La competencia emocional en secundariaintervención con musicoterapia GIM

Abstract

Receptive Music Therapy, through the Guided Imaginery and Music (GIM) Music Therapy model, guided images and music, uses music under a nonconscious state of consciousness to deepen the knowledge and perception of musical listening, enhancing processes of self-knowledge. Its scientific base is backed by numerous international investigations, since its founder Helen Bonny developed it in the 70's. However, this method in Spain has not been investigated within the educational context. This dissertation has allowed us to know how GIM Music Therapy enhances the exploration of emotional competence with a group of seven adolescents from the 3rd year of ESO at a High school in the Community of Madrid. Through this qualitative study, with an action-research methodology, an empirical work has been developed along 20 group sessions (10 GIM and 10 verbal), during 8 months of intervention. From a phenomenological and hermeneutic perspective and based on the principles of the Grounded Theory (Glaser and Strauss, 1967) and the contributions of the metaphorical analysis of Bonde (2005) in the work with GIM, we have analyzed the drawings and narratives of metaphorical content described by adolescents in the imaginary musical experience, through the interviews conducted during and after listening to music. The results obtained reveal that the application of GIM, in the educational context, strengthens in adolescents the exploration of their emotional self-awareness and their social conscience through the deep listening of Music. The music in GIM, exerts a projective function for the identification and symbolization of its own internal emotions and catalyzing in the elaboration and interpretation of the metaphorical content of the images, for the improvement in the understanding of its conscience and its emotional regulation. The intervention with GIM helps adolescents to transform different life situations, providing healthy solutions in relation to the need to gain more self-confidence in the search of their own identity and in their emotional ties, between the group of peers and / Or family. The exploration of the social conscience of the adolescents, through the accomplishment of the individual sessions of GIM, observed by the group of participants, potentiates the exploration of the social conscience, favoring the empathy, and the awareness of the emotions and the needs of others. The drawings made after GIM sessions contain significant analogical relationships between the symbolic elements represented and the interpretation they have made of them, in relation to their life experiences and their emotional competence. The application and contribution of the GIM Music Therapy disciplinary suitability in the educational context, provides a space to express, share emotions and better know aspects of themselves and others, tools of valuable utility for adolescents, in understanding their emotional self-awareness and social awareness. It contributes a very important and significant contribution to the state of the art, in the field of emotional education.