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Use of Music Therapy for Enhancing Self-esteem among Academically Stressed Adolescents

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Chelsea Shannon

on 8 October 2012

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Transcript of Use of Music Therapy for Enhancing Self-esteem among Academically Stressed Adolescents

Use of Music Therapy for Enhancing Self-esteem among Academically Stressed Adolescents Mamta Sharma and Tanmeet Jagdev Music therapy is based on the associative and cognitive powers of the mind What is music therapy? An expressive therapy which can be interpreted as a complementary or integrative medicine Music therapy is thought to activate biochemical and electrical memory material across corpus callosum, thus enhancing the ability of the two hemispheres to work in unity, rather than in opposition. Music can stimulate the production of endorphins, the body’s natural opiates, as well as reduce levels of cortisol and noradrenaline, hormones related to stress. How does music therapy affect self-esteem and stress for children? Music therapy not only allows for the development of self-esteem through successful educational and social interactions, it also enables the child to use the group as a support system, a replacement for what has lacked in family structure and rituals. Types of music therapy Passive Active Gives importance to listening. Gives importance to participating. Beneficial to almost all forms of ailments. Immensely helps children reduce speech problems, enhance speech fluency, reduce hyper activity, and other neurological problems. Helpful in enhancing the concentration and memory, in boosting self-confidence, and to reduce stress and strain. Music has the ability to facilitate language acquisition, general intellectual development, creativity and self-worth In the experiment held by Sharma and Jagdey, after getting music therapy intervention, individuals in experimental group scored high on self-esteem as compared to those who did not receive any such treatment. Also, pre-intervention and post-intervention self-esteem scores differ significantly in the experimental group, whereas no significant difference has been found between pre-intervention and post-intervention scores of the control group. THE END What did they do in this experiment? Scales of academic stress and self-esteem were administered on 100 students, out of which 60 subjects were found to have high academic stress and low self-esteem. Half of the screened subjects were selected for music therapy whereas the remaining subjects were assigned to the control group.
The participants in the experimental group were subjected to the flute-version of a Raga for half an hour daily for 15 days.
In the control group, the experimenter discussed neutral or unrelated issues like study habits, time management and career selection with the participants. Listen
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