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Guevara Parra, M. del P. (2009). Intervención musicoterapéutica para promover la prosocialidad y reducir el riesgo de agresividad en niños de básica primaria y preescolar en Bogotá, Colombia. International Journal of Psychological Research, 2(2), 128–136. https://doi.org/10.21500/20112084.868
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The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Resumen
El propósito de esta intervención fue promover la prosocialidad y reducir el riesgo de agresividad en niños de básica primaria y preescolar, mediante la musicoterapia. Se adoptó un diseño cuasiexperimental con pre-test y pos-test, dentro de un programa piloto de prevención temprana de la agresividad, en un nivel secundario dirigido a un grupo específico de niños. Participaron 18 niños entre 5 y 9 años, distribuidos en tres grupos. El grupo uno recibió intervención completa de musicoterapia (30 sesiones), el grupo dos recibió intervención incompleta de musicoterapia (15 sesiones) y el grupo tres o grupo control no recibió ninguna intervención. Los resultados indicaron que la musicoterapia tuvo efectos significativos sobre la agresividad directa de los grupos experimentales uno y dos, pero no así sobre la agresividad indirecta, para los mismos grupos. En cuanto a la prosocialidad, la musicoterapia tuvo efectos significativos solamente en el grupo dos. En este caso específico, podemos concluir que la musicoterapia se convirtió en una estrategia de prevención secundaria con respecto al riesgo de agresividad directa.
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