The influence of music lessons on the socio-emotional wellbeing of children with cleft lip and/or palate
Introduction There is a dearth of psychological interventions for patients with cleft lip and/or palate (CL/P).Objective To evaluate the influence of music lessons on the socio-emotional wellbeing of children with CL/P.Setting This study was conducted at Asociación San Lucas (Moyobamba, Peru), which...
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Springer Nature
2023
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| author | van der Weijden, Fawn Nitanee Hernández, Edgar M. Rossell Perry, Percy Eduardo van Essen, Laura H. |
| author_browse | Hernández, Edgar M. Rossell Perry, Percy Eduardo van Essen, Laura H. van der Weijden, Fawn Nitanee |
| author_facet | van der Weijden, Fawn Nitanee Hernández, Edgar M. Rossell Perry, Percy Eduardo van Essen, Laura H. |
| author_sort | van der Weijden, Fawn Nitanee |
| collection | Producción científica |
| description | Introduction There is a dearth of psychological interventions for patients with cleft lip and/or palate (CL/P).Objective To evaluate the influence of music lessons on the socio-emotional wellbeing of children with CL/P.Setting This study was conducted at Asociación San Lucas (Moyobamba, Peru), which has a multidisciplinary programme for children with CL/P. Recorder lessons are offered to all patients aged 6-8 years. From age eight, the children can switch to flute, clarinet, violin, viola or cello.Materials and methods The Glasgow Benefit Inventory (GBI), a post-intervention questionnaire, was administered to all 26 children participating in the music programme.Results Mean GBI scores per question ranged from 59.62 (SD: 31.68) to 92.31 (SD: 23.21), showing an overall positive effect of the music lessons on the patients' socio-emotional wellbeing. Playing a musical instrument gave the children satisfaction and self-confidence. The children lost much of their shame, became less shy, and participated more in social activities. In a non-significant numerical trend, boys, flute/clarinet players and orchestra players had higher mean GBI scores than, respectively, girls, string players and children who did not play in the orchestra.Conclusions Quantitative and qualitative analysis indicated a positive influence of music lessons on the patients' socio-emotional wellbeing. |
| format | Article |
| id | oai:cris.upeu.edu.pe:20.500.15037/3065 |
| institution | UPeU |
| language | English |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Springer Nature |
| publisherStr | Springer Nature |
| record_format | dspace |
| spelling | oai:cris.upeu.edu.pe:20.500.15037/30652026-10-30T16:19:44ZThe influence of music lessons on the socio-emotional wellbeing of children with cleft lip and/or palatevan der Weijden, Fawn NitaneeHernández, Edgar M.Rossell Perry, Percy Eduardovan Essen, Laura H.DentistryIntroduction There is a dearth of psychological interventions for patients with cleft lip and/or palate (CL/P).Objective To evaluate the influence of music lessons on the socio-emotional wellbeing of children with CL/P.Setting This study was conducted at Asociación San Lucas (Moyobamba, Peru), which has a multidisciplinary programme for children with CL/P. Recorder lessons are offered to all patients aged 6-8 years. From age eight, the children can switch to flute, clarinet, violin, viola or cello.Materials and methods The Glasgow Benefit Inventory (GBI), a post-intervention questionnaire, was administered to all 26 children participating in the music programme.Results Mean GBI scores per question ranged from 59.62 (SD: 31.68) to 92.31 (SD: 23.21), showing an overall positive effect of the music lessons on the patients' socio-emotional wellbeing. Playing a musical instrument gave the children satisfaction and self-confidence. The children lost much of their shame, became less shy, and participated more in social activities. In a non-significant numerical trend, boys, flute/clarinet players and orchestra players had higher mean GBI scores than, respectively, girls, string players and children who did not play in the orchestra.Conclusions Quantitative and qualitative analysis indicated a positive influence of music lessons on the patients' socio-emotional wellbeing.Article10.1038/s41415-023-5570-x2-s2.0-85148997925https://hdl.handle.net/20.500.15037/3065enBDJBritish Dental Journal0007-0610Springer Nature2023-03-072026-06-27T02:35:38Z2026-06-27T02:35:38Z |
| spellingShingle | Dentistry van der Weijden, Fawn Nitanee Hernández, Edgar M. Rossell Perry, Percy Eduardo van Essen, Laura H. The influence of music lessons on the socio-emotional wellbeing of children with cleft lip and/or palate |
| title | The influence of music lessons on the socio-emotional wellbeing of children with cleft lip and/or palate |
| title_full | The influence of music lessons on the socio-emotional wellbeing of children with cleft lip and/or palate |
| title_fullStr | The influence of music lessons on the socio-emotional wellbeing of children with cleft lip and/or palate |
| title_full_unstemmed | The influence of music lessons on the socio-emotional wellbeing of children with cleft lip and/or palate |
| title_short | The influence of music lessons on the socio-emotional wellbeing of children with cleft lip and/or palate |
| title_sort | influence of music lessons on the socio emotional wellbeing of children with cleft lip and or palate |
| topic | Dentistry |
| topic_facet | Dentistry |
| url | https://hdl.handle.net/20.500.15037/3065 |
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