The effect of music therapy services on classroom behaviours of newly arrived refugee students in Australia—a pilot study

Baker, Felicity; Jones, Carolyn

doi:10.1080/13632750601022170

Cited by 107 publications

(80 citation statements)

References 16 publications

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“…BASC-1) have been found to be reliable and valid (Monopoli & Kingston, 2012;Sandoval & Echandia, 1994). It has also been found suitable with immigrant children from Chinese families (Zhou et al, 2003) and children in Australia (Baker & Jones, 2006).…”

Section: Social Competencementioning

confidence: 97%

Social competence of Mandarin-speaking immigrant children in childcare

Ren

2014

Early Child Development and Care

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This study aims to examine social competence of Chinese immigrant children and its associations with age, length of attendance in childcare, gender, generational status and proficiencies in English and Mandarin Chinese. One hundred Mandarin-speaking children aged three to five years from 15 childcare centres in Sydney were assessed by normed English and Mandarin tests. Childcare educators rated the children's social competence questionnaires. The results indicated that Chinese children performed well in social competence although the children aged three years had a higher anxiety level than the normative sample. Age, length of attendance in childcare, gender and generational status were associated with some subscales of the social competence measure. English level was associated negatively with hyperactivity, atypicality, withdrawal, somatisation and attention problems but positively with adaptability, social skills and functional communication. Mandarin level was associated positively with somatisation but negatively with withdrawal. Possible explanations of these associations are discussed with the literature.

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Section: Social Competencementioning

confidence: 97%

Social competence of Mandarin-speaking immigrant children in childcare

Ren

2014

Early Child Development and Care

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“…To determine effectiveness, musical interventions were compared to no music [33, 37–40, 42, 48], standard clinical practice such as psychoeducation, social work, medical play, and pharmacology [41, 42, 47, 49], or other musical and nonmusical therapies or interventions such as free play, verbal rehearsal, art, or self-relaxation [34–36, 43–46, 48]. …”

Section: Resultsmentioning

confidence: 99%

The Effectiveness of Music in Pediatric Healthcare: A Systematic Review of Randomized Controlled Trials

Naylor

Kingsnorth

Lamont

et al. 2010

Evidence-Based Complementary and Alternative Medicine

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The aim of this study was to systematically review the effectiveness of music on pediatric health-related outcomes. Five electronic databases were searched for randomized controlled/crossover trial designs published between 1984 and 2009. Eligible studies used music as a therapy or intervention, included participants 1 to 18 years, and focused on at least one health-related outcome (with the exclusion of procedural pain). Seventeen studies met the inclusion criteria. Quantitative synthesis was hampered by an inability to aggregate data arising from heterogeneity of interventions, outcomes and measurement tools. Qualitative synthesis revealed significant improvements in one or more health outcomes within four of seven trials involving children with learning and developmental disorders; two of three trials involving children experiencing stressful life events; and four of five trials involving children with acute and/or chronic physical illness. No significant effects were found for two trials involving children with mood disorders and related psychopathology. These findings offer limited qualitative evidence to support the effectiveness of music on health-related outcomes for children and adolescents with clinical diagnoses. Recommendations for establishing a consensus on research priorities and addressing methodological limitations are put forth to support the continued advancement of this popular intervention.

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“…At a school of newly arrived children, songwriting bridged the cultural gap between young refugees from diverse backgrounds by offering possibilities for sharing differing beliefs and hopes in a safe and accepting environment (Baker & Jones, 2006;Jones, Baker, & Day, 2004). Schwantes (2011), on the other hand, worked with culturally homogenous groups of male Mexican farmworkers.…”

Section: Music Therapy and The Sociocultural Domainmentioning

confidence: 99%

An investigation of the sociocultural factors impacting on the therapeutic songwriting process

Baker

2013

Nordic Journal of Music Therapy

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The effect of music therapy services on classroom behaviours of newly arrived refugee students in Australia—a pilot study

Cited by 107 publications

References 16 publications

Social competence of Mandarin-speaking immigrant children in childcare

Social competence of Mandarin-speaking immigrant children in childcare

The Effectiveness of Music in Pediatric Healthcare: A Systematic Review of Randomized Controlled Trials

An investigation of the sociocultural factors impacting on the therapeutic songwriting process

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