LYRIC ANALYSIS AND SONGWRITING WITH AT-RISK ADOLESCENTS: MUSIC THERAPY AS A QUALITY OF LIFE COMPONENT IN THE POSITIVE BEHAVIOR SUPPORT MODEL

The purpose of this study was to examine the impact of lyric analysis and songwriting applications on the in-and out-of-school behaviors of at-risk adolescents. Attendance, discipline referrals, and overall life satisfaction were examined. Nine students from an inner city middle school in the Midwest participated. All students were from a pool of students referred by their teachers based on their poor academic and social performance. Students participated in eight sessions held twice a week for one month. Session activities focused on discussion of the meaning in popular song lyrics and writing a group song in a popular style. The study was divided into three phases for data collection: Phase I, the month before treatment; Phase II, the month during treatment; and Phase III, the month following treatment. Attendance and discipline records were collected for each Phase. All students completed a Quality of Life Indicator (QLI) at the end of each Phase. Subjects also completed brief weekly ratings to measure their life satisfaction during Phase II. Results indicated no significant changes in attendance, discipline or quality of life data. Preliminary observations within sessions did indicate an improvement, though not significant, in attendance and behavior. It was noted that quality of life ratings were consistently high for both the weekly ratings and for several QLI items. Slight improvements in other QLI items were observed between Phases I and II. No improvements were noted between Phases II and III. Results were discussed in respect to the current findings and previous research. Based on this discussion, several conclusions were made. Music therapy may be an appropriate treatment medium for at-risk adolescents both within the educational and Positive Behavior Support paradigms. It is flexible, age-appropriate, and gives students opportunities express emotions and discuss difficult issues in a preferred activity. Further research was recommended. Increasing the sample size, lengthening the treatment period, or adding a control group might impact statistical significance. Research into the current variables and other variables that directly impact classroom functioning was recommended as a means of gaining administrative support for expanded services with this underserved population.

Grantor dc:publisher

University of Kansas

Year dc:date.issued

2000

Author dc:creator

• Achey, Carol A.

Statement dc:rights

• This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.

Handle dc:identifier.uri

https://hdl.handle.net/1808/39635

OAI record oai:identifier

https://kuscholarworks.ku.edu/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Akuscholarworks.ku.edu%3A1808%2F39635