The effect of therapeutic music interventions on the behavior of hospitalized children in isolation: Developing a contextual support model of music therapy
The effect of therapeutic music interventions on the behavior of hospitalized children in isolation: Developing a contextual support model of music therapy
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DOI：
10.1093/jmt/37.2.118
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发表时间：
2000-06-01
影响因子：
1.9
通讯作者：
Robb, SL
中科院分区：
文献类型：
--
作者：
Robb, SL
本研究的目的是提供初步的数据，支持或否定音乐治疗的背景支持模式。音乐治疗的情境支持模式以Skinner和韦尔博恩（1994）的应对动机理论为基础，认为治疗性音乐环境具有结构、自主支持和参与等因素，这些因素会引导儿童更积极地参与环境。（a）音乐干预创造了支持性的环境，（B）音乐干预增加了儿童的积极参与，（c）支持性环境和参与行为之间存在关系。10名局限于隔离环境的儿科肿瘤患者参加了本研究。参与者，作为自己的控制，经历了四种不同的环境条件。每种情况都被录像，以便于收集环境和行为数据。这些数据的统计分析显示：（a）音乐环境比住院儿童通常经历的其他活动具有显著更高频率的环境支持元素，（B）治疗性音乐干预比其他医院活动引起住院儿童显著更多的参与行为，（c）音乐干预的积极行为效应在音乐治疗后的住院经历中没有得到维持，环境支持因素与某些积极行为相关，但这些行为在不同环境中并不一致。
The purpose of this study was to provide preliminary data that support or negate a contextual support model of music therapy. The contextual support model of music therapy, based on Skinner and Wellborn's (1994) motivational theory of coping argues that therapeutic music environments possess elements of structure, autonomy support, and involvement that lead children to become more actively engaged with their environment This study examined three basic suppositions of the theory: (a) that music interventions create supportive environments, (b) that music interventions increase children's active engagement, and (c) that relationships exist between supportive environments and engaging behavior. Ten pediatric oncology patients restricted to an isolated environment participated in the study. Participants, serving as their own controls, experienced four different environmental conditions. Each condition was videotaped to facilitate collection of environmental and behavioral data. Statistical analyses of these data revealed: (a) that the music environment possessed a significantly higher frequency of environmental support elements than other activities typically experienced by hospitalized children, (b) that therapeutic music interventions elicited significantly more engaging behaviors from hospitalized children than other hospital activities, (c) that positive behavioral effects of music interventions were not maintained in hospital experiences that followed the music session, and (d) that environmental support elements were related to some positive behaviors but these behaviors were not consistent across environments.