Exploring the practical framework of a multicultural music therapy group for children with emotional and behavioral needs in an after-school setting

Abstract

Research shows that music therapy is effective in addressing therapeutic goals for groups of children with emotional and behavioral needs. However, most of the current research focuses on behavioral approaches to music therapy with children, and lacks in-depth explanations of practical frameworks surrounding the process (i.e., organizing, planning and implementing a group) for non-directive children’s music therapy groups focused on emotional and behavioral needs in the school setting.

The following case study explores the practical framework surrounding a multicultural music therapy group for children with emotional and behavioral needs at an elementary school in Jyväskylä, Finland. The main objective was to describe and explore the practical framework surrounding the group in order to better understand the role the framework plays in the overall therapeutic outcome of a music therapy group for children.

The case study was conducted at an elementary school where the participants consisted of 5 children, ages 7 to 9, all from different countries (Finland, China, India, Pakistan and the United Kingdom). The participants attended 20 music therapy sessions that were audio and video recorded. Data from the recordings, as well as the therapists´ notes and reflections were analyzed through thematic content analysis. The results revealed that several key practical framework factors affected the therapeutic outcome of the group, including: The importance of individual assessment; the physical space; team communication; the importance of supervision; and flexibility and acceptance.