The effects of music and art therapy on the personal and social adjustment of emotionally disturbed teenage girls at the Euphrasian School and Residence, Quezon City

• Main Author: Del Rosario, Mary Pia, R.G.S.
• Format: text
• Language: English
• Published: Animo Repository 1975
• Subjects: Music therapy; Art therapy; Mentally ill teenagers; Art Therapy; Counseling Psychology; Music Therapy
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/318; https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=7156&context=etd_masteral
• Institution: De La Salle University

This study was designed to determine the effectiveness of music and art therapy on the personal and social adjustment of emotionally disturbed teenage girls at the Euphrasian School and Residence at Quezon City. The subjects were the 37 high school residents who were referred to the agency for re-education during the schoolyear 1973-74. The age range was 13 to 19 years. Data were obtained from agency records which provided the home background of the students and the reasons for their referral to the school the High School Personality Questionnaire, which was used to determine the characteristics of the subjects and elicit data on the experimental variables the Mooney Problem Check List, used to determine the problems that are of most serious concern to the students an evaluation questionnaire, designed to identify the criterion variables and a self-report essay. Data gathered from the agency records, the HSPQ & the Mooney Problem Check List served as a basis for the kind of activities to be employed during the music and art sessions. The therapy sessions were incorporated into the regular academic schedule. There were eight sessions in four weeks, at the end of which an art exhibit and a musical presentation were held. The general objectives of the therapy were divided into two : the personal area, which sought to awaken in the girls feelings of self-satisfaction and self-confidence, and to develop in them a certain amount of self-discipline and self-control and the social area which encouraged positive interpersonal relations. The first week was devoted to singing, the second week to the visual arts, the third week to musical and rhythmic activities, and the fourth week to dance and creative movements. After the therapy, the final HSPQ test, the evaluation questionnaire, and the self-report essay were administered. Statistical procedures included the t test for significance of correlated means to determine whether the music and art therapy effected a significant difference between the pre- and posttests of t