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音乐 - 运动整合对弱势群体的有效性:一项系统的文献综述。

The effectiveness of music-movement integration for vulnerable groups: a systematic literature review.

作者信息

Juntunen Marja-Leena, Sutela Katja

机构信息

Department of Music Education, Sibelius Academy, University of the Arts Helsinki, Helsinki, Finland.

Faculty of Education, University of Oulu, Oulu, Finland.

出版信息

Front Psychol. 2023 Aug 31;14:1127654. doi: 10.3389/fpsyg.2023.1127654. eCollection 2023.

Abstract

This systematic review synthesized the outcomes of previous intervention studies published from January 2000-October 2022 to evaluate the effectiveness of Dalcroze-based or similar music-movement integration among groups of individuals considered vulnerable (in relation to their abilities and health/wellbeing). The target groups addressed in previous intervention studies included individuals with special educational needs (such as disorders, disabilities, or impairments) or with a (risk of) decline in health and/or physical strength. Twenty articles met the review inclusion criteria. All studies showed beneficial outcomes for music-movement intervention except one that suffered from low adherence rates. In older adults, the benefits were cognitive, physical, social, and/or emotional, including improved postural stability, balance, gait safety, confidence in mobility, metamemory skills, dual-task performance, social and physical pleasure, autotelic/flow experience, enjoyment, health, and quality of life. In individuals with special educational needs, improvement was seen in relation to inclusion, reductions in compulsive and other problematic behaviors, self-regulation, perceptual and cognitive abilities and functions, linguistic and learning skills, auditory attention and phonological awareness, social interaction, engagement, and agency.

摘要

本系统评价综合了2000年1月至2022年10月发表的以往干预研究结果,以评估基于达克罗兹教学法或类似的音乐-动作整合对弱势群体(就其能力和健康/福祉而言)的有效性。以往干预研究涉及的目标群体包括有特殊教育需求的个体(如患有疾病、残疾或损伤)或健康和/或体力有(下降)风险的个体。20篇文章符合综述纳入标准。除一项研究因依从率低外,所有研究均显示音乐-动作干预有有益效果。在老年人中,益处包括认知、身体、社交和/或情感方面,如姿势稳定性、平衡、步态安全性、行动信心、元记忆技能、双任务表现、社交和身体愉悦感、自成目的/心流体验、享受感、健康和生活质量的改善。在有特殊教育需求的个体中,在融入、强迫及其他问题行为减少、自我调节、感知和认知能力及功能、语言和学习技能、听觉注意力和语音意识、社交互动、参与度和自主性方面均有改善。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/2114/10513045/24fbf456f9fe/fpsyg-14-1127654-g001.jpg

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