Efektywność muzykoterapii w rozwijaniu kompetencji emocjonalnych studentów
Psychoter 2007;142(3):67–79
The paper presents research of a music therapy programme that was developed to address students'; personal emotional competence. The music therapy program, based on music and guided imagery techniques, consisted of nine sessions, two sessions per week. 90 university students were involved in the study (45 of them were in the experimental group and 45 were in the control group). The treatment lasted for one month. The effectiveness was estimated using diversity of psychological tests. It proved that after the intervention, ratings of emotional competence indicated strongly positive changes only in the experimental group. The positive changes were observed three months post-intervention. Music therapy programming employed in the author's music therapy programme was based on two equivalent elements: music and imagery formula. Each session followed a defined sequence: 1. Preparatory instruction for the session (the same in every session) 2. Relaxation phase (autogenic training of J. H. Schultz) 3. Induction phase (preliminary imagery deepening the state of relaxation) 4. Suggestion phase (main imagery) 5. Return phase 6. Experienced verbalization phase The presented paper shows that music therapy can be an effective way to develop emotional competences of university students.