Vilniaus m. vaikų pensionate 1999 m. atliktas muzikinio ugdymo poveikio vidutiniškai ir žymiai sutrikusio intelekto vaikų socialinių kontaktų vystymuisi pedagoginis tyrimas. Jis organizuotas taip, kad muzikinė veikla skatintų tarpasmeninius neįgaliųjų vaikų kontaktus. Šį pasirinkimą lėmė faktas, jog sutrikusio intelekto vaikų mokėjimas bendrauti, kaip aplinkinio pasaulio pažinimo bei sąveikos su juo rezultatas, savaime formuojasi ganėtinai sunkiai. Todėl šiame muzikinio ugdymo tyrimo etape didžiausias dėmesys buvo skiriamas keliems dalykams: ne tik suteikiant vaikui galimybę išreikšti save, bet ir mokant jį išklausyti bei išgirsti kitą, t. y. siekta „išvesti“ neįgalųjį už jam būdingo egocentrizmo ribų. Iš Vilniaus vaikų pensiono archyvų buvo paimti duomenys apie tiriamųjų išsivystymo amžių. Muzikinio ugdymo procese organizuota grupinė muzikinė veikla – tam tikras socialinio bendravimo modelis, kuriuo buvo siekiama vystyti bendravimo įgūdžius. Tyrimu norėta nustatyti muzikinio ugdymo poveikį šių vaikų socialinių kontaktų plėtrai ir jų kokybei. Pastebėta, kad per penkis muzikinio ugdymo mėnesius bendras socialinių kontaktų skaičius vaikų grupėje padidėjo. Lyginant tyrimų duomenis, užfiksuotus muzikinio užsiėmimo metu su duomenimis, registruotais laisvalaikio metu, galima teigti, kad psichologiškai teigiama, tikslingai struktūruota aplinka, taip pat skatinantis bendravimą elgesio modeliavimas, maloni ir džiuginanti muzikinė veikla teigiamai veikia sutrikusio intelekto vaikų socialinių kontaktų plėtotę.

Lietuvoje muzikos terapija yra vis dar nauja sritis. Teigiama, kad rudimentinė muzikos terapija pasireiškia skirtingu laiku trijose pagrindinėse srityse: sveikatą atstatančioje, psichiatrijoje, psichoterapijoje ir ugdyme. Taigi jau yra duotas pagrindas dabartinei muzikos terapijos koncepcijai. Tačiau be abejonės, kad dar trūksta profesionalumo visose trijose srityse. Todėl reikia bendradarbiauti su muzikos terapijos specialistais iš Norvegijos ir kitų užsienio šalių, kūrei įkvėpė profesionalios muzikos terapijos Lietuvoje vystymąsi.

Šiandien liaudies kultūrą vertiname ne tik kaip išsaugotą kultūros paveldą, bet ir kaip prioritetinį bei reikšmingą mokomąjį dalyką. Tai užtikrina Etninės kultūros ugdymo metodinės rekomendacijos ikimokyklinio, priešmokyklinio ir pradinio ugdymo pedagogams; Etninės kultūros ugdymo pagrindinio ir vidurinio ugdymo bendrosios programos, patvirtintos LR švietimo ir mokslo ministro įsakymu 2012 m. balandžio 12 d. Nr. V-651. Tarptautinio mokslo pasaulyje liaudies kultūra yra suvokiama ir kaip vientisa sistema, ir kaip atskiros substruktūros, tyrinėjamos įvairiausiose pažinimo srityse. Viena iš substruktūrų – tai lietuvių liaudies žaidi-nimai, priskiriami šokamajam-žaidybiniam folkloro žanrui1. Šiame straipsnyje analizuojamos žaidinimo taikymo galimybės tobulinant vaiko, turinčio specialiųjų poreikių, ugdymo ir terapijos metodikas.

By the middle of the 20th century in many countries all over the world, music therapy was finally formed into a modern science study supported profession and discipline. Music therapy has been introduced as an academic course in colleges, universities and nowadays many countries have an effective system of music therapy service for the work with different target groups, i.e. people with physical, intellectual, psychological or mental dysfunctions or disabilities also people striving to new forms of self-expression and consciousness.

By the middle of the 20th century in many countries all over the world, music therapy was finally formed into a modern science study supported profession and discipline. Music therapy has been introduced as an academic course in colleges, universities and nowadays many countries have an effective system of music therapy service for the work with different target groups, i.e. people with physical, intellectual, psychological or mental dysfunctions or disabilities also people striving to new forms of self-expression and consciousness

The method of the research was a qualitative analysis of an event; the subjects of the research were three pupils of the second form with a hyperactivity disorder (in a class of 22 children) whose age was 8–9 years during the course of the research. The duration of the research was 13 months: the first stage included cooperation with a psychologist, where an analysis was carried out in accordance with the SDQ methodology; the second stage proceeded during various lessons reacting into negative behaviour of hyperactive children, where musical games were applied spontaneously; “A Modelling Program of Positive Behaviour” has been drawn up; the third stage included “A Modelling Program of Positive Behaviour” which was applied methodologically, where 24 sessions were carried out and observation notes were made; at the end of the third research stage the subjects were repeatedly analyzed by SDQ methodology. After having analyzed the data of the research, it was determined that musical games purposefully integrated in the lessons of a class with hyperactive children had the biggest positive influence on the estimates of impulsivity, increased agility and self-control. The positive tendencies of average estimates of attention retention of all three subjects were insignificant; this may have been influenced by the biological causes of the hyperactivity disorder. The results of the research confirm that it is possible to positively model the behaviour of junior school age children with a hyperactivity disorder by integrating musical games into their educational program.

This paper analyzes the spread of music therapy application techniques in social, health care and special education institutions and demand for these services. It aims to find out in what field professionals use music therapy, what kind of client groups get the service, how many hours per week are allocated for music therapy services and how many additional hours would be in demand. A problem of shortage of professional specialists and lack of competence meeting the growing demand for music therapy services is raised. The main conclusion was made: it is high time professional music therapists started to be trained in our country.

The article deals with the experience of application of music therapy in neurology all over the world and presents the situation in Lithuania. The concept of neurologic music therapy is disclosed on the basis of theoretical research methods and the range of music therapy application options in neurology is overviewed. Analysis of the situation in the country is given by processing the survey data from health care institutions providing adult medical rehabilitation and sanatorium treatment for neurological diseases, and non-governmental organizations uniting the persons with nervous system diseases as well as the members of Lithuanian Music Therapy Association. Current research work taking place in the context in question in Lithuania is overviewed.

The article analyses the problem of bullying as the manifestation of destructive conflict and the possibility of application of art therapy in complex bullying prevention programs at school. In order to resolve the problem of bullying in Lithuanian schools and enable the social pedagogue to successfully implement prevention, an empirical research - i.e. an educational project based on successful application of principles of art therapy in the context of social education in one of the schools in Great Britain - has been carried out. The conclusion is that art therapy can be an effective tool in the complex curriculum of nonformal program of social education for creating healthy psycho-social environment in our schools, developing emotional self-confidence, forming positive conflict resolution skills and behavioural strategies in order to prevent bullying.