Mind
The sounds of the mind in school re-education. First data of a music therapy intervention combined with Brainwave Alpha suite (binaural-beat at 10Hz)

The sounds of the mind in school re-education. First data of a music therapy intervention combined with Brainwave Alpha suite (binaural-beat at 10Hz)

A preliminary study aims to verify whether the Brainwave Binaural Beat (10 Hz) combined music therapy technique is able to support learning, foster relationships within the group of students and improve the general attitude towards the subjects of teaching.

 

Advertising message In this re-educational intervention, an attempt was made to respond to a discomfort that has arisen in the school environment. The results obtained by two groups of middle school students who presented a condition that we defined as “school disaffection” are compared: that is, they had little interest in schooling and general learning levels at the limits of sufficiency, this in the absence of a any diagnosis of disorder. In an attempt to create a good practice that seeks to reconcile the need for a practice with a non-demanding and rapidly used methodology with the reduced financial and means availability of the educational institutions, it has focused on the application of the music therapy practice combined with Brainwave which uses the positive effects of music therapy and Binaural Beat. In this sense, a group of 8 students performed a canonical re-education of the school program based on the recovery of teaching subjects, another group, 9 students, participated, in addition to the same school recovery path, in 3 weekly sessions of 30m of Music therapy combined with Brainwave Alpha (Binaural-Beat at 10Hz). Both groups were followed for the entire duration of the 2011-2012 school year.

The characteristics and techniques of music therapy combined with Brainwave Binaural-Beat are explained. The data regarding the differences in school performance (recovery of teaching subjects) and in the variation of the behavioral attitude change towards schooling obtained by the two groups are reported. Discuss the strengths and weaknesses of the intervention.

The World Federation of Music Therapy gave the following definition of music therapy in 1996:

The frequencies determined by the “Binaural Beat”, discovered in 1839 by the German HW Dove and tested on the brain by Dr. Gerald Oster in 1973 at the Mount Sinai school of Medicine in New York, are produced by the application of different frequencies between an ear and the other, so that the brain is positively stimulated. If a constant tone of 400 Hz (1 Hertz = 1 pulse per second) is applied to the left ear and another constant tone of 410 Hz is applied to the right ear, the difference of 10 Hz will be perceived by our brain and only from it, because it is a frequency that is outside the sound spectrum. The hypothesis is that the brain is thus stimulated to resonate with the binaural rhythm of 10 Hz (Alpha waves) to increase its production and, consequently,

Music therapy combined with Brainwave Binaural Beat is an exclusive music therapy made up of an expert music therapist. The specificity lies in the fact that the music therapist must create musical pieces made according to precise parameters of duration, length, timbre and harmonic and melodic choices, in this case, with the frequency of 10Hz, so as to combine and balance perfectly with the necessary tones to produce the Brainwave Binaural Beat (10Hz), empowering each other in positive effects.

In accordance with the literature regarding the use of music therapy techniques in schools and Brainwave Binaural Beat as an aid for the improvement of the psychophysical state with positive effects also on learning tasks, the objective of this preliminary work was to verify whether the technique of combined music therapy Brainwave Binaural Beat (10 Hz) was able to support learning, foster relationships within the group of students and improve the general attitude towards teaching subjects, this by virtue of the precise request to have a much simpler procedure from a technical and instrumental point of view and less expensive from an economic point of view.That is to verify in terms of efficiency and efficacy this methodology towards the children described as carriers of a “school disaffection”.

The boys, belonging to the middle classes, were described by the teachers as normally intelligent boys, but listless and demotivated beyond manner, did not pay interest in the teaching subjects and attendance at school was atypical with suspect but justified absences, tending to passively participate in the school and extracurricular activities.

Cognitively valid but with insufficient performance, with questions on the verge of sufficiency and often without producing homework. So the papers in the classroom were meager in content and with errors typical of poor schooling and distraction. The worst returns were found in Italian and mathematics. They were indifferent to the teachers’ judgment and their suggestions or encouragement. None of the boys could be assisted at home in the study. All equipped with IT technologies such as mobile phones and computers, with knowledge, frequentations and profiles in social networks.

The boys all belonged to a medium-low social group. Some parents had a middle school qualification and a daily job, the majority of high school, few with a public white-collar job, for others precarious and / or not responding to the title. All households complained of economic difficulties. In the family there were both parents and other siblings from one to three.

Advertising test Entrance tests: Self-built battery class I, II, III medium (initial administration); tools identified / built by the Professors to assess the adequacy of the school level of the child included in the re-education program.

Verification tests: Self-built class I, II, III medium battery (monthly administration); tool identified / built by the Professors to assess qualitatively / quantitatively the improvement of the school level of the boy included in the re-education program.

School Conduct Evaluation: Questionnaire by teachers for the evaluation of the improvement of school conduct / adhesion (monthly administration).

CPM: Colored Progressive Matrices: for the evaluation of the general cognitive level (single administration). To avoid a possible cognitive deficit in the boy included in the re-education program.

Achenbach Child Behavior Chechlist: questionnaire Italian version form for parents 4-16 years (single administration). To avoid a possible emotional / behavioral deficit in the boy included in the re-education program.

Combined Music Therapy: Progressive Bineural Code with Alpha waves at 10 Hz derived from stereo sampling between the frequencies (pure tones) of 400 and 410 Hz, masked under sound basis (Acoustic Mind) and oceanic breakers. Playback time 30 min. This type of Binaural Beat was adapted and made suitable for listening with audio speakers. Digital reader reading capacity 20-20.000 Hz. Class T / D HI-FI amplifier with 20-2000 Hz frequency response. HI-FI loudspeakers with 40-20.000 Hz frequency response.

The participating pupils were selected and included in the intervention within a school year and a half. More precisely: from January 2011 to June 2011 there was the phase of selection of the subjects and subsequently, once their continuous attendance at the intervention was guaranteed, from September 2011 to June 2012 (an entire school year) there was the application phase of the intervention. The boys carried out school recovery and support activities for 5 days a week for at least 3 hours a day.

The procedure devised provided for the entire sound track (30 min) to be listened, adapted for listening with audio speakers and not only with headphones, which generally gives faster results and has greater efficacy, for three weekly sessions on alternate days and to collect and verbalize the impressions of the psycho-physical state of the subjects at the end of each listening. To observe behavioral reactions or non-verbal communication of reference to emotional states experienced during listening.

To listen to the sound track, the subjects were placed in a group and stretched out on individual soft terry mats. The delivery for all was to concentrate effortlessly on listening, to let oneself be crossed or immersed in the sound, to leave the mind free to think or not to think and try to listen to the entire piece without effort. No further deliveries were made.

Legend:

The results document that the group of children who participated, in addition to the re-education treatment of academic learning disorders, also in the combined music therapy intervention, on average of the results, reported to them, less days of absence at school .

Diagram 1: Days of absence – Average values ​​of the 2 groups

The results document that the group of children who participated, in addition to the re-education treatment of academic learning disorders, also in the combined music therapy intervention, in the average of the results, reported according to the assessments and judgments of the teachers a better behavior of integration, adhesion and participation in the school climate and schooling.

Diagram 2: Conduct and school enrollment questionnaire – Average values ​​of the 2 groups

As you can see, the red line, which concerns the average performance of the boys who also participated in the combined music therapy intervention, overlooks that of the group of boys who have not used combined music therapy.

The results document that the group of children who participated, in addition to the re-education treatment of academic learning disorders, also in the combined music therapy intervention, in the average of the results, reported an improvement according to the teachers’ assessments and judgments of performance and academic performance.

Diagram 3: Recovery of school performance – Average values ​​of the 2 groups

As you can see, the red line, which concerns the average performance of the boys who also participated in the combined music therapy intervention, overlooks that of the group of boys who have not used combined music therapy.

The results seem to show that the boys who participated in the Brainwave Binaural Beat 10 Hz combined music therapy sessions had better results than the starting condition and compared to the group of students not participating in the additional Combined Music Therapy intervention. On a practical level, the objective of having positively qualified the participation of children in schooling (Diagram 1 and Diagram 2) and supported and improved the level of academic learning (Diagram 3) seems to have been achieved.

These positive preliminary results are to be considered as a stimulus for a wider verification. Currently, the combined Brainwave Binaural Beat music therapy is to be considered a valid educational-training activity among the many that can be activated in the school also because it has as its strength the fact that this music therapy practice, from a methodological and instrumental point of view, responds to criteria of simplicity and cheapness and is considered pleasant by the boys who generally report, at the end of the session, a state of relaxation and well-being.

In our opinion, the main problems lie:

These observations, therefore, can be considered as an impulse both as regards research and application and have the purpose, for the future, of eliciting controlled studies that should take responsibility for being able to better systematize, on a theoretical and methodological level, this procedure and to better define its effects and possible areas of application.