Abstract
Homeless children, ages 5 to 14, participated in a study using music and nonmusic counseling sessions to teach independent problem-solving skills. Problem-solving skills required children to (a) generate a range of solutions to a problem, (b) consider the impact of these solutions on self and others, and (c) figure out how to carry out the selected solution and anticipate possible consequences. Verbal counseling sessions were interspersed with four musically implemented counseling conditions using singing, dance/rap activities, contingent instrument playing and musical drama. Results indicate no apparent trends in any of the music or verbal sessions and no apparent improvement over time in children's ability to problem solve. It is suggested, however, that there were too many interfering variables to conduct this type of intervention. The inconsistent nature of this type of population would require greater overall control and a limited number of children. It is also suggested that sessions involving fast paced, familiar music activities would foster better participation, as the children were more on-task and responded more positively to the music activities which were conducted before and after the counseling sessions.
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