Drumming as a medium to promote emotional and social functioning of children in middle childhood in residential care

Abstract

This study explores the potential of drumming to enhance emotional and social functioning of children in residential care. Fifteen children (aged 7–12) from a child and youth care centre in South Africa attended four months of weekly drumming sessions. Gestalt theory principles informed the workshops' theoretical foundation and interpretation of findings. Music activities were intended to enhance awareness and self-expression and promote positive forms of interaction such as collaboration and mutual exchange. A qualitative, collective case study design was used and thematic analysis applied. Focused observations concerned major areas of emotional functioning – affective state, personal agency and sense of self, and major areas of social functioning – positive social interaction and social regulation. Findings suggest substantial enhancement of children's emotional and social functioning during and immediately after sessions. Workshops markedly improved participants' affective state and enhanced capacity for personal agency, mastery and self-expression, also enhancing social interaction and social regulation through facilitating inclusion and appropriate boundaries.