (2015)
• Music therapy teaming and learning: How transdisciplinary experience shapes practice in a specialist school for students with autism – Bronte Arns and Grace A. Thompson (2019)
• A Transdisciplinary Approach to Promoting Self-Determination – Collaboration Between Special Education Teachers and Music Therapists –  Anna Laura McAfee, Aftyne E. Cheek, Maddy Hensch, Lexy Stone (2022)
• Multidisciplinarity, Interdisciplinarity, and Transdisciplinarity in health research, services, education, and Policy: 1, Definitions, objectives, and evidence of effectiveness – Bernard C.K. Choi and Anita W.P. Pak (2006)