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The study aims to evaluate the efficacy of music therapy in
enhancing the self-esteem of academically stressed adolescents. It
was hypothesized that post-intervention scores on measure of selfesteem
would be enhanced as compared to pre-intervention
scores. A pre and post-assessment design was adopted. School
form of the Self Esteem Inventory (Coopersmith, 1981) and
academic stress scales of the Bisht Battery of Sterss Scales (Bisht,
1987) were used to identify 30 adolescents with low self-esteem
and high academic stress. Music therapy was given for a period of
15 days. After intervention, self-esteem inventory was
administered again to see the effects of music therapy. Results
revealed that music therapy enhanced adolescent’s self-esteem as
post-intervention scores of experimental group on self-esteem
were high as compared to control group (t = 10.85,
p < .01). Significant difference (t = 10.28, p < .01) was also found
between pre and post-intervention scores of experimental group
whereas control group didn’t show any statistical difference
between its pre and post-intervention scores (t = 1.06).
Mamta Sharma, Tanmeet Jagdev. (2012) Use of Music Therapy for Enhancing Self-esteem among Academically Stressed Adolescents, Pakistan Journal of Psychological Research, Volume-27, Issue-1.
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