• Title/Summary/Keyword: 그룹음악치료

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Study of Group Music Therapy Program on Alienation of Adolescents from Enmeshed or Disengaged Families (그룹음악치료를 통한 과잉-분리가정 청소년의 소외감 감소에 관한 연구)

  • Jeon, Hee Ran
    • Journal of Music and Human Behavior
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    • v.6 no.2
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    • pp.71-100
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    • 2009
  • The purpose of this study was to examine the effect of group music therapy program on alineation of adolescents from enmeshed or disengaged families. The Family Adaptability and Cohesion Evaluation Scales III was administered to screen out subjects at a high school in Seoul. Based on the low scores, between 10 and 25, rated on the scale, 4 students were selected from 148 initial respondents. Subjects participated in group music therapy program for 7 weeks and a total of 14 music therapy sessions were provided for them. After the program, content analysis of the subjects' verbal and musical expressions observed during the program was conducted, with regard to the measures of the Student Alienation Scale. The results showed negative self-expression decreased while positive self-concepts increased. These results indicate that by providing the opportunity to experience group cohesiveness and group support, group music therapy program may effectively reduce alienation of adolescents from enmeshed or disengaged families.

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A Meta Analysis of Group Music Therapy with Adolescents (청소년 대상 그룹 음악치료 효과에 대한 메타분석)

  • Hwang, Eun-Young
    • Journal of Music and Human Behavior
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    • v.9 no.2
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    • pp.1-17
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    • 2012
  • The purpose of this study was to analyze data regarding the effects of group music therapy with adolescents. 27 master's, doctorial theses and published articles between 2000 and 2012 were selected for meta analysis. Subjects, independent variables, dependent variables, and the number of session were used to compare the effectiveness of group music therapy program. 49 effect sizes using means and standard deviation from 27 studies were calculated. The results were as follows. The overall mean effect size was -0.14, which is small size effect, according to Cohen's ES interpretation criteria. The mean ES was influenced by the subjects(adolescents/maladjustment students/addictive students/students in facility), the ES of adolescents was the biggest. However there were no significant difference among subjects. During the independent variables(active music therapy/receptive music therapy/combined music therapy), combined music therapy showed the biggest efficacy. When results were sorted by the dependent variables (social/emotional/behavior/cognitive category), the ES of behavioral category was the biggest. However, there was no significant difference among them. The ES of 11~15 session was the most effective.

A Case Study of Synchronization-Based Group Music Therapy for Promoting Peer Interaction of Children With Autism Spectrum Disorder (자폐범주성장애 아동의 또래 간 상호작용 촉진을 위한 동기화 기반 그룹 음악치료 사례)

  • Kim, Jiyun
    • Journal of Music and Human Behavior
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    • v.17 no.1
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    • pp.97-125
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    • 2020
  • This case study examined the effects of synchronization-based group music therapy for improving peer interaction of children with autism spectrum disorder (ASD). The participants were five children between the ages of 6 and 10 with ASD. A total of eight 30-minute music therapy sessions were conducted two times a week. During sessions, target behaviors (i.e., engagement in joint action, synchronized movements, eye contact, and initiation of social interaction) were observed and analyzed. Also, the PIPPS-P was completed by parents to identify behavioral changes in real-life environments from pretest to posttest. Following the intervention, all of the participants showed increases in synchronized movements with peers and attempts to initiate social interaction. In addition, parents rated their children's play behavior as being improved in their everyday living environment. These results support that synchronous movements between children with ASD, which were facilitated with rhythmic cueing, led to enhanced engagement in joint action. Considering that those movements are the basis for further social skills (e.g., play behavior), this study also indicates that synchronization-based group music therapy could be an effective therapeutic approach for improving the peer interaction of this population.

A Qualitative Inquiry on Group Music and Imagery Experiences (그룹 음악과 심상 경험에 대한 질적 사례연구)

  • Kim, Aimee Jeehae
    • Journal of Music and Human Behavior
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    • v.17 no.2
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    • pp.101-117
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    • 2020
  • This study aimed to investigate music and imagery (MI) experiences in group settings using a qualitative case study approach. For this purpose, a focus group interview was conducted with four professional music therapists, who participated in peer MI group sessions without a therapist. Data collected from the interview were analyzed by qualitative data analysis procedures. Results demonstrated that successful group music experiences in the early stages, such as sharing and selecting music together within the group or experiencing group support, leaded to developing trust towards music and the group in participants. Moreover, the trust built upon such basis was shown to facilitate expansions in emotional experiences, imageries, relational aspects, and music resources, which led to new personal insights. In addition, the participants recognized the supportive nature of the group played a role of encouraging participants to challenge new experiences during MI experiences. The results suggest that group as a therapeutic factor can promote expansive emotional experiences and insights. Furthermore, the findings may provide implications for music psychotherapy applications in group settings.

MUSIC THERAPY FOR ADOLESCENTS WITH CONDUCT DISORDER (품행장애 청소년의 음악치료 사례연구)

  • Jhin, Hea-Kyung;Kwon, Hea-Kyung
    • Journal of the Korean Academy of Child and Adolescent Psychiatry
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    • v.11 no.1
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    • pp.110-123
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    • 2000
  • The short-term music therapy was performed for adolescents with conduct disorder admitted to Seoul National Mental Hospital for 3 months from Jun to September, 1998. This case study focused mainly on two female patients who participated regularly in the group music therapy. The music therapy process was divided into three phases;beginning, opening up, and closing. This music therapy session consisted of three parts;hello song as beginning, various musical activities, and sound & movement activity as closing. Free musical improvisation, song discussion, musical monodrama, and sound & movement were the mainly applied techniques. Free improvisation was used to enhance, motivate, identify and contain the adolescents' feelings and ideas. Song discussion was used to convey their thoughts and to support each other. Musical monodrama was used to make them have insights into interpersonal relationships. Sound & movement was used to enhance spontaneity. It made them explore their body and voice as an expressive medium. Throughout three months period of music therapy, patient A's communication skill, socialization, and behavior areas were assessed with improvement. She could use music as a symbolic form and was able to share her feelings about herself and her family. Patient B's self-expression and cognitive areas were assessed with improvement. She became more spontaneous and could verbalize her emotions during the group session. Music as a non-verbal and therefore often a non-threatening medium wherein so much can be expressed provided two female patients an atmosphere where a sense of trust may be regained.

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