Rajiv Gandhi University of Health Sciences



RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES

BENGALURU, KARNATAKA.

PROFORMA FOR REGISTRATION OF SUBJECTS FOR DISSERTATION

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MS. M.PREETHI

FIRST YEAR M.Sc NURSING

PSYCHIATRIC NURSING

YEAR 2012-2014

EAST WEST COLLEGE OF NURSING

BEL LAYOUT

OFF MAGADI MAIN ROAD, VISHWNEEDAM POST

BANGALURU-560091.

RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES,

KARNATAKA, BANGALORE

PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTATION

| | | |

|1. |NAME OF THE CANDIDATE AND ADDRESS | |

| | |M.PREETHI |

| | |EAST WEST COLLEGE OF |

| | |NURSING, #63, OFF MAGADI MAIN ROAD, BANGALORE-560091. |

| | | |

|2. |NAME OF THE INSTITUTION |EAST WEST COLLEGE OF NURSING, BANGALORE |

| | | |

|3. |COURSE OF STUDY AND SUBJECT | |

| | |FIRST YEAR MSc.NURSING |

| | |MENTAL HEALTH NURSING |

|4. |DATE OF ADMISSION TO COURSE | 07/06/2012 |

|5. |TITLE OF THE TOPIC |“Effectiveness of Music Therapy on influencing concentration |

| | |in studies among adolescence”. |

6. A. BRIEF RESUME OF THE INTENTED WORK

6.1. INTRODUCTION

Education in music is most sovereign because more than anything else rhythm and harmony find their way to the inner most soul and take strongest hold upon it– PLATO

Music is a moral law. Music gives soul to the universe, wings to the mind, flight to the imagination, a charm to sadness gaiety and life to everything. Music therapy is a science that has been applied since many centuries ago, but it has been organized as a profession during the past century. This science, studies the therapeutic effects of music in human beings. The music therapy has the potential to synchronize body rhythms with rhythm of the music.1

Adolescence can be a difficult time in one’s life. Struggles to fit in, find one’s place in the world, and be accepted among peer groups can contribute to a stressful environment amongst young people. Music holds a unique place among all other therapies. Music is a universal, nonverbal, pan-cultural activity that people from all ages, sociocultural classes, skill, abilities and life styles enjoy and use for fun, relaxation and spiritual practice. Music affects people in ways that no other art or therapy can match; it distracts the mind, slows the body rhythms, alters moods and influence behavior. The brain process music differently than Language. Music affects many parts of the brain, music is “Engraved on the Brain”.2

Levi .R .Bryant defines music not as a Language but as a marked – based, problem solving method such as mathematics. The word music comes from the Greek word Mousike (tekhne) by the way of the Latin Musica. In ancient Greece the word mousike was used to mean any of the arts or sciences governed by the muses.3

In today’s modern society everyone is looking for ways to improve their productivity. Time is shorter than ever but demand for outputs has never been higher. Fortunately there are hundreds of tweaks we can make to improve our working environment and an understanding of our own psychology can conceivably double our concentration levels. Playing favorite tunes while studying may improve memory and ability to absorb information.4

Music undoubtedly plays a large part in the lives of college adolescence. Students are subjected to musical stimuli in a number of ways, from the music they prefer to listen to while studying. Music has been shown to be many benefits beyond simple listening enjoyments. Adolescence have shown its positive effects on a person’s mood and memory recall. Good music has been associated with these behaviors and other aspects of brain function.5

Music is the one of the few activities that involves using the whole brain. It is intrinsic to all cultures and can have surprising benefits not only for learning language, improving memory and focusing attention, but also for physical co-ordination and development. Of course music can be distracting if it’s too loud or too jarring or if it competes for our attention with what we are trying to do. Music improves mood, music ability to “heal the soul” is the stuff legend in every culture. Many people find that music lifts their spirits.6

Music therapy is the clinical and evidence based use of music interventions to accomplish individualized goals with in a therapeutic relationship by a credentialed professional who has completed an approved music therapy program. Music therapy is an established health profession in which music is used with in a therapeutic relationship to address physical, emotional, cognitive and social needs of individuals.7

6.2. NEED FOR THE STUDY

One of the main cause of missing of reading habit is a lack of concentration and interest. When attention wanders words step by and leave with little memory of read information. Listening to music will improve the interest and concentration of reading power by fresh up the mind and filled with happy mood. The concerns need to be studied in detail and solutions need to be built in to the course in order to help adolescence with such difficulty.8

On average American adolescents listens to approximately 4.5 hours of music per day and are responsible for 70% of pop music sales. Now with the invention of new technologies, such as the iPod and digital downloads, access to music has become easier than ever. As children make the transition into adolescence they become less likely to sit and watch TV, an activity associated with family, and spend more of their leisure time listening to music, an activity associated with friends. 9

A study conducted by the university of Illinois found that music activates both sides of the brain, increasing brain’s ability to process information improving student’s performance level and GPA. Adolescence show mixed results about music ability to improve studying most adolescence find it helpful to listen to music while studying.10

A review of literature revealed that college adolescence having the habits of listening to music daily and while doing something especially the most common activities being studying, driving etc. Stratton and Zalanowkil used two sample of college student totaling 47, including 25 music majors. The study participants kept a diary for 14 days, during which they logged the among of time they listened to music, the kinds of music they listened to, their moods before and after each episodes of listening and their activities while listening to music. 11

Adolescence usually find themselves in a better mood after listening to music, regardless of whether it is rock or classical. Not only did our sample of students report more positive emotions after listening to music, but their already positive emotions were intensified by listening to music says Dr. Valerie N . Stratton, associate professor of psychology.11

Academic stress among adolescence has been a topic of interest for many years. Adolescence experience high stress at predictable times each semester due to academic commitments and lack of time management skills. Student academic stress reduced and controlled through effective time management and study techniques. Macon found that student who perceived themselves in control of their time reported greater work and life satisfactions and fewer job-reduced and somatic tensions.12

Music Therapy is an established health profession in which music is used within a therapeutic relationship to address physical, emotional, cognitive, and social needs of individuals. After assessing the strengths and needs of each client, the qualified music therapist provides the indicated treatment including creating, singing, moving to, and/or listening to music. Through musical involvement in the therapeutic context, clients' abilities are strengthened and transferred to other areas of their lives. Music therapy also provides avenues for communication that can be helpful to those who find it difficult to express themselves in words. Research in music therapy supports its effectiveness in many areas such as: overall physical rehabilitation and facilitating movement, increasing people's motivation to become engaged in their treatment, providing emotional support for clients and their families, and providing an outlet for expression of feelings.24

Music therapy is an allied health profession and one of the expressive therapies consisting of an interpersonal process in which a trained music therapist uses music and all of its facts. It is considered both an art and a science with a qualitative and quantitative research literature basic incorporating areas such as clinical therapy.13

With the above factors researcher’s personal experience as well as observations of adolescence revealed that there was a lack of concentration prevailing among adolescence while studying subjects. So the investigator has planned to help the adolescence to initiate good concentration,enhance it and sustain during study hours. The investigator has selected music therapy as a modality to initiate the concentration level of the adolescence during their studies. Which will find some information to further studies.

6.4. REVIEW OF LITERATURE

Review of literature is a critical summary of research on a topic of interest generally prepared to put a research problem in paper content to identify gaps and weakness on previous studies to justify a new investigation. The review of literature is about the studies conducted on effectiveness of music therapy among adolescence worldwide. Totally 11 reviews made for this protocol.

The reviewed literatures have organized under section,

Section 1.Studies related to effectiveness of music therapy among adolescence.

Section 2.Studies related to music therapy influencing concentration in studies among adolescence.

Section3. Studies related to effectiveness on music therapy for concentration in studies among adolescence.

Section 1. Studies related to effectiveness of music therapy among adolescence.

The study was conducted by Jinliong wang , Heizhen wang; the effects of group music therapy on depression mood among college students . 80 students participated in this study, with 40 assigned to control group and other 40 assigned to experimental group . The result showed that after the group music therapy, for the experimental group the depression scores hare reduced significantly and the mental health scores have improved , while for the control group, no significant differences was obtained on the depression and mental health scores. This indicates that music therapy can effectively reduce depression and improve mental health.14

The study was conducted by Schellenberg EG; the effectiveness of music lesson enhance IQ. This hypothesis directly with random assignment of a large sample of children n=144 to different types of music lessons or to control groups that received drama lessons or no lessons.IQ was measured before and after the lesson. Children in the music groups exhibited greater increase in full scale IQ. The effect was relatively small but it generalized across IQ subtest index scores and a standadized measures of academic acheivement. The children in the drama group exhibited substntial pre to post test improvements in adaptive socal behavior that were not evident in the music groups.15

The study was conducted by Register .D; the effects of an early intervention music curriculum on pre readig and writing . The study evaluated the effects of music sessions using a curriculum designed to enhance the pre reading and writing skills of 25 children aged 4-5ges who were enrolled in early intervention and exceptional student education programs. Both the experimental n=25 and the control n=25 groups received 30 minutes sessions each week for an entire school year for a minimum of 60 sessions / groups. The differenciating factors between the two groups were the structure and components of the musical activities. All participant pre tested at beginning And post tested before the school year ended. Overall result demonstrated that music sessions significantly enhanced both group abilities to learn prewriting and print concepts. 16

The review was revealed by Seven adolescent males attending music therapy sessions in October, 2004. The students were divided into two groups by the therapists and they began receiving one thirty minute session each week. During the early development of the project the first challenge was to find appropriate repertoire and to decide on what approach to take so the aims of the project could be implemented. The first nine weeks were similar to a pilot project where the therapists and students got to know each other and "sussed" each other out. Various music making was introduced to the group including group improvisation via a drum circle, individual improvisation via the piano, structured music making e.g. arrangements and an introduction to computer composition via music composition software such as Super Duper Music Looper and Kinetic. By the end of the term it became clear which material could be used successfully and what should not be used. The conclusion reached by the therapists with this group of adolescent boys was that if the therapists wanted to progress the boys resistiveness, then the music they were familiar with and the instruments that were suitable to play these types of genre, should be used in session time. Anxiety levels decreased in session times for both the boys and the therapists when familiar instruments and repertoire was introduced.17

2.Studies related to music therapy influencing concentration of studies among adolescence.

The study was conducted by Smith J.L; measured the mood change induced by music. This study investigated the relationship between different categories of contemporary music (n=6) and the mood states of a group of students (n= 12) using the profile of mood states to measure the mood before and after exposure to these different pieces of music. When analyzed together, all six pieces of music produced an overall change in mood (p=0.008) as measured by 2-way repeated measures analysis of variance (ANOVA). When each category was examined individually, four categories of music produced highly significant changes in mood. In addition the finding of the effects of specific music categories on mood way have important implications for therapy in mental health and health nursing.18

The study was undertaken by Rachael L Johnson; the study was undertaken to gain a better understanding of the motivations of students per suing a degree in music at the undergraduate and graduate level. There were 4 under graduate and on graduate music student who participated in a 30 minute interview question about their motivation. The interview yielded 27 pages of transcript with difference and similarities in how and what each participant spoke about concerning motivation.19

A study was conducted by Fowler; supports the study by stating that “musical preferences reveal something about you, it helps define who you are.” With the introduction of a rock repertoire for group music making, came a discovery of musical ability and talent in some students that was non evident before. A new found respect for each other began to develop as the students made constructive suggestions to each other about their music and actively listened to the music being played. One of the aims of the project was to help adolescents build social skills. The rock repertoire was a catalyst in this process as it became a way the boys were able to express themselves and to connect with others in the group. By using these songs and instruments such as electric guitars, drum kit, electronic hand drum pads, bass guitar and microphone, the students began to experiment with sounds and freely improvise within these lessons. Out of this came individual and ensemble playing that transcended all expectations the therapists had about what the students could play.20

3.Studies related to effectiveness of music therapy for concentration of studies among adolescence.

The study was revealed by Wilson; Music therapy in an educational setting is acknowledged as contributing significantly to an individual’s learning capacity and just as importantly in their motivation to learn. The resistive nature of the students receiving music therapy through the DEST project and their lack of academic achievement and social skills make the participants excellent candidates to trace any change and progress observed intheir behaviour. One of the basic premises of Nordoff-Robbins (1980) is that present in the process of creative music therapy is client participation and resistiveness.20

The study was conducted by Yim-chi-ho; music that improve the memory. Study of 90 boys in Hong Hong between the ages of 6 and 15 found that those who learned to play music with their school’s string orchestra program scored higher on tests of verbal memory than a control group that did not receive musical training. The boys in the music group were also able to learn more new words than those in the control group .21

The study was conducted by Natalie the study concentration level between the pretest and post test based on the type of music played. Three groups were randomly assigned to either the control group with no music, or the angry group with aggressive music, the relaxed group with calm music. A pre test and post test were given to each group. There was a significant difference in the happiness level with calm music increasing happiness and no music decreasing happiness. There was also a significant different in the level of calmness. Playing calm music tended to increase calmness in people while no music or aggressive music lowered the calmness level. Overall there were some mood changes with music. The calm music tended to show more influence than aggressive or the control group of no music.22

The research was measured by Brown 1986;Research has indicated that the number of students at risk of educational failure is increasing (Brown 1986). If the needs of these particular students are acknowledged and met adequately, the potential to succeed can be realised, resulting in adults with greater self esteem and better work force qualifications. Focussing on students that are experiencing unsuccessful outcomes within the education system may help reduce the magnitude of many social problems in the future (Brown, 1986). Music therapy studies indicate that using music as an intervention can be of great value for those who have difficulties with self-control, thinking, responding appropriately and social interaction (Stratton, 1989; Friedlander, 1994). Music therapists and those involved in music education, have a deep belief that all students can be helped to learn to enjoy and to become involved in music .Because music is so accessible to adolescents and their lives are “centred on music” it is strongly indicated that conducting music therapy with these students would have highly successful outcomes. 23

6.5. STATEMENT OF THE PROBLEM

“A study to assess the effectiveness of music therapy on influencing concentration in studies among adolescence in selected colleges at Bangalore”.

6.6. OBJECTIVES OF THE STUDY

1. To assess the effectiveness of concentration levels in studies of the study participants by pretest.

2. To assess the effectiveness of concentration levels in studies of the study participants by post test.

3. To compare the pre-test and post-test level of the study participants.

4. To identify the association between the concentration in studies and effectiveness of music therapy.

5. To use music to help facilitate self regulation of impulsive or inappropriate behaviour within session time and college time.

6.7. OPERATIONAL DEFINITION

1. Effectiveness: In this study it refers to the extent to which the music therapy achieved the desired effect in the improving study concentration among the adolescence.

2. Music therapy: In this study music will be used as a therapy to enhance students’ power in their studies.

3. Influence: In this study influence means, whether the listening music is improving the students study concentration.

4. Concentration: Concentration refers to the individual focus on subject intended to study during study hour.

5. Adolescence: It refers the period between puberty and maturity. In the male, 14-25 years. In the female, 12-21 years.

6.8. HYPOTHESES

H0:- There will not be significant differences between pre and post test level of concentration in studies among study participants.

H1:- There will be a significant association of pre test level of concentration in studies with selected socio demographic variables of study participants.

6.9. ASSUMPTIONS

Most of the adolescence may not have experienced the effect of music as a therapy in influencing their level of concentration in their studies.

7. METHODOLOGY:

7.1. RESEARCH APPROACH:

Qualitative approach

7.2. RESEARCH DESIGN:

Pre experimental single group design.

7.3. SETTING:

Selected colleges at Bangalore.

7.4. POPULATION:

Target population selected for this study was adolescence from selected colleges at Bangalore.

7.5. SAMPLE:

Adolescence those who fulfill the inclusion criteria of the study will be the sample of this study.

7.6. SAMPLE SIZE:

N=50

7.7. SAMPLING TECHNIQUES:

Simple random sampling technique

7.8. SAMPLING CRITERIA

Inclusion criteria

- Adolescence, the age group between 12-21years

-Both male and female adolescence are included

-Adolescence those who are willing to participate

-Available at the time of data collection

Exclusion criteria

- Adolescence those who are not willing to participate

- Those who are not available at the time of study

7.9. TOOLS FOR DATA COLLECTION

Tool 1: Selected demographic data sheet will be prepared by the researcher.

Tool 2. Music CD’s will be collected by the investigator.

Tool 3. Visual Analogue scale to assess the concentration level during studies.

7.10. VARIABLES

Independent variable: Music Therapy

Dependent variable: Level of adolescence concentration in studies

Extraneous variable: Demographic variable such as age, religion, education, family income are extraneous variable.

7.11. METHODS OF DATA COLLECTION:

Interview method

7.12. METHODS OF DATA ANALYSIS:

Appropriate descriptive and inferential statistics will be used

Descriptive statistics: Frequency, percentage, mean, median, mode and standard deviation, Paired ‘t’ test will be used to be explaining demographic variables and to assess the effectiveness of music therapy.

Inferential statistics: Chi square test will be used to find the association between selected demographic variables with the influence in study concentration among adolescence.

7.13. DURATION OF DATA COLLECTION:

Duration of data collection will be 6-8weeks.

7.14. PROJECTED OUTCOME:

This study may help the investigator to learn different types of music used in various therapies.

7.15. Does the study require any investigation to be conducted on patient or other human or animals?

If so please describe briefly.

Yes, (It includes only collection of verbal information and delivery of information. No invasive or trial of drug procedures are included).

7.16. Has the ethical clearance has been obtained from your institution?

Yes, the ethical clearance certificate has been enclosed.

8. LIST OF REFERENCE

1. Dr.K.Lalitha. Mental Health And Psychiatric Nursing An Indian Perspective; V.M.G. Book House. p.no.229. Plato, Music therapy definition and quotations, http: II think quotations /music. 2. All psychology ./topics _ music _ therapy, html. 3. Levi. R Bryant, History of music, http: //en. / wiki /music. 4. Eysenck’s, Music therapy for college students. http:IIhealth I entry / 11767/1 5. Carole oldroyd, effects of music among college adolescence. http:/ehow-com/info-7895528. 6. Maratos, Gold. C, Wang. V, Music therapy for depression, cohrane database, Rev-2008 Jan 23. (tips/music/shtml) 7.Music therapy quations, about/quotes/. 8.Music improves skills, improve. 9. Campbell, p.s.,Connell,c,Beegle,A(2007), Adolescence expressed meaning of music in and out of school. Journal of Research in music education, p.no.55,220-236. 10.Illinois, music improve skills, first day/. 11.Station and zalanowkil, psychology and education, /2003-10/ps-moa101503. php. 12.Roger Watson, Ian Deary, David Thompson, Gloria Li, A study of stress and burnout in UG student, volume 45, Issue 10, pages 1534-1542 (Oct 2008) of nursing article/30020-7489.28071-2900 284-2/ abstract. 13.Robert Burton, Music a Remedy, ef. The anatomy of melancholy, subsection 3, on and after line 34800. . 14.Jinliong wang, Herizhen wang, Impact of group music therapy, . 15.Schellenberg EG, music lessons enhance IQ, Journal of psychological science, volume 8, Issue 8, pages 51-54. (Aug 15 2004) 16.Register. D, The effects of an early intervention music curriculam, Journal of music therapy, volume 38 , Issue 3 pages 239-248. (2001) 17.Mclntyre.J.2007,Creating order art of chaos: Music therapy with adolescence boys diagnosed with a emotional disorder. Music therapy today, I st April,Vol:III, p.no.56-79. 18.Smith JL, objective measurement of mood change, Journal of psychiatric mental health nursing, volume-5, Issue -5, pages 403-408. (oct 5 1998). 19.Racheal L. Johnson, American music therapy Association, research/research abstract 08. 20. Nordoff-Robbins (1980) ,Creating order art of chaos: Music therapy with adolescence boys diagnosed with a emotional disorder. Music therapy today, I st April,Vol:III, p.no.56-79.

21.Yim-chi-ho,Mozart, psychology of classical music, of-classical-music-953213.

22.Abed.F (1990), Effects of mood music on visual scanning patterns, International Journal of Instructional media, volume, Issue, page no. 17, 29-41.

23. Brown 1986,Creating order art of chaos: Music therapy with adolescence boys diagnosed with a emotional disorder. Music therapy today, I st April,Vol:III, p.no. 39, 56-79.

24.Ifshan Bashia, International Journal Of Social Science Tomarrow. Puplished by SPIRI. Vol. I.No .5

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