THE FUTURE OF MASSAGE THERAPY IS THE QUALITY OF OUR EDUCATION TODAY

 

The foundation of the future of massage therapy is the quality of our education today. I wonder how many would agree that the educational structure for future massage therapists is, well, a mess. One definition of a “mess” is a chaotic and confused situation. Chaotic and confused describes massage education right now. I am confident that this mess is actually an opportunity because we can’t ignore it anymore.  There are three components that all work together for a quality education: a solid curriculum, skilled teachers and committed students.

As a textbook author, I have had the opportunity to communicate with many massage therapy program directors and teachers. I rarely find a teacher or school/program director that wants to deliver inadequate massage education. More commonly, school/program directors are confused about what to teach and have a difficult time finding qualified teachers.

The curriculum is the easy part. Schools do not differentiate themselves by curriculum. All massage therapy instructional programs should be teaching a very similar curriculum. Schools display excellence through effective teaching of the curriculum. What to present in a massage curriculum is clearer now than ever before. Check it out yourself:

ELAP: elapmassage.org

Another shift in the education of massage therapists in the U.S. is a change from information-based education to competency-based education. An information-based curriculum is limited since it focuses on factual content. Professional competencies are the measurable skills and abilities that identify successful massage practice. Curriculum should be competency based. Unfortunately, the tests that are used for licensing in the U.S. are based on a factual knowledge model, which then forces a school to educate in a fact-based way, since schools are measured both by accrediting bodies and state regulators on the percentage of students who pass licensing exams.

Competencies are the demonstration of application from the information received. Competencies are actually very concrete. Either the students can do what is required or they cannot. The idea of competency is not new and it is time for the U.S. massage community to adopt this method to determine the student’s ability to practice massage

However, here is a messy part: changing the curriculum. It is not as simple as it seems. If a school is accredited, a curriculum change can be considered a substantive change requiring both a time and financial commitment to the accrediting body. There currently are schools that want to make the updates but are waiting until their next accreditation cycle to avoid the hassle and cost. There are similar requirements for the school’s state licensing process.

Changing curriculum requires changing lesson plans, changing exams, retraining of teachers, changing program schedules, and the list goes on. This is hard enough for a single program massage school. I know since I have owned a massage school for 28 years. Can you imagine the mess in a multi-campus educational structure?  Regardless of the mess, we have to make these changes. It is hard, but those that manage massage therapy educational programs have to make the hard decisions and deal with the conflict and frustration of change. I have done this multiple time and it is not fun. However, we as educators owe a quality education to those who seek us out to learn.  An effective competency based curriculum can be built using professionally created textbooks, lesson plans, presentation material and online support.

Once you have the curriculum in place, then you need the teacher. As previously stated, all educational programs for massage therapy should be teaching the same foundational curriculum. The way a school differentiates itself is how well the teachers are able to teach the information and that requires committed quality teachers. The availability of massage teachers that are aware of the most current information about massage and can effectively deliver that information in the classroom is limited. Those that commit to teaching massage therapists have little support right now and that adds to the mess. Fortunately the Alliance for Massage Therapy Education is committed to addressing these issues.

What makes a skilled massage therapy teacher? They have to know the material. They need to be able to pass the same texts the student will pass. Anatomy teachers need to understand massage and massages teacher need to understand anatomy and physiology. Teachers need to remain current. It is inexcusable for educator to present dated and inaccurate information. Teacher have to confidentiality teach the school curriculum –not what they think is correct and very likely different than the way they learned. Schools and program directors must not allow inaccurate information in the classroom and they also need to provide ongoing educational opportunities for teachers. Finally, school management must provide support for the teachers in the form of supplies, equipment, textbooks and reference material, and now electronic based learning systems.

Competency is based on experience. Experienced massage therapists should be the foundation of the instructor pool. However, these same experienced individuals must not allow their personal opinions to bias their teaching. One of the biggest problems school directors face is a teacher who will not support the curriculum. Yes, part of massage practice is an art but that art is based on the science. I listen over and over to program directors as they describe how a teacher creates confused and frustrated student because they will not present the curriculum as developed, or they disagree in the classroom with information presented by other teachers.

Just like business is business—teaching is teaching. There are skills needed to be a teacher. If we are going to rely on experienced massage therapists to be the foundation of the instructor pool, then we also need to teach them how to teach and how to use the resources available to them. Schools owners, program directors and the corporate executives must be committed to teacher training.

Teacher turnover at many schools is a huge problem. Schools invest in training teachers and then they quit. There are excuses for quitting. The most common I hear is low pay. Committed and quality teacher will always be underpaid because they go beyond the “job description”. Poor teachers are always overpaid. Teaching is path of service. However, teachers need to be compensated enough so they can continue to teach. The other reason that teacher quit teaching is inability to manage the student dynamics. Screening of potential students for the necessary motivation and commitment to learning can go contrary to the push for enrollment numbers by administration. The teacher in the trenches gets put in the middle and this is disheartening. My hope is the tightening of financial aid requirements will pressure school administrators to better screen potential students.  I am not against financial aid programs however, there is definitely abuse of the system and I support the federal government’s attempt to prevent schools from allowing student to accumulate unrealistic debt loads.

I also support those schools that commit to student self-pay and do not participate in federal financial aid.  I have been able to maintain tuition costs at my school at a level where students can pay out of pocket and graduate debt free owning their education.   Financial aid using government programs can be a trap for both the school and the student.  I believe that self-pay for education supports self-selection of committed students.   I also believe that students that are paying out of pocket for education have the right to demand quality education resulting in the potential for increased proficiency of the school administration and teaching staff. 

I also encourage students to demand a quality education regardless of the massage therapy school they attend, whether they use financial aid or pay out of pocket.  Do not settle for mediocre. Your future as a successful massage therapist depends on the foundation of your entry level education.   

What to do with ELAP???

What to do with ELAP???

 

My opinion is –accept it as the foundation (core) for entry level massage therapy training.  Finally! There are a few of us “elders” around that have wrestled with this issue for way too many years. I am ready to check it off my  “to do list”.   Now we can get on with other important issues that will influence the future of massage therapy.

Here are the definitions of massage and bodywork from the ELAP blueprint.

Bodywork: A broad term that refers to many forms, methods, and styles including

massage, that positively influence the body through various methods that may or may not

include soft-tissue deformation, energy manipulation, movement reeducation, and

postural reeducation.

Health-care-oriented massage: Massage performed in medical or health-care-oriented

environments to facilitate therapeutic change, condition management, or symptom

management.

Massage: The ethical and professional application of structured, therapeutic touch to

benefit soft-tissue health, movement, posture, and neurological patterns.

Wellness-oriented massage: Massage performed in wellness- or relaxation-oriented

environments to facilitate stress reduction, relaxation, or wellness. ELAP Blueprint p 47.

One of the most vexing issues facing the profession is the relationship of massage to bodywork.  They are not the same but because the concepts are presented as a unit is confuses the issues especially the movement toward evidence informed massage practice.  And if you notice the ELAP definitions combined yet separated the definitions just as the Massage Therapy Body of Knowledge MTBOK did.  I hate to admit it but I think this is going to be an ongoing issue and point of confusion.

The confusion does not come from massage. Massage is actually a concrete and easily studied method. Now that the ELAP described the application in terms of methods that influence soft tissue by creating mechanical forces the ability to develop study protocols can be objectified.   For example:  Gliding with sufficient pull /push to generate a tension force on the superficial fascia for 30 seconds will result in….. Well we don’t know yet what the result will be but at least we can study it more objectively.

ELAP finial report p 168

● Present and discuss these terms:

o Soft-tissue deformation (e.g., the change in the shape of soft tissue as a result of

applied forces, etc.).

o Forces (e.g., something that internally or externally causes the movement of the

body to change or soft-tissue structures to deform, etc.).

o Tissue load (e.g., the amount of stress soft-tissue structures are under due to

forces; too much load and the tissue might fail and be injured).

● Present and discuss the way external forces create loads on soft tissue (e.g., forces

create external loads by pushing or pulling on the body in a variety of ways).

● Present and discuss the way internal forces create loads on soft tissue (e.g.,

misaligned joints or poor body mechanics cause soft tissue to shorten, tighten,

lengthen and/or weaken, which may load surrounding tissue; for example, a tight

muscle or tendon could compress a nerve running close by and cause pain or

dysfunction, etc.).

● Review the properties and characteristics of soft tissue that allow it to benefit from

deformation (e.g., thixotropy, viscoelasticity, piezoelectricity, adhesiveness, etc.).

● Present and discuss the categories of forces:

o Primary forces (e.g., compression, tension, and shear, etc.).

o Combined forces (e.g., two forces acting at the same time on a soft-tissue

structure: torsion and bending).

 

This foundation is a measurable, observable component of massage as now described by ELAP.  It is a familiar language in multiple disciplines from engineering to bio mechanics and human performance. No one made it up, it is not unique and explaining what we do in this way supports interdisciplinary communication as well as research. Here is an example
http://www.ncbi.nlm.nih.gov/pubmed/23943071

For those who like to get their fascia in a twist about intuition and artful application and empathic connection and compassion- just hold on--- these human connection elements are important and, by the way not, limited to massage therapist or bodyworkers.  The therapeutic relationship is essential in the benefit of any professional exchange.  

So---to answer the question posed—What to do with ELAP ???

Right now read it.  It is really long and detailed but start here:

Elapmassage.org.  Final Report  pg. 60-256.  

Make some notes. Compare and contrast the content with what you understand in the document and what you don’t. If you are an educator compare the content to the textbooks you use, your lesson plans and so forth. None of the textbooks have every single piece of content or the exact language used in the ELAP document and that is OK.  I compared the textbooks I have written and feel very confident in the relationship of the textbook content and the ELAP.  I am familiar with the other entry level textbooks (all of us authors read each other’s stuff ya know) and none of them are that far away from the information in the ELAP.  No one has to throw out their current curriculum. Just tweak it.  Compare the hours recommendations to your current program. You don’t have to change anything and likely will find that the way you are teaching the ELAP material is pretty close.

Scan through the Blue print document for teaching ideas. You don’t have to do everything the way the ELAP documents describe, but new ideas are good –right? 

For those of you that might be wondering what is next on my “ list” here is a preview—

ü  Standardized  entry level curriculum—done!

ü  Board Certification for those who want to differentiate from entry level—done!

ü  Board Certification used for college credit transfer toward academic degrees---done!

ü  Teachers standards for massage educators—done!

 

·        Teacher training for massage educators----next on list

·        Independent professional analysis of ergonomics and bio mechanics for massage practice---next on list.

·        Sorting out the continuing education issue for massage and –the confusing element bodywork—next on the list.

 

Ø  Combining meetings for educators through cooperation among the AMTA, ABMP, and the AFMTE so that instead of multiple meetings, which is a time and financial expense, one meeting presented as a cooperative venture is provided.

Ø  Having professional meetings presented in online webinar or similar platform as well as in person attendance so more people can stay informed.  We have the technology to do this people.

Ø  Specialty certifications through NCBTMB-on the list

 

There is more but I ready to concentrate on the goals for teacher training and, so very important, the issue of burn out and massage therapists leaving the field because they are unable to earn a sustaining income with one of the reasons being unable to do enough massage sessions without hurting themselves.   As a profession we must do something about this.

 

NOT BECAUSE I HAVE TO-BECAUSE I WANT TO

NOT BECAUSE I HAVE TO-BECAUSE I WANT TO.

As I monitor the massage profession’s response to important development I find it interesting that some push back is occurring around the confusion about what a massage school or massage practitioner has to do vs a choice about what individual and school and other stakeholders HAVE to do verses WANT to do for professional development. 

The only thing a massage educational program HAS to do is be incompliance with state laws regulating education

The only thing a massage therapist HAS to do is be licensed in the state or jurisdiction in which you practice. (minus the few state that still do not license)

 

MASSAGE EDUCATIONAL PROGRAMS –WHAT YOU MIGHT WANT TO DO.

The ELAP (Entry-Level Analysis Project) finial report in available at elapmassage.org.  Those responsible might WANT to use these documents to complete a curriculum review and make changes where it is appropriate.  It is time for standardization of entry level curriculum and yes the ELAP content is not perfect but is more than good enough.  Massage therapy schools and educational program have an obligation to prepare graduates for their future (not the past) of massage professional practice. 

 

MASSAGE TEACHERS—

The ELAP documents can guide us in the content that we should be teaching.  As massage educators we should WANT to advance our skills both in content as presented in the ELAP document in entry level education and for continuing education we should WANT to make sure the content is as evidence informed as possible and not blatantly invalid and at least logically explainable in terms of current knowledge of anatomy and physiology.  We should WANT to disclose when we are working from our own opinions and strive for student to leave with skills they can use to expand their ability to be a lifelong learner.  We should WANT to expose myths and continuingly update our own knowledge.

This goes for textbook authors in the profession as well and I am one.  My textbooks reflect ELAP content well but during my next revision cycle I will have content to upgrade, minor changes in terminology and always updating research.  I WANT to do this.  And if I am a responsible author I HAVE to do these things.

TRANSITIONING TO BOARD CERTIFCATION

No one HAS to be Board Certified but during this time of rapid shifts in the massage profession I would hope you would WANT to support professional development with this credential.  I know the NCBTMB has had it’s problems.  I have been involve with these issue with the NCBTMB since it’s inception. The past issues do not mean that the current direction is wrong.  In fact it may actually be the very best thing for NCB and the massage profession.  I do encourage you to become board certified and at the same time demand accountability from the organization. The current board of directors has a big mess to clean up. It will take time.  Please be part of the solution.  Professional development requires a certification process.  We have the organization so let’s work to make it serve the massage community.

The BOARD CERTIFICATION CREDENTIAL provided by the National Certification Board for Therapeutic Massage and Bodywork launched in January 2013. This new credential requires fulfilling additional qualifications, including more education, hands-on experience and a background check. There is an exam that reflects the advanced level of practice. The intention of this process is to provide validation of professional development beyond entry level education and practice.  By increasing educational requirements and including a work experience component Board Certification is a way for a massage professional to validate that they support ongoing learning and professional advancement.

Those who were previously certified with the old national certification process have an opportunity to transition to Board Certification without taking the test.   By December 31, 2016 the transition process to Board Certification for those who were previously nationally certified under the old system will be complete.   From that point on to be board certified massage professionals will need to meet all eligibility requirements and pass the exam.  Those who have not been previously certified under the old NCBTMB system will have to meet all requirements and take the Board Certification exam. Here is a link to the knowledge content expected for Board Certification

http://www.ncbtmb.org/sites/default/files/files/NCBTMB%20Massage%20Therapist%20Job%20Analysis%20Report_V2.pdf.pdf

New Certification Test Specifications are found on page 21.  For more information see  http://www.ncbtmb.org/board-certification/board-certification

 

COLLEGE CREDIT AWARDED TOWARD A MAJOR IN MASSAGE THERAPY BACHELOR’S DEGREE.

No one HAS to pursue a college degree but some may WANT to.  Especially educators.

Why would you WANT an academic degree?  I can think of lots of reasons such as additional validation for professional development, addition of skills over and above massage application including business and leadership, and maybe most important to me- teacher development.  I think we can agree that the massage educators need access to advanced training in the form of associate’s and bachelor’s degrees. AND IT IS AVAILABLE –WOW--------.

An associate’s degree is typically based on 2 years of college level study (60 credits).  Some community colleges and technical schools offer a diploma level massage training that can be advanced to an associate’s degree by adding general education courses and other massage related courses. This is really good and becomes a launch pad for the next step--- a bachelor’s degree.

In December 2013, a partnership with Sienna Heights University and the NCB was announced for the new NCBTMB Board Certification to be used for college credit.

http://www.ncbtmb.org/board-certification/college-credit-awarded-board-certification

A Bachelor’s Degree in Massage Therapy is available.  

NCBTMB Board Certificants are awarded 33 college credits toward the 120 credits required to achieve this degree. A 45-credit major in Massage Therapy is established through Board Certification and completing 12 credits of cognate/major-related study at Siena Heights. The 12 credits are designed to assist with the business/human relations aspects of a successful massage career. The entire degree requires 120 credits, 33 of which are awarded with proof of Board Certification. Additional transfer credit up to 90 credits total can apply toward the degree. Students may need only 10 courses (30 credits) to complete their degrees.  Siena Heights University offers upper-division courses in areas such as leadership and management, organizational behavior, marketing, health care management, professional communication, social science, liberal arts, and more. These are areas that have been identifies as the most lacking in current massage education. This is a real monetary value for board certification for those who want to take advantage of the opportunity.  Sienna Heights University is progressive and open to work with the massage community like they have with other occupations and health professional since the 1970s. If you have an associate’s degree in massage therapy for example, that can be another way to establish the massage therapy major.    AND—YOU CAN COMPLETE YOUR DEGREE ON LINE! The Bachelor of Applied Science Degree (BAS) is a career-oriented degree designed for professionals with allied health or technical training.  This degree is a BAS in Massage Therapy.  WOW.

This is a very exciting development for me because I have had a relationship with Sienna Height University for over 22 years for credit transfer from my massage theory school and now massage professional all over the country through the online program can take advantage of this career pathway. 

 For any additional information on Siena Heights University, please visit  www.sienaheights.edu.

So all—I hope that for the future of massage therapy as many an possible will WANT to move forward with career development.

CAREER PATHWAYS

 

Look at that grey hair

 

 

Most know that I have been a massage therapist and educator for over 30 years. Over that time my career has evolved just as I hope those reading this are experiencing.  I actually started out my career as self-taught since there were no massage schools around me. I searched for additional training and took the courses I could find with each one adding to my skills. I have always been busy as a massage professional so the very best learning experience –working with lots of clients has been the most important aspect of my professional development.  In the beginning (back in the day at the end of the 1970’s) it was a different culture for massage practice. I also know those days of professional development for massage therapist are over and a new generation is looking for their pathway for career advancement.

 



Just beginning 



 

What I hope to outline in this blog is what is available right now and potentially in the near future for career advancement.  Until very recently there was no real clear structure for professional development but things are changing.

 

 I actually wrote the first edition of Fundamentals of Therapeutic Massage (1990 ish) before I had a bachelor’s degree. Then I realized that I would not be able to teach from my own book at a community college unless I had an academic degree. I could have gotten an associate’s degree but instead completed a bachelor’s degree in Health Sciences from Central Michigan University (1998).  One of the reasons I choose this school was that it awarded credit for prior learning experience. I had to make a career portfolio ( big big job) and then it was evaluated for college level learning.  I received 30 credits in electives toward the degree. After completing my bachelor’s degree, I soon realized that it would take a master’s degree to really secure my credentials as a leader in my field of massage therapy.  I completed a Master’s degree in organizational management and leadership (2001) using blended learning (online and classroom). This educational journey has been expensive, time consuming, frustrating and absolutely

WORTH IT.  One of my professional goals has been to make this process more streamlined and cost effective for others. Here is a general outline of a pathway available for massage therapists now.

 

 

STEP ONE

Entry level education.

 

While this foundational education remains in flux, I truly see consensus on the horizon. The job task analysis for the licensing exams ( both from the Federation of State Massage Boards and the National Certification Board for Therapeutic Massage and Bodywork), the core competencies from the Commission on Massage Training Accreditation, the Massage Therapy Body of Knowledge and the analysis by the Alliance for Massage Therapy Education, and the most recent Entry Level Analysis Project indicate strong agreement on what should be included in the foundational training for massage therapy. Whew----------.

 

I suspect that the content and clock hour requirements will fall into the certificate/diploma level educational structure found in many health professions vocational training.

 

This is good.  I am supportive of diploma level education defined as taking a year or less to complete the education and vocationally licensed.

 

An entire career in massage therapy can develop from this beginning platform without any additional certification or academic degrees involved.

 

HOWEVER----IT IS IMPORTANT TO DOCUMENT CAREER ADVANCEMENT AND EXPERIENCE.

 

STEP 2

 

Board Certification

 

Continuing education can cumulate along with work experience to meet eligibility requirement for the next professional achievement- BOARD CERTIFICATION provided by the National Certification Board for Therapeutic Massage and Bodywork.  This generalized but advanced credential indicates that a massage professional has voluntarily committed to documentation of massage education and experience beyond entry level. From this launch point specialty certifications can be created in the future.  I believe finally the National Certification Board has got it right. Certification should be voluntary and beyond entry level. Whew--------------. http://www.ncbtmb.org/board-certification/board-certification

 

 

This can be an end point for a career pathway for the massage therapist. But there can be more. Academic degrees.

 

STEP THREE

 

Academic degrees.

 

Why would you want an academic degree?  I can think of lots of reasons such as additional validation for professional development, addition of skills over and above massage application including business and leadership, and maybe most important to me- teacher development.  I think we can agree that the massage educators need access to advanced training in the form of associate’s and bachelor’s degrees. AND IT IS AVAILABLE –WOW--------.

 

Associate’s Degrees

 

An associate’s degree is typically based on 2 years of college level study

(60 credits).  Some community colleges and technical schools offer a diploma level massage training that can be advanced to an associate’s degree by adding general education courses and other massage related courses. This is really good and becomes a launch pad for the next step--- a bachelor’s degree.

 

Some community colleges will evaluate prior learning and award credit for the previous massage education and then develop a completion plan for an associate’s degree in general studies or more specifically in a health professions category. I have found associate’s degrees in health and fitness that I thought would be a great fit.

 

Another option is to find an associate’s degree program that compliments massage diploma education.  Examples include health sciences, general psychology, health and wellness, business, etc.

 

Yet another option is to complete general education courses at a local community college.

 

Courses taken to meet general education requirements provide for the following essential outcomes to insure that students are prepared for academic and professional success and for participation as citizens of their communities and the world. Typically the follow categories are used to determine general education.

 

Critical Thinking

Courses should require and students should demonstrate a range of abilities from tangible problem-solving to higher order processes of analysis, inference, reasoning, synthesis, and judgment. Students should evaluate information, analyze claims and arguments in their own and others’ work, consider multiple perspectives, apply knowledge in new contexts, understand processes of reasoning in various disciplines, and should regularly reflect on their own learning.

 

 

Global Awareness

Courses should require and students should demonstrate an understanding of the diversity of culture, race, ethnicity, nations, religions, and political and social systems. This includes an understanding of these concepts themselves and an understanding of their roles in forming identities and values—our own and those of others. Students should be able to identify and explain the influence of historical and cultural factors on past and current events.

 

 

Citizenship

Courses should require and students should demonstrate personal and social responsibility through collaboration with others in diverse group settings, and through civic knowledge and participation. A commitment to academic integrity, ethical reasoning and action, and preparation for lifelong learning should be central to all coursework.

 

This information expands the awareness of massage therapy practice.

 

 

In addition to the general education courses I suggest you take as much anatomy and physiology as is available at the college.

 

What if I already have college level learning?

 

If you already have college level classes that can transfer, such as an associate’s degree in massage or another discipline, or a bunch of classes that never really added up to completing a degree and/or military training and other prior learning experience you can likely use this educational collection to meet some credit requirements toward a bachelor’s degree.

 

 

THE NEXT STEP—A BACHELOR’S DEGREE

 

Once you achieve an associate’s degree or an accumulation of classes and courses and work experience that can be used for college credit transfer or credit for prior learning experience-- now what?

 

The next step in documentation of achievement is through earning a bachelor’s degree. Why would you want to do this? Again there are lots of reasons including career advancement at many levels but the one most dear to my heart would be if you are now or want to teach massage.

 

There is a career pathway to a BACHELOR’S OF APPLIED SCIENCE USING BOARD CERTIFICATION. You really need to check this out. Board Certification from the National Certification Board for Therapeutic Massage and Bodywork is valued at 33 college credits by Sienna Height University. This 33 credits plus 12 credits at the university establish the major (45 credits) in Massage Therapy. Wow-  A bachelor’s degree in Massage Therapy.  http://www.ncbtmb.org/board-certification/college-credit-awarded-board-certification

 

For more information on a Bachelor of Applied Science Degree in Massage Therapy from Siena Heights University, please visit  www.sienaheights.edu/massagetherapy.

Since a bachelor’s degree is 120 credits, the other 75 credits are completed as follows:

 

30 credits need to be completed at the university. Sienna Height University offers some minors such as health care management that are an excellent fit for completing the 30 credits.  

 

This leaves 45 credits to complete in a variety of ways including transfer credit from associates degrees described above or equivalent college level learning. The most cost effect way to do this is to take advantage of your local community college offerings.  I suggest you contact a Sienna Height Advisor for specific evaluation of your educational history. If you are lacking college level transfer credits, the advisor will recommendation how you can either complete an associate’s degree with Sienna Heights University or use the resources at your local community college which will be more cost effective. They will also explain how credit for prior learning outside of a college is evaluated.

 

 

So here are the steps reviewed:

 

1.  Choose a quality entry level education and become licensed.

2.  Gain experience and additional education in massage to become Board Certified

3.  Consider if an academic degree will be a value to you.

 

The only step that is legally mandated is licensing. The rest of your career journey is up to you. What I have outlined in this blog is more cost effective and efficient that how I did it. I am thrilled that the National Certification Board for Therapeutic Massage and Bodywork’s Board Certification and Sienna Heights University’s long history of awarding a Bachelor’s of Applied Science degree are available to smooth the path for you on your career journey.

 

PS: You can complete your degree ONLINE—how cool is that!

 

http://www.sienaheights.edu/Locations/DistanceLearningPrograms.aspx

NEW: U.S. News and World Report recognized Siena Heights University in its 2014 Best Online Bachelor's Programs rankings, which was published Jan. 8. SHU's Distance Learning Program was one of only 12 Michigan colleges and universities to make the national list, and one of only four private Michigan institutions ranked. SHU has offered online bachelor's degree programs since 2004. 

Bachelor of Applied Science Degree from Siena Heights University

The Bachelor of Applied Science Degree (BAS) is a career-oriented degree designed for professionals with allied health or technical training, Associate of Applied Science Degrees or graduates of two-year occupational programs. The BAS Degree is structured as an individually designed degree program around the major or certification already completed. For more information on BAS degrees from Siena Heights University, please visit http://www.sienaheights.edu/Academics/ProgramDetail/tabid/73/MajorID/INV/CampusID/1/Default.aspx.

For any additional information on Siena Heights University, please visit  www.sienaheights.edu

What's Up?

 

Picture of the Michigan ice storm-outside my front door. 

I am entering the New Year very hopeful for the massage community. Here is why. We may be actually beginning to work together.  Check out these developments.

The COALITION OF NATIONAL MASSAGE THERAPY ORGANIZATIONS remains active. Participating organizations include:

•Alliance for Massage Therapy Education AFMTE

•American Massage Therapy Association AMTA

•Associated Bodywork & Massage Professionals ABMP

•Commission on Massage Therapy Accreditation COMTA

•Federation of State Massage Therapy Boards FSMTB

•Massage Therapy Foundation

•National Certification Board for Therapeutic Massage & Bodywork NCBTMB

The group continues to meet behind closed doors and I would hope for more transparency, but at least they are working together and I am really hopeful about that.

ELAP (Entry-Level Analysis Project)

Education for massage therapists is an issue where the missions of every organization overlap. The ELAP (Entry-Level Analysis Project) is the first project supported by the seven organizations to address these educational concerns.  The ELAP project launched to mixed reviews and I was very vocal about the way the project was being conducted. I was not the only one.   However-  I believe I can support the end result.  It has not been released to the public yet. Currently the COALITION OF NATIONAL MASSAGE THERAPY ORGANIZATIONS representatives are reviewing the document.    It will not be perfect but like most forward advancements, it will evolve.  Most professional advancement is messy, bumpy and contentious. Ultimately, if it is going to be valuable there needs to be adaptation, and rethinking. I sat in so many meetings about this project but the one I most remember is the presentation by the ELAP work group at the Alliance for Massage Therapy Education AFMTE meeting in July 2013 at St. Charles, Missouri.   The realization of the work group members for the need to adapt was visible to me and I wanted to hug the work group members just because I know how exhausting a process like this can be.  The results should be available once the Coalition members finish with the review.

The Federation of State Massage Boards has been working on a Model Practice Act for massage. 

While it may take a while to trickle down, more than any other development in the massage community, the Model Practice Act will influence legislation the only mandatory requirement of practicing massage therapy.  There is very little information available so this development needs to be carefully watched.

 

Changes for the National Certification Board for Therapeutic Massage and Bodywork

Effective January 1, 2013, the original National Certification was retired and no longer exists; The BOARD CERTIFICATION CREDENTIAL launched in January 2013 has replaced it. This new credential requires fulfilling additional qualifications, including more education, hands-on experience and a background check. There is an exam that reflects the advanced level of practice. The intention of this process is to provide validation of professional development beyond entry level education and practice.  By increasing educational requirements and including a work experience component Board Certification is a way for a massage professional to validate that they support ongoing learning and professional advancement.

Those who were previously certified with the old national certification process have an opportunity to transition to Board Certification without taking the test.   By December 31, 2016 the transition process to Board Certification for those who were previously nationally certified under the old system will be complete.   From that point on to be board certified massage professionals will need to meet all eligibility requirements and pass the exam.  Those who have not been previously certified under the old NCBTMB system will have to meet all requirements and take the Board Certification exam. Here is a link to the knowledge content expected for Board Certification

http://www.ncbtmb.org/sites/default/files/files/NCBTMB%20Massage%20Therapist%20Job%20Analysis%20Report_V2.pdf.pdf

New Certification Test Specifications are found on page 21.  For more information see  http://www.ncbtmb.org/board-certification/board-certification

 

College credit awarded toward a major in massage therapy bachelor’s degree.

In December 2013, a partnership with Sienna Heights University and the NCB was announced for the new NCBTMB Board Certification to be used for college credit. http://www.ncbtmb.org/board-certification/college-credit-awarded-board-certification

NCBTMB Board Certificants are awarded 33 college credits toward the 120 credits required to achieve this degree. A 45-credit major in Massage Therapy is established through Board Certification and completing 12 credits of cognate/major-related study at Siena Heights. The 12 credits are designed to assist with the business/human relations aspects of a successful massage career. The entire degree requires 120 credits, 33 of which are awarded with proof of Board Certification. Additional transfer credit up to 90 credits total can apply toward the degree. Students may need only 10 courses (30 credits) to complete their degrees.  Siena Heights University offers upper-division courses in areas such as leadership and management, organizational behavior, marketing, health care management, professional communication, social science, liberal arts, and more. These are areas that have been identifies as the most lacking in current massage education. This is a real monetary value for board certification for those who want to take advantage of the opportunity.  Sienna Heights University is progressive and open to work with the massage community like they have with other occupations and health professional since the 1970s. If you have an associate’s degree in massage therapy for example, that can be another way to establish the massage therapy major.    AND—YOU CAN COMPLETE YOUR DEGREE ON LINE! The Bachelor of Applied Science Degree (BAS) is a career-oriented degree designed for professionals with allied health or technical training.  This degree is a BAS in Massage Therapy.  WOW.

This is a very exciting development for me because I have had a relationship with Sienna Height University for over 22 years for credit transfer from my massage theory school and now massage professional all over the country through the online program can take advantage of this career pathway. 

 For any additional information on Siena Heights University, please visit  www.sienaheights.edu.

 

This year an avenue for massage therapy education advancement within a university setting was proposed.

Ravensara Travillian  (find her on facebook)  brought forth the visionary proposal for professional massage therapy studies and advanced-practice certificate within a University setting.  One of the many advantages of this approach to higher massage therapy education is the ability to support massage related research which is so very important.  This proposal is very different than the college degree offered through Siena Heights University described above.  When implemented the courses will be onsite at a university where active research will be conducted.  Another very important aspect of Ravensara’s vision is the ability to target and serve vulnerable populations as part of the advanced course work. One of the target populations are veterans which is a population dear to my heart as well.   I hope the massage community supports this vision because it provides a pathway for necessary advancement of Massage Therapy in our future.

 

I am also hopeful that more and more massage therapists and massage educators will follow and monitor these important developments.  I enjoy staying involved and informed and providing information as well as my opinion and analysis---- but it is my hope that you will become more active and informed this coming year.