Russel E. Hilliard’s article “The Effects of Music Therapy-Based Bereavement Groups on Mood and Behavior of Grieving Children: A Pilot Study” sought to study the measure of the effects of music therapy bereavement groups on the mood and behavior of 18 grieving children. Two groups were formed- the experimental (which consisted of 8 sessions of group music therapy and the control group, which featured children who were not exposed to group music therapy. The subjects then participated in a series of psychometric tests that measured behavior, mood and grief symptoms.
As difficult as it is for adults to cope and come to terms with the loss of a loved one, it is all the more painful for young children to cope with a loss. Unfortunately, many children are unable to articulate and express their emotions when trying to cope with grief and are therefore unable to find a suitable method of expression and acceptance of loss.
Music therapy has been used to affect behavior modifications in developmentally delayed children, behaviorally handicapped children, and even children with attention deficit disorder. Additionally, the emotional health of children has been treated successfully with music therapy hen used in school, homeless shelters, children’s hospitals, and even psychiatric community mental health centers.
This study sought to test whether or not a significant decrease in grief symptoms among children would be observed and assessed via psychometric tests. The subjects used in this experiment were children between the ages of 6 and 11 and had all experienced the death of a loved one within the past 2 years, and an overall presence of grief had been measured at the time of the study. Because grief symptoms vary in children, a battery of four psychometric tests were used. The Behavior Rating Index for Children (BRIC) was used in two separate environments- the home (evaluated by parent/guardian) and at school (evaluated by a teacher). The BRIC measures the degree of children’s behavior problems and measures the frequency in which children lose their temper, hit or push others, and say or do strange things. Additionally, the Bereavement Group Questionnaire for Parents/Guardians (BP) was designed to detect the type and severity of grief symptoms in children and measured emotions (guilt, sorrow, anxiety, anger, etc.), behaviors (over activity, withdrawing from others, avoiding reminders of the deceased, etc.), thoughts (disbelief of death, panic, sense of presence of deceased, etc.) and physical symptoms (headaches, stomach aches, lack of energy etc.). The BP also states the parent/guardian’s perception of the effectiveness of treatment on the children.
The experiential group sessions were 1 hour in length and consisted of singing, song writing, rap writing, rhythmic improvisation, structured drumming, lyric analysis, and music listening. These musical techniques were brought in during therapy sessions in which the children not only shared their individual death story, but identified their loved one and were taught to express themselves by learning about what happens to the body after death, sharing something they enjoyed about the funeral or memorial service, and how their lives have change since the death of their loved one. Throughout the process, children were engaged in evoking their emotions vocally through song and even through writing words that expressed how they felt after the loss of their loved ones. Throughout every session, songs wee brought in that related to the topic that was being discusses every day, and students would say how they think the song they are listening to relates to their current feelings and emotions, and seek to identify with a part of the song with which they personally relate to. Additionally, the therapist defined the word ‘grief’ and students would write emotions felt during their grieving experiences while playing the drums. Through out the 8 sessions, different topics such as grief, anger, pain, etc. were discussed, and songs pertaining to those specific topics were played so that the children would be able to relate to them and analyze the ways in which they too felt some of the emotions that were being evoked through the song. Music was identified as a healthy means of expressing anger and pain, and songs were written to relay the pain felt during grieving. Another idea that was touched upon was using music to celebrate and retain the memories of the persons who died. Children replaced song lyrics with nostalgic memories of their loved ones.
In terms of the results, the BRIC test indicated a significant difference between the pre and posttest difference scores of the experimental and control groups and the mean posttest score for the experimental group was 7.22 points lower than the pretest whereas the control group posttest was 1.45 points higher than the pretest. Additionally, in terms of the BP, the mean score of the experimental group lowered 14.89 points after group musical therapy sessions whereas the control group mean lowered by merely 1 point. Parent/guardian perceptions of effectiveness of the treatment indicated that 56% viewed it as “extremely effective” and 44% viewed it as “effective”, and non guardians reported that the treatment was not effective. Also, 88% reported that they would “strongly recommend and 12% reported that they would “recommend” and “not recommend” was not indicated whatsoever.
The subjects that participated in the music therapy showed significant reductions in grief symptoms and behavioral problems as measured by the BP and BRIC, and the guardians found the treatment to be overall effective and stated that they would recommend others to music therapy groups. It was noticed that the children enjoyed attending the music therapy groups and verbalized their enjoyment of participation in the groups, thus proving that music therapy provides a positive medium through which children can work through bereavement and grief.
