Children with aggressive behaviors complain about difficulties with adjusting to their daily lives and also with their relationships with their peers. This will lead them to have low self-esteem and low self-worth, which will hinder them from adjusting successfully with relationships in their adult ...
Children with aggressive behaviors complain about difficulties with adjusting to their daily lives and also with their relationships with their peers. This will lead them to have low self-esteem and low self-worth, which will hinder them from adjusting successfully with relationships in their adult lives. The purpose of this study, therefore, is to analyze the effects of music psychotherapy on reducing the aggressiveness of children with aggressive behaviors, and also to verify the effects of the program that have been developed through this study. This research study consists of samples from two girls with aggressive behaviors, from ‘G’ Kindergarten in Seoul. The song psychotherapy was applied twice a week, as a group, 30 minutes each. The Song Psychotherapy Program for reducing aggressiveness in a child comprises of five different steps. The first step is the introduction stage: to establish close rapport with members of the group and to get adjusted to music therapy activities. The second step is the assessment of cognitive factors: for searching and recognizing the cause of the aggressiveness, and for understanding the feelings of others and their own. The assessment of emotional factors is the third step of the program, which is for expressing the embedded aggression, and at the same time, learning the proper ways of expressing emotions. The fourth step is the assessment of sociality, for learning the proper ways of solving problems in relationship with others, and also for dissolving the related aggression. The final step of the program is the closing-up. In order to measure changes of aggressiveness quantitatively, the researcher implemented the aggression inspection before and after the Song Psychotherapy Program was processed. The data collected from the inspection was then processed for a comparative analysis with t-test scores. Also to examine the changes of subjects’ angry emotion and their perception of aggressive behaviors, the researcher recorded the sessions of the program and then transcribed them into a database. As a result of analyzing the data, the Song Psychotherapy Program was found significantly effective in relieving the subjects of their aggression. With the data collected from the aggression inspection that was carried out before and after the program, the researcher could verify the significant changes (p < .05) of the subjects’ corporal aggression, verbal aggression and related aggression in view of the sub-factors of aggressiveness scale. These results of the data analysis clearly signify the positive effects of the Song Psychotherapy Program that was developed in this research, inrelieving the aggression of the youth. The results also signify the importance of the Song Psychotherapy, which is focused on school age children, and its expansion of the range of the study objects. The Song Psychotherapy was able to let the subject perceive its own emotion. Through this program, the subject was significantly affected in developing positive language and was able to form proper sentence structure and to express oneself properly.
Children with aggressive behaviors complain about difficulties with adjusting to their daily lives and also with their relationships with their peers. This will lead them to have low self-esteem and low self-worth, which will hinder them from adjusting successfully with relationships in their adult lives. The purpose of this study, therefore, is to analyze the effects of music psychotherapy on reducing the aggressiveness of children with aggressive behaviors, and also to verify the effects of the program that have been developed through this study. This research study consists of samples from two girls with aggressive behaviors, from ‘G’ Kindergarten in Seoul. The song psychotherapy was applied twice a week, as a group, 30 minutes each. The Song Psychotherapy Program for reducing aggressiveness in a child comprises of five different steps. The first step is the introduction stage: to establish close rapport with members of the group and to get adjusted to music therapy activities. The second step is the assessment of cognitive factors: for searching and recognizing the cause of the aggressiveness, and for understanding the feelings of others and their own. The assessment of emotional factors is the third step of the program, which is for expressing the embedded aggression, and at the same time, learning the proper ways of expressing emotions. The fourth step is the assessment of sociality, for learning the proper ways of solving problems in relationship with others, and also for dissolving the related aggression. The final step of the program is the closing-up. In order to measure changes of aggressiveness quantitatively, the researcher implemented the aggression inspection before and after the Song Psychotherapy Program was processed. The data collected from the inspection was then processed for a comparative analysis with t-test scores. Also to examine the changes of subjects’ angry emotion and their perception of aggressive behaviors, the researcher recorded the sessions of the program and then transcribed them into a database. As a result of analyzing the data, the Song Psychotherapy Program was found significantly effective in relieving the subjects of their aggression. With the data collected from the aggression inspection that was carried out before and after the program, the researcher could verify the significant changes (p < .05) of the subjects’ corporal aggression, verbal aggression and related aggression in view of the sub-factors of aggressiveness scale. These results of the data analysis clearly signify the positive effects of the Song Psychotherapy Program that was developed in this research, inrelieving the aggression of the youth. The results also signify the importance of the Song Psychotherapy, which is focused on school age children, and its expansion of the range of the study objects. The Song Psychotherapy was able to let the subject perceive its own emotion. Through this program, the subject was significantly affected in developing positive language and was able to form proper sentence structure and to express oneself properly.
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