University of Minnesota, MN, USA.
J Music Ther. 2011 Spring;48(1):103-22. doi: 10.1093/jmt/48.1.103.
The purpose of this study was to determine the effects of a songwriting intervention on psychiatric patients' knowledge of coping skills and working alliance. Participants were randomly assigned to scripted and manualized experimental (n=48) or control (n=41) conditions. The experimental condition was a group psychoeducational music therapy songwriting session concerning coping skills while the control condition was a group psychoeducational session concerning coping skills. Both conditions were single-session therapy with patients on an acute adult psychiatric unit. Results indicated no significant between group differences in measures of knowledge of coping skills, consumer working alliance, or perception of enjoyment (p>.05), although the experimental condition tended to have slightly higher mean scores than the control group for these measures. There was a significant between group difference in measures of therapist working alliance (p<.001), with the therapist scoring the experimental group higher than the control group. Although the music therapy group had a higher mean rate of previous psychiatric hospitalizations, their perception of enjoyment scores were still higher than those of the control condition, a finding incongruent in the literature. Furthermore, despite the increased number of previous hospitalizations, the music therapy condition had higher attendance rates than the control condition, thus possibly providing incentives for funding. It seems that group songwriting about coping skills can be as effective a psychosocial intervention as traditional talk-based psychoeducation to teach psychiatric inpatients how to proactively manage their illness. Additionally, music therapy can be as effective as talk-based psychoeducation in establishing working alliance. Implications for clinical practice, limitations, and suggestions for future research are provided.
本研究旨在确定歌曲创作干预对精神科患者应对技能和工作联盟知识的影响。参与者被随机分配到脚本化和手册化的实验组（n=48）或对照组（n=41）。实验组是关于应对技能的团体心理教育音乐治疗歌曲创作课程，而对照组是关于应对技能的团体心理教育课程。两组均为单次疗程，患者在急性成人精神科病房接受治疗。结果表明，在应对技能知识、消费者工作联盟或享受感的测量方面，实验组与对照组之间没有显著的组间差异（p>.05），尽管实验组在这些测量方面的平均得分略高于对照组。在治疗师工作联盟的测量方面存在显著的组间差异（p<.001），实验组的治疗师评分高于对照组。尽管音乐治疗组有更高的平均精神科住院次数，但他们的享受感评分仍高于对照组，这与文献中的发现不一致。此外，尽管音乐治疗组的住院次数增加，但他们的出勤率高于对照组，这可能为获得资金提供了激励。似乎关于应对技能的团体歌曲创作可以像传统的基于谈话的心理教育一样有效地作为一种心理社会干预，教授精神病住院患者如何积极管理自己的疾病。此外，音乐治疗在建立工作联盟方面与基于谈话的心理教育一样有效。本文提供了临床实践、限制和未来研究建议的影响。
