An exploration of how music therapy can facilitate anger management of primary-aged children to avoid impulsive aggression: a multiple-case study

Abstract

This qualitative research is a multiple-case study that explores how music therapy can facilitate anger management of primary-aged children to avoid impulsive aggression. The study examined three primary four children in a primary school setting, who all had demonstrated impulsive-aggressive behaviours in their classes. They participated in individual music therapy sessions, which were conducted over a 6-month period. There is limited literature and research study about music therapy in relation to anger and aggressive behaviour. Literature in this field pertained to children and school settings is also limited. There are some other literatures in this field pertained to forensic setting, psychiatric setting, or other clinical settings. As anger is a significant activator of aggression, the study aimed to provide insight into how music therapy can facilitate anger management, in order to avoid impulsive aggression in primary school children. Data was collected through the first-hand experience of the researcher as a music therapist in a primary school. A hermeneutic phenomenological approach was applied to analyse the collected data. Data was analysed by using thematic analysis, in which themes and subthemes were drawn from the collected data. Findings were illustrated within the multiple-case study. The findings show that music therapy may facilitate self-expression, enhance emotional well-being, and improve interpersonal skills. The study presents that music therapy may prevent the development of malfunctioning anger or aggression coping mechanism, reduce the chances of provoking feelings of anger and activation of impulsive aggression, facilitate expression of anger and sublimation of aggression, and reduce aggressive behaviour.