Group music therapy for children with internalising or externalising disorders in primary schools
Study protocol for a mixed-methods study with a cluster randomised experimental design and group discussions
Bibliographic Data
| ID | 24228116 |
|---|---|
| Authors | Anne-Katrin Jordan (0000-0001-6111-9820, MSH Medical School Hamburg – University of Applied Sciences and Medical University), Veronika Busch (0000-0003-3520-4698, University of Bremen), Sandra Lutz Hochreutener (0009-0001-6359-8877, ZHdK Zurich University of the Arts), Thomas Stegemann (0000-0002-3371-7265, mdw – University of Music and Performing Arts Vienna) |
| Year | 2026 |
| Pages | 1-22 |
| Publication date | 2026-03-31 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Nordisk Tidsskrift for Musikkterapi (JOURNAL) |
| Journal identifiers | ISSN: 0803-9828 • E-ISSN: 1944-8260 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/08098131.2026.2644309 |
| OpenAlex | W7143703552 |
| Language | EN |
| References cited | 63 |
Introduction The prevalence of behavioural problems among children has increased sharply in recent years, highlighting the need for preventive and therapeutic interventions. Music therapy offers a valuable means for children with internalising or externalising difficulties to express and regulate their emotions through music. This study investigates the effectiveness and mechanisms of change of music therapy interventions for primary school children exhibiting such problems.Methods This study protocol describes a mixed-methods design employing a cluster-randomised experimental approach complemented by group discussions. It will be conducted across 20 primary schools in Germany. Students are randomly assigned to one of three conditions: a music therapy intervention, an alternative play activity, or a waitlist control group.Results Based on findings from a previous pilot study, a manualised music therapy intervention comprising 20 sessions was developed for this study. The study protocol adheres to established guidelines for the description and evaluation of music-based interventions. Outcomes will be assessed at both the individual (e.g. self-esteem and aggressive behaviour) and the classroom levels (e.g. class climate) to provide a comprehensive understanding of the intervention’s effects. Quantitative data will be analysed using repeated-measures analyses, while qualitative data will undergo thematic analysis to explore participants’ experiences and contextual factors. Integration of the quantitative and qualitative findings will offer deeper insights into the intervention’s effectiveness and underlying mechanisms.Discussion Given the growing recognition of the importance of mental health in educational settings, it is crucial to understand the therapeutic benefits of musical interventions.
Aggression · behavioral problems · Children · Classroom climate · elementary school students · emotion regulation · externalizing disorders · group music therapy · internalizing disorders · mechanisms of change · school mental health · Self-esteem · Child Therapy and Development · Music Education and Analysis · Music Therapy and Health
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| Highly cited | No |
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