Effects of active versus passive group music therapy on preadolescents with emotional, learning, and behavioral disorders

This study attempted to compare the behavioral effects of ac tive, rhythm-based group music therapy vs. those of passive, listening-based group music therapy on preadolescents with emotional, learning, and behavioral disorders. It was hypoth esized that preadolescents who participated in active music therapy would more significant/y improve target behaviors than those involved in passive music therapy Achenbach’s Teacher Report Form (TRF) was used to confirm changes among subjects in attention, motivation, and hostility as rated by homeroom teachers. Twelve music therapy sessions were conducted over a 4-month period with three different groups of subjects (n = 16), with two groups participating in active music therapy and the other receiving passive music therapy. Results indicate that subjects improved significantly after re ceiving both music therapy interventions. The most signifi cant change in subjects was found on the aggression/hostil ity scale. These results suggest that group music therapy can facilitate the process of self-expression in emotionally dis turbed/learning disabled adolescents and provide a channel for transforming frustration, anger, and aggression into the experience of creativity and self-mastery. Discussion of re sults also includes recommendations for choosing one music therapy approach over another based on personality types and/or clinical diagnoses of subjects