Emotional Training and Modification of Disruptive Behaviors through Computer-Game-Based Music Therapy in Secondary Education

Rocío Chao-Fernández,Vicenta Gisbert-Caudeli,Rubén Vázquez-Sánchez

doi:10.3390/app10051796

Rocío Chao-Fernández, Vicenta Gisbert-Caudeli + Show 1 more

Open Access

https://doi.org/10.3390/app10051796

Copy DOI

Abstract

Music education research has shown interest in music therapy for integral development of the person, both in their performance and academic knowledge and in their personality. This project aims to analyze the benefits of music therapy in the comprehensive training of students with disruptive behaviors (n = 6). Tests designed by Gallego, Alonso, Cruz, and Lizama (1999) were conducted to assess emotional intelligence, which showed very low results. A series of activities were designed based on the use of the music videogame Musichao, the curricular content of which was adapted for this pilot experience. Subsequently, the emotional intelligence tests were applied again to determine the effectiveness of the teaching experience. The results indicate that, with the use of this videogame, significant improvements were obtained, both in the development of multiple intelligences and in self-motivation, self-awareness, self-control, and more specifically, in social skills, minimizing behaviors that were classified as inappropriate and/or aggressive, and becoming more skilled in their interactions with the surrounding environment.

Highlights

There are five sections that make up emotional intelligence [49]: self-knowledge, self-regulation, empathy, motivation, and social skills; this is where we find the opportunity for music and the game to offers us a means to introduce or optimize these types of intelligence
The techniques used are focused on integral development, we must not forget that studies such as those by del Moral-Pérez, Fernández-García, and Guzmán-Duque [83], Chuang and Su [84], and Li, Ma, and Ma [85] give a perspective on the format presented as it can be considered as a valuable catalyst to enhance the development of multiple intelligences in school children
Through research it has been possible to verify how emotions are subject to the evaluation made by the person of their own emotional performance in different scenarios of social interaction; it is necessary to provide tools so that the child or adolescent develops their own personal and social competences—both aspects coming together to give an increased emotional intelligence, according to

Summary

Introduction

The properties that music possesses in multiple social and cultural areas are widely acknowledged [1,2,3,4,5,6], with benefits that may be less visible, taking into account physical characteristics or abilities, including neuronal plasticity [7,8] or the better response shown towards multi-sensorial actions [9,10].Considering that educating through music is possible and beneficial as it is a motivating tool, we will focus on the benefits that this learning ability gives us in its preparation for the professional world.Authors, such as Merriam, describe that, in the mid-twentieth century, “there is no other human cultural activity that is as permeating as music, which reaches, shapes, and often controls many of human behaviors” [11] (p. 43). Considering that educating through music is possible and beneficial as it is a motivating tool, we will focus on the benefits that this learning ability gives us in its preparation for the professional world. Authors, such as Merriam, describe that, in the mid-twentieth century, “there is no other human cultural activity that is as permeating as music, which reaches, shapes, and often controls many of human behaviors” [11]

Objectives

Results

Discussion

Conclusion