By Abigail Heffernan, Intern from San Diego State University

Being an intern at MusicWorx as a non-requirement for my degree program has opened my eyes to the work and dedication that music therapists give every day. Before this, I had little to no direct experience in music therapy because San Diego State University does not currently offer a program in the field. Most of my understanding came from personal research and a strong desire to combine music with helping others. Because of this, the internship became an invaluable opportunity to gain firsthand clinical exposure and better understand the responsibilities of the profession. Stepping into a music therapy organization as an intern is different from what most people expect; it is not a neatly structured placement where every task is pre-assigned and graded. Instead, it feels more like easing into a living, breathing clinical environment where learning happens through observation, small responsibilities, and gradual trust-building.

A large portion of the experience involves observing licensed music therapists in action. During one session, I watched an adult who was initially hesitant to participate gradually become more engaged after the therapist introduced a familiar song. At first, I focused on how enjoyable it was to watch, but as I continued observing, I began to notice the subtle details: the way a therapist uses a recognizable song to prompt communication, the subtle shifts in rhythm to support regulation, and the reflection on how the session makes the client feel. These moments reveal that music therapy is less about performance and more about careful, responsive interaction.

One of the most eye-opening aspects of the experience is learning the complex structure of a session, which varies between analytical and flexible tasks. As I observed, I realized that a client’s mood, energy level, or unexpected reactions can shift the direction of a session entirely. Watching a therapist adapt in real-time teaches you more about clinical thinking than any textbook could, and it reinforced why a six-month internship is required for the bachelor’s degree program.

I also worked behind the scenes on the corporate side of the company, which gave me a broader understanding of how the organization functions beyond direct client sessions. My responsibilities ranged from resource management to marketing and outreach. Through these tasks, I quickly realized the coordination, planning, and administrative effort required to keep the company running smoothly. It became clear that the therapeutic work clients see is only one part of a larger system that depends on organization, communication, and strategic planning. This experience enhanced my skills in navigating various software platforms and managing agency outreach.

There is a major reflective component to music therapy. Working with clients who are managing developmental disabilities, mental health challenges, neurological conditions, or trauma, you learn quickly that presence matters more than perfection. Your role is to support, observe, and respect boundaries, which makes the process of navigating these struggles much easier for the clients.

Over time, the experience became less about helping the company and more about understanding how beneficial this field is for all ages and situations. You begin to see how music functions as a clinical tool and how relationships are built through sound. The process of music therapy is often subtle and non-linear, so it can be easy to feel frustrated when changes aren’t immediate. It takes a great deal of patience to start seeing progress within a client.

I particularly enjoyed observing sessions with children, as that is the field I hope to enter. My interest in pediatric music therapy comes from years of working with children and observing their remarkable ability to adapt. I have been especially inspired by children with disabilities, whose resilience and unique ways of communicating have influenced my desire to work in a pediatric hospital setting. Being able to support children through music during challenging moments is what draws me most strongly to this field. While children often learn at a different pace, they frequently retain information more quickly than adults. These sessions create a safe space for expression through instruments, mood improvement, and joy, while strengthening developmental, social, and motor skills. I hope to work in a hospital pediatric department, perhaps in areas like the NICU, oncology, neurology, or rehabilitation.

By the end of the internship, there was a clear shift in my perspective on what it means to be a music therapist. I don’t just understand the theory anymore; I’ve seen how it lives in real rooms, with real people, in real-time. I now have a greater appreciation for the dedication, patience, and clinical knowledge required in this field. As I continue my education with a music therapy equivalency program, I reflect on the knowledge gained, the people I met, and the experiences I will never forget. It has solidified my drive to pursue music therapy as a career, knowing that someday, I will be certified to run these sessions and develop my own ways of helping others.