Title page for ETD etd-12012004-144339

Document Type Master's Dissertation
Author Moller, Eureka Alida
Email lida987@yahoo.com
URN etd-12012004-144339
Document Title The use of music therapy with primary school girls who have been sexually abused
Degree MEd (Educational Psychology)
Department Educational Psychology
Advisor Name Title
Mrs R Ferreira
  • observation
  • case study
  • interpretivism
  • qualitative research
  • child in totality
  • intervention
  • assessment
  • educational psychological perspective
  • primary school girls
  • sexual molestation
  • music therapy
  • observasie
  • gevallestudie
  • interpretivisme
  • kwalitatiewe navorsing
  • kind-in-totaliteit
  • intervensie
  • assessering
  • opvoedkundige sielkundige perspektief
  • laerskooldogters
  • seksuele molestering
  • musiekterapie
Date 2004-04-21
Availability unrestricted
The aim of this study was to explore and describe the use of music therapy during intervention with primary school girls who have been sexually abused. An empirical study of limited extent was undertaken, which was qualitative in nature and conducted from the interpretivist paradigm. In depth case study was used as research design, whilst educational psychological assessments, intervention and re-assessments, observation, interviews, analysis of documentation, field notes and a reflective diary were employed as data gathering methods. Two primary school girls in a place of safety were selected as participants in the study. Despite the fact that these girls had to cope with the trauma of sexual abuse, they had to deal with emotions and behaviour closely related to such trauma, including depression, aggression, fear, hate, inappropriate interpersonal relationships, sleeping disorders, low self-concept and behavioural difficulties.

The findings of the empirical study are supported by literature, namely that music therapy can provide a safe setting to children for revealing their emotions, fears and needs related to trauma, such as sexual abuse. Music therapy had a positive effect on both cases, who illustrated positive change during the process of intervention and were able to replace negative experiences with positive emotions. Further findings of this nature include an improvement of both girls’ ability to express themselves on an emotional level, self-confidence, assertiveness, self-concepts, social skills and interpersonal relationships, as well as a decline in negative behavioural patterns and symptoms. Subsequently, both girls could perform on a higher level on all various domains of functioning.

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