This paper will discuss approaches to ethical issues encountered in the development of the proposal for a PhD research project, to be undertaken by the first author, entitled “Psychodynamic music therapy and the work of classroom practitioners working with children with complex needs in Belarus: A potential space”. This research will be based at Novi Dom, a special school in Minsk, Belarus, and follows two skills-sharing projects undertaken there during 2009 (Margetts, Wallace and Young 2010), which were requested initially to support person-centred teaching initiatives by one of the founding charities of Novi Dom. The positive outcomes of these first two projects led to a request for further music-therapy-based input. The impetus for the first author's PhD research project has therefore evolved in response to this locally identified need (Trimble and Fisher 2006: 6). Writing and research around multicultural competency in music therapy have increased in recent years with commentators offering further consideration of the knowledge, skills and qualities needed by therapists, supervisors and trainers to work successfully with the complexities of the multicultural environment (Gilboa, Yehuda and Amir 2009; Wheeler and Baker 2010). The unique, rich sociocultural context of post-communist and modern Belarus offers an opportunity to explore fascinating areas of divergence and meeting of approaches to working with children with complex needs. A brief overview of geographical, historical, political and social factors which have contributed to this very specific context will be drawn from literature, as well as from both the experience of the authors, and that of fellow music therapists who have undertaken music-therapy-based skills-sharing projects in other post-communist countries (Quin 2004, 2007; Salcin-Watts 2007). Fundamental ethical challenges of psychodynamic music-therapy-based research within special education in Belarus will be explored from the perspective of outsider research as defined by David Bridges (2001, 2009). This discussion will be illustrated with clinical material from the projects at Novi Dom in 2009.

The rise of the Forest School movement is having an extremely beneficial effect on children's learning, but equally, practitioners can gain so much by undertaking training courses in outdoor provision.