• Journal of Music and Human Behavior
• /
• v.17 no.1
• /
• pp.1-24
• /
• 2020

The internship is essential for the music therapy curriculum and affords interns the opportunity to apply their classroom-based knowledge and skills to real-world clinical settings. However, challenges associated with the internship can result in interns undergoing trial-and-error learning, interpersonal conflicts, and intrapersonal difficulties. An experiential music therapy group may be useful in helping interns process these incidents and develop their personal and professional skills. We explored the experiences of music therapy interns participating in therapeutic song writing. In this study, five music interns completed two 4-hour sessions of therapeutic song writing. Following the second session, a group interview was conducted with participants to gather data on their experiences. The interview was recorded, transcribed, and analyzed. Six themes and 18 sub-themes were derived from the data. The six themes were preconceptions of therapeutic song writing, meaningful lyric creation, challenges in song composition, structured experiences during song writing process, development of self-awareness through music, and relational experiences resulting from the group process. Participants were able to incorporate their individual internship experiences into a single song by communicating with group members during the step-by-step process. Participation in therapeutic song writing was found to help music therapy interns identify and process challenges encountered during their internship and further their personal and professional development.

• Journal of Music and Human Behavior
• /
• v.15 no.2
• /
• pp.41-67
• /
• 2018

The purpose of this case study was to examine how a supportive songwriting program could facilitate resilience for adolescents with school maladjustment. Participants included four middle school students with adaptive difficulties. The participants received eight 50-minute sessions of a supportive songwriting program. The program consisted of singing and discussing selected songs, followed by the participants creating their own lyrics about their current adaptation issues. The Resilience Scale for Adolescents was completed by each participant before and after the intervention, and the participants' lyrics were analyzed for how the factors of resilience were reflected in their lyrics. The results showed that all participants' scores on the resilience scale increased. It was also found that the factor on the resilience scale that increased the most for each participant was related to the issues expressed in their lyrics. The results suggest that the process of writing songs can be effective in eliciting adolescents' school related issues and accessing their positive resources, which can lead to behavioral and psychological improvements.

• Journal of Music and Human Behavior
• /
• v.15 no.2
• /
• pp.69-92
• /
• 2018

The purpose of this study was to investigate whether a songwriting intervention would improve self-expression of adolescents with cochlear implants (CI). In this study, the songwriting intervention was designed to incorporate previous research findings on music perception of individuals with CIs and to provide musical experiences in which adolescents with CIs could be successful in using music resources for their self-expression. Accordingly, stepwise songwriting procedures were constructed and music technology (i.e., GarageBand as an iPad application) was used. Two adolescents with CIs participated in the intervention once a week for 8 weeks. Changes in level of participation in songwriting tasks, verbal expression, self-reports about the songwriting process were examined. The results demonstrated that the participants showed increased attempts to express themselves via music making. It was also shown that their negative perception of their ability to verbally express themselves decreased. They were observed as becoming more competent in creating music by deciding how various musical elements should be played and making rhythm or melodic patterns by themselves. These results indicate that the songwriting intervention can facilitate self-expression of adolescents with CIs. Further implications in terms of the psychosocial needs of individuals with CIs are presented.

• Journal of Music and Human Behavior
• /
• v.19 no.1
• /
• pp.43-67
• /
• 2022

This is a case study of therapeutic song making activities aimed at improving the self-identity of adolescents in residential treatment facility. The participants were three male teenagers (16 to 18 years of age). The song making intervention was conducted individually with the participants once a week over 13 weeks, and each session lasted 60 minutes. The participants took the lead in making songs by discussing on the self-image and his/her role in the relationship and using musical elements to reflect his/her perception. For analysis, an evaluation method was used to analyze the pre- and post-test results for each sub-domain of the self-identity scale, and changes in the verbal and musical responses during each session. Two of the participants demonstrated higher post-test results compared to their pre-test performance, and their highest post-test scores were for the subdomains of intimacy and initiative respectively. In terms of verbal and musical responses per session, all three participants improved their subjectivity through the self-exploration process, which contributed to the establishment of a more positive self-image. This study suggests that facility youth engaging in making creative songs can positively change their perception of their present and future selves and have a positive effect on their sense of identity.

• Journal of Music and Human Behavior
• /
• v.19 no.2
• /
• pp.55-80
• /
• 2022

This study aimed to examine the effects of songwriting on the self-acceptance of adolescent in palliative care. Three participants were recruited from a university hospital in an urban area in South Korea. The songwriting intervention was conducted in six sessions, and each session was composed of an introduction, song writing and wrap-up. Participants were asked to complete the Unconditional Self-Acceptance Questionnaire (USAQ) before and after the intervention. Their verbal expressions and written song lyrics observed during the intervention were also measured. The results showed that the USAQ scores increased after the intervention, indicating the improvement in their acceptance of the self without judgement or high reactivity to feedback. In addition, the participants exhibited greater recognition of their emotions and acceptance of themselves as they are. They were also better able to discover internal resources and psychological competence. The participants reported that they could more freely express their emotions through song writing and that recording the songs they created was a means of communicating their feelings to others. Based on this study, it is expected that adolescents in palliative care will be able to experience self-acceptance through such brief song writing interventions.

• Journal of Music and Human Behavior
• /
• v.5 no.2
• /
• pp.67-92
• /
• 2008

The purpose of this study is to give an overview of the clinical process of songwriting with pediatric patients undergoing cancer treatment. Many literatures have proved that music therapy aids patients during their cancer treatment to relax, reduce anxiety and feelings of isolation, and promote self-esteem and quality of life and so on. However, among music therapy methods, I found songwriting proved to be very effective method. By using songwriting as therapy with pediatric patients undergoing cancer treatment, songwriting helped patients express difficulties of dealing emotionally with their illness and ongoing aggressive and invasive treatments. Also the process of songwriting established trust and relationship between therapist and patient which promoted normalization of hospital environment. In my case study, patient N has expressed her feelings and thoughts through writing songs about her current life which revolved around treatment of her brain tumor. Moreover, patient N found her creativity and developed ways of getting touch with her inner strength.

• Journal of Music and Human Behavior
• /
• v.11 no.2
• /
• pp.19-39
• /
• 2014

This study investigated whether a song psychotherapy based on the change stages of alcohol addiction impacted the change readiness of alcoholics. The song psychotherapy intervention consists of six activities (listening to a song, singing, songwriting, song sharing, lyrics analysis, and discussion and analysis of a song), which considers the change stages of alcohol addiction. A total of 64 inpatients diagnosed with alcoholism were randomly assigned to either the control (n = 33) or experimental group (n = 31). The experimental group took part in the intervention program for 45 minutes twice a week for 6 weeks (total of 12 sessions). The intervention effect was evaluated with SOCRATES-K. The results showed that the SOCRATES-K score significantly increased by 14.6% (p < .001) for the experimental group, whereas it remained almost unchanged (0.8% increase, p = .141) in the control group. For subcategory scales, the experimental group showed the highest increase in the ambivalence factor, followed by the recognition and taking-steps factors. Meanwhile, no significant changes in all three scales were found in the control group. Therefore, the song psychotherapy intervention based on the change stages of alcohol addiction was found to significantly increase the change readiness of alcoholics.

• Proceedings of the KAIS Fall Conference
• /
• 2011.12a
• /
• pp.18-20
• /
• 2011

한류 문화를 비롯해 방송사들에서 시행하는 각종 오디션 프로그램들로 인해 대중음악계가 상당히 부각되고 있다. 이러한 가요계의 발전과 더불어 가수가 되고자 하는 지망생들이 급격히 증가하였는데, 아직은 이들을 가르치고 훈련을 받을 수 있는 교육적인 여건이 미비하다. 본 논문은 가수지망생, 즉 보컬이 기복적으로 갖추어야 할 호흡과 발성법에 관한 논문이다. 호흡과 발성은 노래를 잘하기 위한 과정이지만, 노래를 잘하기에 앞서 목소리를 크게 만들고 라이브 공연 시 목소리를 안정적으로 내기 위한 필수적인 요건이다. 명성에 비해 라이브 실력이 부족한 가수들을 흔히 볼 수 있는데 이것이 모두 호흡과 발성훈련을 소홀히 해서 생긴 결과이다. 따라서 본 논문에서는 크고, 안정적인 목소리를 만들기 위한 발성훈련 방법에 대해 알아보는 논문이다.

• Korean Journal of Childcare and Education
• /
• v.8 no.2
• /
• pp.27-61
• /
• 2012

The purpose of this study was to develop an integrated early childhood music education program using storytelling songs and to examine its possible effects by analyzing musical expression ability, language expression ability and creativity. In order to verify the effect of the program developed in the study, 68 4-year old preschoolers were selected from 2 preschools to be divided into an experimental group and a control group. The experimental group was given the integrated music education program 16 times in total (two times a week for 8 weeks). The data were analyzed by t-test. The results of this study were : First, it was found that the integrated early childhood music education program using storytelling songs had a positive effect on children's musical expression ability and linguistic expression ability. Second, it was found that the integrated early childhood music education program using storytelling songs had a positive influence among the sub-areas of creativity.

• Journal of Music and Human Behavior
• /
• v.8 no.2
• /
• pp.21-46
• /
• 2011

The purpose of this study is to discover how therapeutic music making affects the way of communications in single-parent families. To do this, the study conducted a therapeutic music making program in two families consisting of a mother and a child. Songwriting, Ostinato-creating, improvisation imitation, and ensemble were used as musical interventions. The results of this study are following. First, the participant group B improved from 59 to 69.5 point after the program. However, the group A decreased from 81 to 75.5 point mainly due to frequent absences, differences in applying music. Second, the analysis of the results of verbal, nonverbal and musical responses from the program suggests that the group B gradually improved functional communications as each session develops. For the case of group A, at the initial stage, dysfunctional communications in verbal and nonverbal ones could be found. After the eighth session however, functional communications had increased. The result of the study shows that overall therapeutic music making has been an effective musical intervention in improving communication in single-parent families.