The Study of Music and Play Behaviors in Preschool Children with Emotional and Behavioral Problems: from A Music Therapy Perspective

• Main Authors: Wu, Chia-Hui, 吳佳慧
• Other Authors: 高淑貞
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/46326676691311692992

博士 === 國立彰化師範大學 === 輔導與諮商學系所 === 104 === The Study of Music and Play Behaviors in Preschool Children with Emotional and Behavioral Problems: from A Music Therapy Perspective Abstract The purpose of this study was to understand the features and meanings of the music and play behaviors in preschool children with emotional and behavioral problems in a child-centered music therapy setting. It also intended to investigate the feasibility of applying child-centered music therapy on the psychological assessment of preschool children with emotional and behavioral problems. Five preschool children with emotional and behavioral problems were invited to individual child-centered music therapy sessions. Session records, videotapes and researcher’s diary were analyzed using Consensual Qualitative Research method. The results showed follows: 1.The features and meanings of the children’s music behaviors included focusing on music instrument playing, choosing instruments autonomously, changing instruments frequently, requiring tidy of music instruments, lacking of exploration on instruments or music elements, practicing instruments, unsustained playing and unique playing pattern, unfolding abilities or experiences through instrument playing, realizing therapist’s music, deciding to follow the therapist’s guidance autonomously, lacking of ensemble, interacting with the therapist musically in different ways, which all represented a variety of psychological meanings. 2.The features and meanings of the children’s play behaviors included more functional play and games with rules, less constructive play and symbolic play, less maintaining verbal interaction, being able to interact physically, expressing emotion naturally, which also reflected different psychological meanings. 3.The features of the children’s music elements included steady beats, definite rhythmic and melodic patterns, moderate tempo and dynamics. 4.The appearance or not of music elements in children’s behaviors could be a guidance to the application of musical or verbal intervention. 5.The observation on autonomy, variety, integration, and tension of the children’s behaviors in child-centered music therapy could be a suitable way for psychological assessment. Suggestions were provided for music therapists, counseling psychologists, teachers, parents and future researchers.