지적장애 아동 대상 음악치료의 국내 연구 동향분석

Abstract

The purpose of this study was to explore the research trends and to investigate the program contents, components, effects, and future research directions of music therapy for students with intellectual disabilities. An intensive search of the literature between 2002 to 2012 yielded a total of 13 studies that met the inclusion criteria. The selected studies were analyzed based on 4 categories inlcuding general characteristics of studies, the contents of music therapy program, the components of music therapy program, and the effects of music therapy program. The key results of this study could be summarized like followings. First, most of studies were published between 2006 and 2009, while no studies has been published since then. In addition, the result from distribution analysis of journals indicated that the overwhelming majority of articles have been published in the journal of The Arts in Psychotherapy. With regard to the methods of study, more quantitative researches were found even though the proportions of quantitative and qualitative studies were similar. The most common subjects of study were children with mental retardation, in particular, the majority of children were in adolescence and the number of boys were more than it of girls. In terms of the school type, children were evenly spread across special-education schools, special classes at regular schools, regular classes at regular schools, and community centers. Second, as for the contents of music therapy, therapy sessions mostly took 5 to 10 weeks, the duration of one session was 30 minutes, and 1 to 2 sessions in one week were common; however, significantly high number of articles did not provide such information. Sessions were mainly provided in the music room or class room at school or in the community center. Third, in terms of the construction of music therapy, children's song was the most popular genre but popular music or impromptus songs were used as well; and average number of songs used in music therapy were 6 to 15. Musical and non-musical materials were used with proper balance in music therapy: western instrument -percussion instrument was mainly used- was used more regarding musical materials. All of 13 articles adopted the method which is therapist-centered but it was found that they still considered preference of the children in the therapy process. Songs and musical instruments were the most favorable techniques applied in music therapy program; dance routines, movements, and improvisation were also used in many studies; but listening to music, conducting, music dictation, and composition were rarely applied. Fourth, it was confirmed that there were many studies showing the positive effects of music therapy on children with intellectual disabilities from the analysis result of the effect of each variable in music therapy program. However, the research desing and methods need to be more sound to increase generalization of music therapy effects. Finally, the results of this study shows that music therapy for children with intellectual disabilities could be useful approaches. However, the results of this study also revealed the problems and limitations of previous studies to expand music therapy for childred children with intellectual disabilities. For the successful music therapy for children with intellectual disabilities, more future studies with various types of sound research designs and methods are required.