Promoting emotional skills in early adolescents with mental health conditions in music therapy - a content analysis of focus group interviews
Bibliographic Data
| ID | 4624563 |
|---|---|
| Authors | Maija Salokivi (0000-0003-0886-3532), Sanna Salantera (0000-0003-2529-6699), Suvi Saarikallio (0000-0002-4647-8048), Esa Ala-Ruona (0000-0003-3873-5179) |
| Year | 2023 |
| Volume | 32 |
| Issue | 5 |
| Pages | 423-444 |
| Publication date | 2023-10-20 |
| 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 | 10.1080/08098131.2023.2169336 |
| OpenAlex | W4319595369 |
| Language | EN |
| Citations received | 3 |
| References cited | 54 |
Introduction: Music therapy is actively used with early adolescents in relation to their emotional skill development. Yet, the conceptualization of emotional skills is typically not systematically addressed in therapeutic practice. This study examined music therapists’ views on the progress of emotional skills when working with early adoles-cents with mental health conditions. The study also explored what kind of methods the therapists use with the target group, and the applicability of a previously pub-lished conceptual model. Method: We conducted a deductive-inductive content analysis of transcripts from four focus group interviews among 13 professional music therapists. Results: The therapists concluded that the progress of the emotional skills of their clients can be seen both in daily functioning as well as the client’s functioning in therapy. The selection of therapy methods was broad and included both music-based and non-music-based methods. Therapists considered the presented conceptualiza-tion of emotional skills to be valid, but had difficulty examining their practices using all levels of the model. Several practical features were identified that were considered beneficial for the therapists in clinical practice. Discussion: This study adds to knowledge about the progress of emotional skill development, working methods, and useful perspectives for working on emotional skills in early adolescents with mental health conditions. The conceptual model of emotional skills can offer a tool for helping music therapists define, observe and analyse emotional skills in the therapy context
Cognition · Cognitive skill · Conceptualization · Content analysis · Context (archaeology · Developmental psychology · Focus group · Mental health · Music therapy · Psychiatry · Psychotherapist · Applied Psychology · Clinical Psychology · Diverse Music Education Insights · Music Therapy and Health · Neuroscience and Music Perception · Psychology
Doing Focus Groups
Focus Group Methodology
Emotion Regulation in Children With Anxiety Disorders
Social–emotional learning profiles of preschoolers' early school success
Toward a Psychology of Human Agency
Emotion regulation from early adolescence to emerging adulthood and middle adulthood
Cognitive and affective development in adolescence
Preschool Emotional Competence
The qualitative content analysis process
Consolidated criteria for reporting qualitative research (Coreq)
But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation
Toward complementarity
Difficulties in Emotion Regulation Predict Depressive Symptom Trajectory from Early to Middle Adolescence
Humour in music therapy
Scoping review and concept analysis of early adolescents’ emotional skills
The developmental progress in social behavior of children with Autism Spectrum Disorder getting music therapy. A multiple case study
Toward an Agenda for Evaluation of Qualitative Research
The use of music therapy in treating sexually abused children
Qualitative Content Analysis
How Many Focus Groups Are Enough? Building an Evidence Base for Nonprobability Sample Sizes
| Citations per year | 1.5 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |