• Journal of Music and Human Behavior
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• v.12 no.2
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• pp.37-60
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• 2015

The purpose of this study was to systematically review music intervention studies for patients with schizophrenia. The researcher searched nine electronic databases for clinical trials published since 2000, using combinations of keyword related to schizophrenia and music interventions. The initial search identified 272 studies, and fifteen studies were selected by reviewing the titles, abstracts and full articles, In addition, three articles were added by examining other review articles. Thus, a total of 18 articles were analyzed in terms of their general and intervention characteristics, and the PEDro scale was used to evaluate the methodological quality of the included studies. The results demonstrated that, due to the lack of randomization and blinding, the methodological qualities of the studies with high quality music interventions were often rated low. Eight Music interventions conducted by qualified music therapists included active music-making, therapeutic relationship, and supervision systems for improving intervention quality. In conclusion, the randomization, blinding, and the therapeutic rationale of intervention are recommended in future clinical trials for patients with schizophrenia.

• Journal of Music and Human Behavior
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• v.12 no.1
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• pp.65-94
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• 2015

The number of theoretical orientations and approaches in music therapy has risen sharply. This development of new theories may contribute to the advancement of specific therapeutic techniques; however, it can also lead to increased confusion for consumers and professionals for clinical and practical reasons. Due to these concerns, therapists often debate questions such as the following: what is the most effective therapeutic approach, what is the most ethical and professional course of action when clients do not appear to benefit from therapy, and is it possible to integrate ideas and techniques from multiple frameworks and theories in order to better serve the client? This paper describes a new way of thinking for music therapists called Integral Thinking in Music Therapy (ITMT), proposed by Kenneth Bruscia as a comprehensive approach to addressing the clinical needs of the client. ITMT is a way of thinking that embraces existing models and theories, suggests when a particular approach is indicated with its own value, and helps us to move away from one-way thinking to a more comprehensive approach in order to better serve our clients. This article illustrates the basic premise and clinical application as well as a hypothetical application of ITMT based on an actual case study.

• Journal of Music and Human Behavior
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• v.15 no.2
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• pp.93-114
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• 2018

This study aimed to investigate the use of music and imagery (MI) as a method for promoting mindfulness. A total of 11 music therapy interns participated in an MI group over 8 weeks. Statements from participants during the program were transcribed and analyzed using the method of modified grounded theory. The results showed that the participants' statements fell into three categories: awareness, acceptance, and distancing. For each category, subcategories were identified. For the category of awareness, the subcategories were emotion, sensation, and thoughts. For the acceptance category, the subcategories were facing and broadening viewpoints. For the distancing category, the subcategories were dissociation from emotions. Each subcategory was further analyzed. The results showed that the participants' experiences were similar to one another in terms of type but differed in terms of dimension varied. These results support the use of MI for increasing mindfulness and reducing burnout in music therapy interns. Further studies are recommended to investigate the factors for the experience of mindfulness induced by MI processes.

• Journal of Music and Human Behavior
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• v.17 no.2
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• pp.1-28
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• 2020

This case study aimed to investigate changes in adolescents' awareness of the motivation behind their excessive internet gaming after group music psychotherapy. Five middle school students participated in six 60-minute group sessions over 4 weeks. The group music psychotherapy program was developed to help participants understand their implicit reasons for excessive internet gaming. Verbal responses were obtained from pre-program and post-program interviews and original lyrics created by participants during program were collected for analysis. Obtained data were analyzed in terms of emotional and cognitive aspects in relation to the participants' awareness of the motivation behind their excessive gaming. The results showed that song writing as creative musical process allowed participants to be aware of positive and negative influence of gaming on themselves and express their motivation to change their perception on gaming behavior. Also, the participants reported that the use of musical product for their daily lives could be an effective coping strategy to manage their gaming behaviors and an alternative for gaming. The findings from this study support that group music psychotherapy can be an effective approach to promote awareness of adolescents' motives for excessive internet gaming and to help adolescents better manage their gaming behaviors.

• Journal of Music and Human Behavior
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• v.1 no.1
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• pp.33-46
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• 2004

Mentally disable children feel as failure because they have difficulty in restricted and undifferentiated communications with others. It also makes the counter-partner feel frustrated. Therefore, in the aspects of language acquirement and communication activities, it is essential to let the disable children learn and communicate voluntarily. Music provides the unthreatening and interesting stimulus as non-language communication vehicle. Musical experiences for mentally disable children's are multi-stimulating experiences that make a positive influence in speech and language development and development of variety of talents. There are many communication intervention and method to treat the mentally disable children. One of the most effective treatments for mentally disable children to acquire communication techniques by expressing the language more naturally and joyfully is the musical therapy. This study analyzes children's communication technique referring to response action and attempt action through video tape observation. Also, this study measured the receptive and expressive language by PRES(Preschool Receptive-Expressive Language Scale) as a test tool in order to examine the pre-post language ability for respective children as pre-post period of therapy activity. First result of this study showed that music therapy with song was effective for mentally disable children in enhancing the communication techniques centered with communication response and in attempt action by increasing the communication action incidence. Secondly, pre-post comparison test with PRES showed that the music therapy with song was effective on improvement the receptive and expressive language ability of 4 children.

• Journal of Music and Human Behavior
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• v.2 no.1
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• pp.35-46
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• 2005

Older adults in the hospice care experience difficulties in expressing their emotional and psychological issues, which has detrimental effect in their well-being. The purpose of this study is to examine how music can be used to facilitate self-expression both verbally and nonverbally in order to decrease negative influences of self-concealment. Four cases were referred from hospice personnel at the hospital, and received music therapy sessions for four month. The total number of session varied from 9 to 11 depending on the conditions of each case. Both qualitative and quantitative data were collected from pre and post test of Self-Concealment Scale and Personal Descriptive Essays. The results indicated that the use of music, especially programed songs were effective in evoking emotional responses with various life-related issues and themes. The posttest indicated that the level of self-concealment has decreased, and also the Personal Descriptive Essays involved increased statements of emotional content after music therapy implementation. The study indicates that music can be used as an significant communicative and expressive medium when working with older adults in the hospice or palliative care, since they experience many difficulties to be engaged in the active expression. Music provide both passive and active experience through listening and participating, and programed music therapy intervention will increase the quality of life through expressive music activities.

• Journal of Music and Human Behavior
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• v.15 no.1
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• pp.1-23
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• 2018

Recently, there has been a growing focus on the concerns pre-service teachers have as they move through different stages of their teacher preparation programs. Accordingly, the purpose of this study was to investigate pre-service secondary music teachers' concerns about music teaching and learning. The specific research questions were as follows: (a) What concerns are most common among participants? (b) What are differences in the concerns of pre-service secondary music teachers based on their stage of teacher preparation? (c) What are differences in the concerns of pre-service secondary music teachers based on their previous teaching experiences? A survey was distributed to pre-service secondary music teachers in a university in Seoul, and responses from a total of 93 participants were included in the final analysis. Data analysis indicated that pre-service music teachers experienced more concerns related to teaching tasks and student impact than themselves. Also, as participants progressed through their teacher preparation programs, self concerns decreased while task concerns and student impact concerns increased. Pre-service secondary music teachers who had previously taught in a school had fewer concerns than participants with no teaching experience. Suggestions for how teacher preparation programs can address the concerns of pre-service secondary music teachers are offered.

• Journal of Music and Human Behavior
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• v.1 no.1
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• pp.1-10
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• 2004

Being engaged in the musical tasks needs cognitive skills to perceive musical sound, organize them into meaningful unit, store them in the memory and retrieve them when needed. These skills are also required for academic tasks indicating that there is positive correlation between skills for musical and academic tasks. Based on these findings, the study purported to examine whether the developed sessions can enhance cognitive skills which is composed of auditory information skills, which is composed of perceiving sounds, organizing them into groups based on the existing information or organization pattern, and short-term memory skills. Eighteen elementary students in 4, 5, and 6th grades have participated in the study. The study has administered Music Cognitive Skills Test(MCST) before and after implementing music therapy sessions. The MCST consisted of five parts, first one measuring the rhythm imitating skills, second, measuring the melodic imitation skills, third, measuring discriminative skills in identifying higher pitch, fourth, measuring discriminative skills in identifying identical chords, and lastly, measuring the tone retention skills. The results indicated that there was statistical difference between the pre and post test in rhythm and melody imitation skills. Because reproduction of perceived rhythm patterns requires memory skills, imitating patterns are considered cognitive skills. Also melody is defined adding spatial dimension to the rhythm which is temporal concept. Being able to understand melodic pattern and to reproduce the pattern also requires cognitive skills. The subjects have shown significant improvement in these two areas. In other areas, there were definite increase of scores, however, no significant differences. The study also explores interpretation of these results and also observed consistencies among the participants in completing the musical tasks.

• 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.

• The Journal of Korean Academic Society of Nursing Education
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• v.13 no.1
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• pp.114-122
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• 2007

Purpose: This study was aimed at evaluating the effects of Music Therapy for the autistic children. Method: The subjects of this study consisted of 3 autistic children who were trained in an Attachment Promotion Therapy Program for 6 months. The Children were all males and 4years 9months, 3years 1 month, and 3years 8month each, and diagnosed with Autism by Child and Adolescent Psychiatrists. Data was collected by using video-taping methods(ADOS, Fagot's Interactive Behavior Code), an interview and observational methods(SMS). Music Therapy intervention was done once a week for 6 months. Data was gathered by quantitative and qualitative analysis. Result: This study showed that the Autism Diagnostic Observation Scale and Social Maturity Quotient(SQ) much improved after the Music Therapy After the Music Therapy, the Interactive Behavior Code : Gaze, Gesture for the communication, Verbal language, Laughing/Smile, and Normal play behaviors increased more than before the intervention. As the results show, the child's behavior became more positively responsive, playful, and attentive to others. Conclusion: This study suggests that Music Therapy might be an effective intervention for autistic disorder children in order to decrease autistic symptoms and increase joint attention behavior.