A Pilot Study of an Intervention for Children Using Music Listening and Music Making to Explore Core Emotions and Support Wellbeing - Open Journal of Social Sciences

JSS > Vol.9 No.3, March 2021

Volume 9, Issue 3 (March 2021)

ISSN Print: 2327-5952 ISSN Online: 2327-5960

Google-based Impact Factor: 1.63 Citations

A Pilot Study of an Intervention for Children Using Music Listening and Music Making to Explore Core Emotions and Support Wellbeing ()

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Download as PDF (Size: 6129KB) PP. 329-364

DOI: 10.4236/jss.2021.93022 926 Downloads 3,695 Views Citations

Author(s)

Elizabeth Liddiard^1,2, Dawn Rose^1,3*

Affiliation(s)

¹Department of Psychology and Sport Sciences, School of Life Sciences, University of Hertfordshire, Hatfield, UK.
²William Austin Junior School, Luton, UK.
³School of Music, Lucerne University of Applied Sciences and Arts, Lucerne, Switzerland.

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.

KEYWORDS

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

Share and Cite:

Liddiard, E. and Rose, D. (2021) A Pilot Study of an Intervention for Children Using Music Listening and Music Making to Explore Core Emotions and Support Wellbeing. Open Journal of Social Sciences, 9, 329-364. doi: 10.4236/jss.2021.93022.

Cited by

[1]	Psychological Well-Being and Music Among Children
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[2]	Assessment Of Educational Music Interventions In Student Population
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[3]	Understanding Narratives of Relatedness: Exploring the Journeys of two Young People with SEND Engaging in a Music-mentoring Programme
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[4]	Caring and Sharing to Improve Students' Well-Being in Distance Learning
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[5]	Enhancing Collaborative Signing Songwriting Experience of the D/Deaf Individuals

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