Early-career music therapists frequently seek professional recognition as they enter the field. Some incorporate techniques from non-musical disciplines that are more accessible to service users and allied health professionals. Using music by other allied health professionals and creative arts therapies has also been a contribution to professional identity ambiguity. This identity crisis, compounded by diverse overseas training backgrounds and the pressing need for local adaptation of clinical practices, underscores the necessity for professional growth. To address this, a monthly group supervision initiative, facilitated by two Nordoff-Robbins Music Therapist supervisors, offers a collaborative solution. This initiative empowers therapists to bring their clinical questions and reflections to the table, fostering the growth of clinical musicianship in the long run.

The format of group supervision includes collaborative learning, where supervisees engage in discussions to share insights and challenges related to their clinical work, and experiential learning, in which supervisors facilitate musical-interactive experiences tailored to the supervisees' needs in various areas of clinical musicianship. Tailor-made clinical musical improvisational experiences are suggested for reflection and skill enhancement. Findings from focus group interviews with supervisees will be shared, highlighting their self-perceived growth in various areas of clinical musicianship. This approach has demonstrated to be an effective way to advance the clinical musicianship of music therapists, strengthening their professional identities and practices.