Music Therapy Program, University of Minnesota School of Music, 2106 4th Street South, Minneapolis, MN, 55455, USA.
Community Ment Health J. 2019 May;55(4):624-630. doi: 10.1007/s10597-019-00380-1. Epub 2019 Feb 23.
The purpose of this cluster-randomized pilot effectiveness study was to compare two different group-based educational music therapy interventions with a control condition as measured by the stage model of recovery in adults on an acute care mental health unit. Participants (N = 69) were cluster-randomized to one of three single-session conditions: educational lyric analysis (ELA), educational songwriting (ESW), or control. ELA and ESW conditions targeted motivations for and factors contributing to recovery. Results indicated no significant between-group difference. However, ELA and ESW conditions tended to have slightly more favorable stage of recovery mean scores than the control condition. Generally, educational music therapy may be clinically relevant for impacting stage of recovery within the temporal parameters of a single session. As ELA and ESW conditions had similar results, the specific educational music therapy intervention did not affect results. Implications for clinical practice, limitations, and suggestions for future research are provided.
本群随机试点有效性研究的目的是比较两种不同的基于群体的教育音乐治疗干预措施与控制条件，以成年人急性护理心理健康单位的恢复阶段模型为衡量标准。参与者（N=69）被随机分为三组单一疗程条件之一：教育歌词分析（ELA）、教育歌曲创作（ESW）或对照组。ELA 和 ESW 条件针对的是恢复的动机和促成因素。结果显示组间无显著差异。然而，ELA 和 ESW 条件的恢复阶段平均得分略高于对照组。总的来说，教育音乐疗法在单次治疗的时间参数内可能对影响恢复阶段具有临床相关性。由于 ELA 和 ESW 条件的结果相似，特定的教育音乐治疗干预并不影响结果。提供了对临床实践、局限性的影响和对未来研究的建议。
