The Influence of a Music Therapy Activity Upon Peer Acceptance, Group Cohesiveness, and Interpersonal Relationships of Adult Psychiatric Patients

1976 ◽  
Vol 13 (2) ◽  
pp. 66-76 ◽  
Author(s):  
M. D. Cassity
Keyword(s):  
Music Therapy ◽  
Interpersonal Relationships ◽  
Peer Acceptance ◽  
Psychiatric Patients ◽  
Group Cohesiveness

Hospitalized Adults' Role-Taking Ability, Psychiatric Status and Reported Symptomatology

1979 ◽  
Vol 44 (1) ◽  
pp. 319-324 ◽  
Author(s):  
Ben Ferguson
Keyword(s):  
Interpersonal Relationships ◽  
Psychiatric Patients ◽  
Interpersonal Sensitivity ◽  
High Ability ◽  
Medical Patients ◽  
Obsessive Compulsive ◽  
Paranoid Ideation ◽  
Role Taking ◽  
Psychiatric Status ◽  
Anxiety Depression

57 V.A. patients hospitalized for either psychiatric or medical reasons completed a role-taking test and the SCL-90-R symptom checklist. It was hypothesized that compared to medical patients, psychiatric patients would evidence inferior role-taking ability and report more symptomatology on a majority of the SCL-90-R dimensions. And, it was hypothesized that patients with low role-taking ability, compared to patients of high ability, would report more distress on SCL-90-R dimensions containing items dealing with disturbed interpersonal relationships. The latter two hypotheses were confirmed. Compared to medical patients, psychiatric patients complained of more distress due to the SCL-90-R dimensions of Paranoid Ideation, Interpersonal Sensitivity, Hostility, Psychoticism, Anxiety, Depression, Phobic Anxiety and Obsessive-compulsive. The psychiatric patients did not complain of greater distress on the SCL-90-R dimension labeled Somatization. Finally, patients of low role-taking ability, compared to high ability patients, reported more distress on SCL-90-R dimensions labeled Paranoid Ideation, Interpersonal Sensitivity, Hostility, and Psychoticism, suggesting that patients of low ability experience more distressful interpersonal interactions than subjects of high ability.

Economy of Time Applied to Interpersonal Relationships

1976 ◽  
Vol 43 (2) ◽  
pp. 585-586 ◽  
Author(s):  
Michel Silberfeld
Keyword(s):  
Pilot Study ◽  
Interpersonal Relationships ◽  
Psychiatric Patients

A method is described for surveying and analyzing time spent in activities such as interpersonal relationships. A pilot study of relationships of psychiatric patients was carried out to illustrate the method.

scholarly journals Informant-specific reports of peer and teacher relationships buffer the effects of harsh parenting on children's oppositional defiant disorder during kindergarten

2018 ◽  
Vol 32 (1) ◽  
pp. 163-174 ◽  
Author(s):  
Danielle S. Roubinov ◽  
W. Thomas Boyce ◽  
Nicole R. Bush
Keyword(s):  
Oppositional Defiant Disorder ◽  
Interpersonal Relationships ◽  
Family Environment ◽  
Peer Acceptance ◽  
Harsh Parenting ◽  
Social Worlds ◽  
Multiple Perspectives ◽  
Oppositional Defiant ◽  
Teacher Relationships ◽  
Peer Nominations

AbstractHarsh and restrictive parenting are well-established contributors to the development of oppositional defiant disorder (ODD) among children. However, few studies have explored whether interpersonal relationships that develop outside the family environment attenuate the risk for ODD that is associated with harsh parenting. The current study tested multireporter measures of teacher–child closeness and peer acceptance as moderators of the association between harsh parenting and children's ODD as children's social worlds widen during the kindergarten year (N = 338 children, 48% girls, M age = 5.32 years). Harsh parenting interacted with peer nominations of peer acceptance and children's report of teacher–child closeness to predict children's ODD symptoms in the spring, adjusting for fall symptoms. Children exposed to harsh parenting exhibited greater symptom increases when they were less liked/accepted playmates and in the context of lower teacher–child closeness. However, harsh parenting was not associated with symptom change among children with higher levels of peer-nominated acceptance and those who reported closer relationships with teachers. There were no significant interactions using teacher's report of peer acceptance or teacher's report of teacher–child closeness. Findings highlight positive peer and teacher relationships as promising targets of intervention among children exposed to harsh parenting and support the importance of assessing multiple perspectives of children's social functioning.

scholarly journals Music groups for psychiatric patients

1991 ◽  
Vol 15 (6) ◽  
pp. 349-350 ◽  
Author(s):  
Máirín Brown ◽  
Ann Schofield
Keyword(s):  
Music Therapy ◽  
Creative Process ◽  
Psychiatric Patients ◽  
Verbal Ability ◽  
Previous Experience ◽  
Inner Life ◽  
Emotional Life ◽  
Creative Experience ◽  
Analytic Therapy ◽  
The Aesthetic

Music therapy is a non-analytic therapy concerned with the creative process in which an attempt is made to reach the emotions of the patient without recourse to verbal means. It should in theory be suitable for chronic psychotic patients and all whose verbal ability is minimal. The ability to appreciate music may persist despite psychotic disintegration and provides one way, maybe the only way, into a patient's inner life. Music is one aspect of the aesthetic or creative experience that neurotic patients often lack and for this group music may provide a broader view of emotional life than their own more narrow previous experience.

Music Therapy for People with Autism Spectrum Disorder

2015 ◽  
Author(s):  
Thomas Bergmann
Keyword(s):  
Autism Spectrum Disorder ◽  
Music Therapy ◽  
Interpersonal Relationships ◽  
Case Reports ◽  
Empirical Studies ◽  
Autism Spectrum ◽  
Emotional Dysregulation ◽  
Spectrum Disorder ◽  
Verbal Form ◽  
Diagnostic Approaches

Music as a non-verbal form of communication and play addresses the core features of autism, such as social impairments, limited speech, stereotyped behaviors, sensory-perceptual impairments, and emotional dysregulation; thus music-based interventions are well established in therapy and education. Music therapy approaches are underpinned by behavioral, creative, sensory-perceptional, developmental, and educational theory and research. The effectiveness of music therapy in the treatment of children with autism spectrum disorder (ASD) is reflected by a huge number of studies and case reports; current empirical studies aim to support evidence-based practice. A treatment guide for improvisational music therapy provides unique interventions to foster social skills, emotionality, and flexibility; in developmental approaches, the formation of interpersonal relationships is key. Since ASD is a lifelong neurodevelopmental condition, music therapy is also appropriate in the treatment of adults with intellectual disability. Diagnostic approaches using musical-interactional settings to assess ASD symptomatology are promising, especially in non-speakers.

Music as Co-Therapist: Towards a Taxonomy of Music in Therapeutic Music and Imagery Work

2014 ◽  
Vol 6 (2) ◽  
pp. 16 ◽  
Author(s):  
Margareta Wärja ◽  
Lars Ole Bonde
Keyword(s):  
Music Therapy ◽  
Classical Music ◽  
Psychiatric Patients ◽  
Special Focus ◽  
Music Listening ◽  
Guided Imagery And Music ◽  
Receptive Music Therapy ◽  
Bonny Method ◽  
Therapeutic Medium ◽  
Music And Imagery

In receptive music therapy, music listening is used as a therapeutic medium in many different ways. The Bonny Method of Guided Imagery and Music (GIM) is a specific receptive music therapy model where the client or patient listens to selected classical music in an expanded state of consciousness in an ongoing dialogue with the therapist, facilitating symbolic and metaphorical imagery in many modalities. In this model, music is often considered a “co-therapist”, and more than 100 music programs are used to address specific issues and problems. However, no classification of the music used in GIM exists. This article presents a matrix with 3 major categories: 1) Supportive music – 2) Mixed supportive and challenging music – 3) Challenging music, with three subcategories within each category. Based on a review of literature related to music listening in music and medicine the taxonomy is introduced and its relevance for the Bonny Method discussed, with special focus on two adaptations: KMR-Brief Music Journeys and Group Music and Imagery (GrpMI). Vignettes from KMR with one individual cancer patient and from GrpMI sessions with psychiatric patients are presented and related to the taxonomy.

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