A Children's Music Therapy to Enhance the Self-Esteem of Children with Attention Deficit Hyperactivity Disorder (ADHD) in Elementary School
DOI:
https://doi.org/10.24235/al.ibtida.snj.v8i1.7459Abstract
Abstract
Elementary school students with Attention Deficit Hyperactivity Disorder (ADHD) possessed  low self-eesteem that impacted on their academic failure. This study aims to describe the use of a children’s music therapy to enhance the self-esteem of ADHD students. Using a qualitative case study to garner the data from ADHD students, this study included pre-field stages, activities during the field, and post empirical stages. Data were analyzed using observations and interviews. The results of the research show that the children’s music therapy can be used as an alternative in developing the self-esteem of ADHD children in an elementary school. It can be seen from their  development of several aspects including ability (competence), meaning (significance), goodness (virtue), and strength (power). Therefore, elementary school teachers are advised to use the music therapy to enhance the self-esteem of ADHD children. As a medium of healing and to overcome anxiety, such therapy could allow students to gain self-acceptance, get acceptance by others, be able to complete tasks, be able to make decisions, be able to control themselves, and have better self-awareness.
Keywords: a children's music therapy, self-esteem, attention deficit hyperactivity disorder.
Abstrak
Siswa sekolah dasar dengan Attention Deficit Hyperactivity Disorder (ADHD) memiliki harga diri yang rendah yang berdampak pada kegagalan akademik mereka. Penelitian ini bertujuan untuk mendeskripsikan penggunaan terapi musik anak untuk meningkatkan harga diri siswa ADHD. Menggunakan studi kasus kualitatif untuk mengumpulkan data dari siswa ADHD, penelitian ini meliputi tahap pra-lapangan, kegiatan selama lapangan, dan tahap pasca empiris. Teknik analisis data menggunakan observasi dan wawancara. Hasil penelitian menunjukkan bahwa terapi musik anak dapat digunakan sebagai salah satu alternatif dalam mengembangkan harga diri anak ADHD di sekolah dasar. Hal ini dapat dilihat dari perkembangannya dari beberapa aspek antara lain kemampuan (competence), makna (significance), kebaikan (virtue), dan kekuatan (power). Oleh karena itu, guru sekolah dasar disarankan untuk menggunakan terapi musik untuk meningkatkan harga diri anak ADHD. Sebagai media penyembuhan dan mengatasi kecemasan, terapi tersebut dapat memungkinkan siswa untuk memperoleh penerimaan diri, mendapatkan penerimaan oleh orang lain, mampu menyelesaikan tugas, mampu mengambil keputusan, mampu mengendalikan diri, dan memiliki kesadaran diri yang lebih baik.
Kata kunci: terapi musik anak, harga diri, attention deficit hyperactivity disorder.
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub.
Antshel, K. M., Zhang-James, Y., & Faraone, S. V. (2013). The comorbidity of ADHD and autism spectrum disorder. Expert review of neurotherapeutics, 13(10), 1117-1128.
Biederman, J., Wilens, T., Mick, E., Milberger, S., Spencer, T. J., & Faraone, S. V. (1995). Psychoactive substance use disorders in adults with attention deficit hyperactivity disorder (ADHD): effects of ADHD and psychiatric comorbidity. American Journal of Psychiatry, 152(11), 1652-1658.
Chang, M. Y., Chen, C. H., & Huang, K. F. (2008). Effects of music therapy on psychological health of women during pregnancy. Journal of clinical nursing, 17(19), 2580-2587.
Climie, E. A., & Mitchell, K. (2017). Parent-child relationship and behavior problems in children with ADHD. International Journal of Developmental Disabilities, 63(1), 27-35.
Daniel, M., & Reynolds, D. (2011). Effective teaching: evidence and practice. Los Angeles: SAGE, 2(4), 25-31.
Day, T., Baker, F., & Darlington, Y. (2009). Experiences of song writing in a group programme for mothers who had experienced childhood abuse. Nordic Journal of Music Therapy, 18(2), 133-149.
Dharmasasmitha, V., & Widiasavitri, P. N. (2017). Perbedaan Kecerdasan Emosi Antara Pendengar Musik Hardcore dengan Pendengar Musik Klasik. Jurnal Psikologi Udayana, 4(1), 1-8.
Falk, A. E., Lee, S. S., & Chorpita, B. F. (2017). Differential association of youth attention-deficit/hyperactivity disorder and anxiety with delinquency and aggression. Journal of Clinical Child & Adolescent Psychology, 46(5), 653-660.
Farone, D. W. (2000). When a Child Has Been Murdered: Ways You Can Help the Grieving Parents. Families in Society, 81(6), 638.
Felsenstein, R. (2013). From uprooting to replanting: On post-trauma group music therapy for pre-school children. Nordic Journal of Music Therapy, 22(1), 69-85.
Gao, T., O'Callaghan, C., Magill, L., Lin, S., Zhang, J., Zhang, J., & Shi, X. (2013). A music therapy educator and undergraduate students’ perceptions of their music project's relevance for Sichuan earthquake survivors. Nordic Journal of Music Therapy, 22(2), 107-130.
Gevensleben, H., Rothenberger, A., Moll, G. H., & Heinrich, H. (2012). Neurofeedback in children with ADHD: validation and challenges. Expert review of neurotherapeutics, 12(4), 447-460.
Grahn, J. A., & Brett, M. (2009). Impairment of beat-based rhythm discrimination in Parkinson's disease. Cortex, 45(1), 54-61.
Grocke, D., & Wigram, T. (2006). Receptive methods in music therapy: Techniques and clinical applications for music therapy clinicians, educators and students. Jessica Kingsley Publishers.
Grocke, D., Bloch, S., & Castle, D. (2009). The effect of group music therapy on quality of life for participants living with a severe and enduring mental illness. Journal of music therapy, 46(2), 90-104.
Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), p. 269–289. doi: 10.1177/0255761410370658
Humphreys, K. L., Aguirre, V. P., & Lee, S. S. (2012). Association of anxiety and ODD/CD in children with and without ADHD. Journal of Clinical Child & Adolescent Psychology, 41(3), 370-377.
Jackson, N. A. (2003). A Survey of Music Therapy Methods and Their Role in the Treatment of Early Elementary School Children with ADHD, Journal of Music Therapy, 40(4), 302–323, https://doi.org/10.1093/jmt/40.4.302
Kim, J. (2015). Music therapy with children who have been exposed to ongoing child abuse and poverty: A pilot study. Nordic Journal of Music Therapy, 24(1), 27-43.
Kuntsi, J., & Stevenson, J. (2000). Hyperactivity in children: A focus on genetic research and psychological theories. Clinical Child and Family Psychology Review, 3(1), 1-23.
Labbé, E., Schmidt, N., Babin, J., & Pharr, M. (2007). Coping with stress: the effectiveness of different types of music. Applied psychophysiology and biofeedback, 32(3), 163-168.
Lawrence, D. (2006). Enhancing self-esteem in the classroom. Pine Forge Press.
Leung, A. K. C., Robson, W. L. M., Fagan, J. E., & Lim, S. H. (1994). Attention-deficit hyperactivity disorder: Getting control of impulsive behavior. Postgraduate medicine, 95(2), 153-160.
Marliana, M., Eka, N. L. P., & Maemunah, N. (2017). Pengaruh Terapi Musik Klasik terhadap Tingkat Konsentrasi pada Anak Attention Deficit Hyperactive Disorder (ADHD) di Yayasan Bhakti Luhur Malang. Nursing News: Jurnal Ilmiah Keperawatan, 2(1).
Martin, G. L., Thorsteinsson, J. R., Yu, C. T., Martin, T. L., & Vause, T. (2008). The Assessment of Basic Learning Abilities Test for predicting learning of persons with intellectual disabilities: A review. Behavior Modification, 32(2), 228-247.
Nielsen, M. (2017). My ADHD and me: Identifying with and distancing from ADHD. Nordic Psychology, 69(1), 33-46.
Nurfitriana, F., Putri, E. R., Sholikhin, G. R., & Widyatno, A. (2019). Penerapan Terapi Musik dalam Mengatasi Gejala Hiperaktivitas pada Anak ADHD. Prosiding Seminar Nasional Psikologi Pendidikan, Universitas Negeri Malang.
Pasiali, V. (2012). Resilience, music therapy, and human adaptation: nurturing young children and families. Nordic Journal of Music Therapy, 21(1), 36-56.
Rahardjo, M. (2017). Desain Penelitian Studi Kasus. Malang. UIN Maulana Malik Ibrihim
Rusmawati, D., & Kumala Dewi, E. (2011). Pengaruh Terapi Musik Dan Gerak Terhadap Penurunan Kesulitan Perilaku Siswa Sekolah Dasar Dengan Gangguan ADHD. Jurnal Psikologi Universitas Diponegoro, 9(1), 74
Sabibah. (2013). Pengembangan Program Bimbingan Pribadi Berdasarkan Profil Self Esteem. Bandung Universitas Pendidikan Indonesia
Santrock, J. W. (2007). Child development. New York: McGrow.
Schellenberg, E. G. (2004). Music lessons enhance IQ. Psychological science, 15(8), 511-514.
Shaleha, R. R. A. (2019). Do re mi: Psikologi, musik, dan budaya. Buletin Psikologi, 27(1), 43-51.
Spradley, J. P. (2016). Participant observation. Waveland Press.
Thompson, G. A., & Elefant, C. (2019). “But I want to talk to you!†Perspectives on music therapy practice with highly verbal children on the autism spectrum. Nordic Journal of Music Therapy, 28(4), 347-359.
Thorell, L. B., Holst, Y., & Sjöwall, D. (2019). Quality of life in older adults with ADHD: links to ADHD symptom levels and executive functioning deficits. Nordic journal of psychiatry, 73(7), 409-416.
Wheeler, B.L. (2016). Music Therapy Research: An Overview. Counseling Psychology, Clinical Psychology. Oxford University Press, 3-35.
Young, E. L., & Hoffmann, L. L. (2004). Self-esteem in children: strategies for parents and educators. National Association of School Psychologists, 4340, 657-0270.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Al Ibtida: Jurnal Pendidikan Guru MI
This work is licensed under a Creative Commons Attribution 4.0 International License.
LETTER OF ORIGINALITY AND COPYRIGHT TRANSFER AGREEMENT
As an author of Al Ibtida: Jurnal Pendidikan Guru MI, Department of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training, UIN Siber Syekh Nurjati Cirebon and Perkumpulan Dosen PGMI Indonesia, I, who sign below:
Declare that:
- My paper is authentic; my own writing and it has not been published/proposed on any other journals and publication.
- My paper is not plagiarism but my original idea/research.
- My paper is not written by other help, except with Board of Editors and Reviewers recommendation who have been chosen by this journal.
- In my paper, there are no other writings or opinions except referred in bibliography and relevant with the rule of writing in this journal.
- I do the transfer of copyright of this paper to Al Ibtida: Jurnal Pendidikan Guru MI.
- I make this assignment surely. If there are distortion and untruth in this assignment, later, I will take responsibility as the current law.
