Investigating the psychological intervention effect of music teachers’ teaching methods on posttraumatic stress disorder patients

Abstract

BackgroundPatients with Post-Traumatic Stress Disorder (PTSD) suffer from mental illnesses as a result of certain psychological stimuli. The recipient’s psychology is somewhat regulated by music education as an art form, and the efficiency of psychological regulation is also influenced by the educational methods used. As a result, people with post-traumatic stress disorder may benefit psychologically from music therapy.Subjects and Methods In order to explore the impact of different music teaching methods on the psychological intervention effect of patients with post-traumatic stress disorder, this study selected 150 patients with post-traumatic stress disorder and randomly divided them into three groups on average. The first group is a blank group, which does not receive any form of music education. The second group is the online teaching group, which accepts online music education and teaching. The third group is the offline teaching group, which receives offline music education and teaching. The treatment effect is analyzed by using the Psychological Resilience Scale (CD-RISC).ResultsThe CD-RISC scores for the blank group, online group, and offline group were 40.26 ± 2.89, 41.06 ± 1.52, and 40.53 ± 1.26, respectively. After receiving different forms of music education, the CD-RISC scores of the blank group, online group, and offline group were 41.83 ± 1.42, 68.46 ± 3.26, and 75.26 ± 2.55, respectively.ConclusionsBoth online and offline music teaching methods can improve the psychological state of patients with post-traumatic stress disorder, and offline teaching methods have better improvement effects.