استفاده از یک چارچوب نظری یادگیری اجتماعی برای موسیقی درمانی به عنوان یک پیشگیری و مداخله برای زورگویی و قربانیان زورگویی
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|36814||2013||6 صفحه PDF||سفارش دهید||4330 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : The Arts in Psychotherapy, Volume 40, Issue 5, November 2013, Pages 495–500
Abstract Bullying is a growing worldwide problem largely affecting school-aged youth and, to date, there is no music therapy literature specific to bullying. As a result, there is no guidance for applying theoretical frameworks or for developing music therapy interventions for bullies and victims of bullying. After synthesizing the literature and determining the characteristics and behaviors of bullies and victims, the authors applied social learning theory as a framework to conceptualize the behaviors and cognitions of bullies and victims and to design age appropriate music therapy interventions. Based from concepts of social learning theory and existing music therapy research with adolescents, the authors provide suggestions of music therapy interventions for both bullies and victims. It seems that a social learning theory approach to music therapy interventions might represent an appropriate approach to frame treatments for both bullies and the victims of bullying. Prevention and intervention efforts at various age and developmental levels using music therapy may be more engaging, motivating, and effective than prevention and intervention efforts without music. The proposed interventions may be a helpful initiator for music therapists working with school-aged populations on the issues of bullying.
نتیجه گیری انگلیسی
Conclusion Given the documented need for both prevention and intervention for bullies and victims of bullying and the characteristics of these populations, it seems that music therapists may be able to utilize social learning theory as a conceptual framework from which to treat these populations. Social learning theory may provide an appropriate framework for use in educational settings as there are ample opportunities for social engagement and modeling behaviors. Moreover, music therapy interventions have been successful at improving peer relations, self-management (Gooding, 2011), and social skills (Chong & Kim, 2010). Utilizing social learning theory with the Orff Schulwerk philosophy can provide a musical and conceptual framework from which to design age and developmentally appropriate interventions targeting social goals. Preventative efforts using interactive forms of music therapy may be more engaging, motivating, and effective than traditional talk-based prevention efforts without music. In the contemporary era of heightened accountability and evidence-based practice, quantitative and qualitative research is warranted to determine effects of music therapy with bullies and victims of bullying at various age levels who may have similar characteristics. Moreover, specific questions remain concerning specific therapeutic mechanisms of how and why music therapy interventions might be effective with bullies and victims of bullying.