How song-writing contributes to the treatment of trauma in a child exposed to gender violence against her mother
Author
lucas arranz, miriam
Term
4. term
Education
Publication year
2013
Submitted on
2013-05-30
Abstract
Denne afhandling undersøger, hvordan sangskrivning som del af musikterapi kan støtte et barn med posttraumatiske stresssymptomer efter kønsbaseret vold rettet mod sin mor. Tidligere forskning tyder på, at sangskrivning kan hjælpe mennesker med at udtrykke følelser og tanker og dermed mindske stressrelaterede symptomer. I dette forløb indgik musikterapi i et bredere program om emotionel intelligens, og sangskrivning blev brugt til at bearbejde traumatiske erindringer. Arbejdet fokuserer på, hvordan det at skabe tekst og musik kan understøtte traumebehandling ved at styrke barnets følelsesmæssige mål og færdigheder. Ved afslutningen af interventionen var der færre fysiologiske stressreaktioner, mindre aggressiv adfærd og mindre undgåelse og modstand mod at tale om traumatiske hændelser. Det er dog ikke muligt entydigt at tilskrive ændringerne musikterapi alene, fordi sangskrivning var en del af et større program. Samtidig peger arbejdet på en ny retning for forskning: Under sangskrivningen blev traumatiske oplevelser, som ikke tidligere var nævnt, sat ord på uden tegn på angst. Det tyder på, at sangskrivning kan hjælpe med at identificere traumatiske hændelser og dæmpe den indledende angst, når et traume omtales første gang.
This thesis examines how songwriting within music therapy may support a child with post-traumatic stress symptoms following gender-based violence directed at her mother. Prior research suggests that songwriting can help people express feelings and thoughts and reduce stress-related symptoms. In this case, songwriting was used within a broader emotional intelligence program to help process traumatic memories. The focus is on how creating lyrics and music can support trauma treatment by strengthening the child’s emotional goals and skills. By the end of the intervention, physiological stress signs, aggressive behavior, and the child’s avoidance and resistance to talking about traumatic events had decreased. However, because songwriting was delivered as part of a larger program, we cannot conclude that music therapy alone caused these changes. At the same time, the work points to a promising direction for future studies: during songwriting, traumatic experiences that had not been mentioned before were verbalized without signs of anxiety. This suggests that songwriting may help identify traumatic events and reduce initial anxiety when a trauma is described for the first time.
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