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Group music therapy for promoting learners’ development of emotion-related self-regulation in a context of community violence
Mini Dissertation (MMus (Music Therapy))--University of Pretoria, 2021.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2021
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| _version_ | 1867613492377288704 |
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| access_status_str | Open Access |
| author2 | Dos Santos, Andeline |
| author_browse | Dos Santos, Andeline |
| author_facet | Dos Santos, Andeline |
| collection | Thesis |
| dc_rights_str_mv | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Mini Dissertation (MMus (Music Therapy))--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/82668 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:00.236Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/82668 Group music therapy for promoting learners’ development of emotion-related self-regulation in a context of community violence Dos Santos, Andeline karinmeyerme@gmail.com Fouche, Sunelle Meyer, Karin Music Therapy Education Emotion regulation Self-regulation South Africa UCTD Mini Dissertation (MMus (Music Therapy))--University of Pretoria, 2021. This mixed methods study investigated the impact of a music therapy group on the capacities for emotion-related self-regulation in primary school learners situated in a context of community violence, as well as how the learners interpreted and experienced the process. Twelve participants were recruited. Seventeen weekly group music therapy sessions were conducted at the participants’ school, all of which were video recorded and transcribed. A concurrent parallel design was used, in which the quantitative and qualitative data were gathered and analysed independently and were integrated during the interpretation of results. The quantitative data included both learners’ and teachers’ pre- and post-test questionnaires, in-session activity ratings of sessions 1, 9, and 16 for each learner, and full session ratings of sessions 4, 7, 12, and 15 for each learner. The qualitative data were drawn from the last session with the learners, which took the form of a reflection discussion and art making process. An analysis of the qualitative data revealed six themes: music therapy helps in regulating “hot” feelings and behaviours; music therapy helps in regulating shy feelings and behaviours; emotional shifts attributed to music therapy; adaptive musical fidgeting; individual pacing within group flow; and joint group conversational flow. The quantitative data revealed significant positive changes in participants’ emotion-related self-regulation in the teachers’ pre- and post-test questionnaires for group one, the session ratings for group one, and the activity ratings for group two. Other quantitative measures also indicated positive changes, but these were not significant. The results of the qualitative and quantitative analyses were integrated. The participants, teachers, and music therapists involved in the study noted an improvement in participants’ self-regulatory capacities as the music therapy process progressed, however, the emotion-related over-regulation expressed through withdrawal and shyness did not seem to shift for many participants and future interventions could be improved by focussing more on over-regulated behavioural patterns. Music MMus (Music Therapy) Unrestricted 2021-11-15T07:05:55Z 2021-11-15T07:05:55Z 2021-12 2021 Mini Dissertation * A2022 http://hdl.handle.net/2263/82668 en © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Music Therapy Education Emotion regulation Self-regulation South Africa UCTD Group music therapy for promoting learners’ development of emotion-related self-regulation in a context of community violence |
| title | Group music therapy for promoting learners’ development of emotion-related self-regulation in a context of community violence |
| title_full | Group music therapy for promoting learners’ development of emotion-related self-regulation in a context of community violence |
| title_fullStr | Group music therapy for promoting learners’ development of emotion-related self-regulation in a context of community violence |
| title_full_unstemmed | Group music therapy for promoting learners’ development of emotion-related self-regulation in a context of community violence |
| title_short | Group music therapy for promoting learners’ development of emotion-related self-regulation in a context of community violence |
| title_sort | group music therapy for promoting learners development of emotion related self regulation in a context of community violence |
| topic | Music Therapy Education Emotion regulation Self-regulation South Africa UCTD |
| url | http://hdl.handle.net/2263/82668 |