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Kamioka, H., Tsutani, K., Yamada, M., Park, H., Okuizumi, H., Tsuruoka, K., Honda, T., Okada, S., Park, S., Kitayuguchi, J., Abe, T., Handa, S., Oshio, T., & Mutoh, Y. (2014) Effectiveness of Music Therapy: A Summary of Systematic Reviews Based on Randomized Controlled Trials of Music Interventions. Patient Preference and Adherence, 8, 727-754.
https://doi.org/10.2147/PPA.S61340

has been cited by the following article:

• TITLE: A Pilot Study of an Intervention for Children Using Music Listening and Music Making to Explore Core Emotions and Support Wellbeing

  AUTHORS: Elizabeth Liddiard, Dawn Rose

  KEYWORDS: Music Intervention, Children, Wellbeing, Mixed Methods, Arts Education, Emotion, Pro-Social Behaviours, Shared Goals, Empathy, Sense of Belonging, Self-Esteem

  JOURNAL NAME: Open Journal of Social Sciences, Vol.9 No.3, March 26, 2021

  ABSTRACT: Objective: Music-making and music listening can be experienced as having a positive influence on subjective wellbeing. This mixed methods study reports the development and findings of a pilot music intervention for children to explore core emotions to support feelings of belonging, empathy and self-esteem as key components of wellbeing. Methods: Children (aged 7 - 9 years, n = 17 intervention, n = 15 control) were offered a brief intervention using music to explore five core emotions during a six-week after-school session including joy, sadness, anger, fear and disgust. Quantitative pre/post measures included the primary measure of musical aptitude (PMMA, intervention) and a self-report questionnaire for items operationalised as wellbeing (children and parents). Qualitative methods included brainstorming, audio recordings and storyboarding. Results: Analyses of parent report revealed a significant increase in perceived sense of belonging for their child over time, and a positive association between increased PMMA and belonging from the children suggested the intervention was partially successful. Qualitative data provided insight into how music intervention enabled the development of belonging. Conclusion: The importance of using mixed methods to evaluate the efficacy of brief intervention is identified, and recommendations are made for a revised program using music-making to explore core emotions in children to support well-being in schools.