Communication Studies School Based Assessment

Music Therapy

Name of institution: Antigua State College

Centre Number: 010201
Name of lecturer: Mr. Worrell Simon
Name of students: Shyla Apparicio, Alaoluwa Akomolafe, Dejounaè Antonio
Candidate Number:
Date of submission: March 31st 2023
Introduction

In recent years, there has been growing recognition of the importance of mental health and well-

being among young people, especially in the face of increasing academic pressures and social

challenges. It is becoming increasingly clear that traditional approaches to mental health

treatment, such as medication and talk therapy, may not be enough to fully address the needs of

young people. As a result, many are turning to alternative therapies, such as music therapy, to

help promote mental, emotional, and physical well-being.

Music therapy is a unique and effective form of therapy that can be particularly beneficial for

youth. Studies have shown that music can have a profound effect on the brain, triggering

emotional responses, memories, and even physical sensations. When used in a therapeutic

setting, music can help young people regulate their emotions, reduce stress and anxiety, and

improve overall mood.

As students who are studying biology and psychology, it is important that we as future

psychologists and therapists understand different methods to better help the mental health of the

youth and people of all ages overall. We chose this topic to show how the benefits of using

music therapy as a method of coping with stress, anxiety, and other issues facing the youth

today. We believe that as the youth of this generation, we would better understand just how

important this is to fellow young people and as such are able to communicate to older people the

benefits of music therapy.

As such, it is essential that we continue to explore and integrate music therapy into the academic

and personal pursuits of young people, to ensure that they have the tools they need to thrive in an

increasingly complex and challenging world.

'Preface

Exams are a fundamental part of academic life, and the pressure to excel in them can be

overwhelming. This pressure is often compounded by the expectations of loved ones, peers, and

society at large, leaving students feeling stressed and anxious. Unfortunately, not all students

excel in exams, and it can be a difficult and emotional time when the results are finally released.

In this story, we follow Stacy, a young student who struggles with her academic performance

and the aftermath of her exam results. The journey that Stacy takes is one that many students can

relate to, as they navigate the challenges of academic performance and the negative impact it can

have on their mental health.

She discovers music therapy which not only helps her deal with the emotional turmoil caused by

her poor academic performance but also shows the importance of having healthy coping

mechanisms during difficult times.

This story serves as a reminder that academic success is not the only indicator of a student's

worth. Each student has unique talents, interests, and strengths that can be cultivated and

celebrated. When a student struggles academically, they should not be judged or criticized, but

rather, supported and encouraged to find their path in life.

As a society, it is essential to recognize that the pressure to succeed academically can have a

significant impact on a student's mental health. It is crucial to prioritize mental health and

promote healthy coping mechanisms to help students overcome academic challenges.

Reflection

Play the pain away

It was an extremely nerve-racking morning. Exam results were going to be given out this

morning and there were countless anxious students at every corner of the school. Each student

was in their different cliques discussing exams and how they thought they did, everyone except

Stacy that is. She was sitting at her usual spot, under the big mango tree, listening to music alone.

The bell rang shortly after, showing it was time for the general assembly before they gave

the results out. She went to assembly and then to her class in order to receive her results. A look

of absolute horror washed upon Stacy’s face as she saw her exam grades. Out of 8 subjects, she

only passed 3. Her father would not be pleased at all with these results.

“Oh Lord, my father is going to kill me,” Stacy thought to herself. “What am I going to do?”

“Maybe if yuh actually paid attention instead of acting like you're the best thing since sliced

bread you would pass,” one of her classmates shouted at her.

Stacy put her headphones on to listen to music to distract herself as similar remarks from other

students followed. It was getting much harder for her to ignore these snide comments from her

peers.

“No wonder she daddy bang she and so.” another of her classmates stated.

“Right, she act as if she too good to talk to we” someone else replied.

The negative comments began to overwhelm her, so she took her things and went to the school’s

counselor, Mrs. Davis.

“Good day, Mrs. Davis.” Stacy said sadly.

“Oh hello Stacy, what’s the matter today?” Mrs. Davis asked.
“I failed 5 of my exams, and my classmates are saying a lot of hurtful things for no real reason,

and I’m worried about how my father will react when he finds out how I did.” she replied.

Stacy’s breathing had become erratic, her heart rate was increasing rapidly, and she

looked as if she was about to burst into tears. Upon viewing this, Mrs. Davis almost

instantaneously gave Stacy a hug. It was sudden, sweet and full of concern for the young student.

“It’s going to be okay, Stacy. Take a deep breath and try to relax.” Mrs. Davis advised while still

hugging her. “Cry if you need to. It helps.”

After hearing this, Stacy cried. All the stress she was bottling up, was released as uncontrollable

sobbing. She kept sobbing until her eyes were swollen.

“When I feel stressed out, I do something called music therapy.” Mrs. Davis told her. “It could

be anything music related, from listening to music, to singing and writing lyrics, to playing an

instrument.”

“Why are you telling me this?”

“I usually see you with headphones on, so I’m assuming you like music.” “Please just give it a

try, Stacy.”

“I don’t see a reason to refuse”

“Great! Do you have any instruments you’d like to try playing or will you be okay?” Mrs. Davis

asked.

“I have a piano at home, I’ll be okay. Thank you very much for your time, I think I should be

going now.” Stacy replied.

“Of course, dear. Remember, I’ll be here if you need someone to talk to.”

After this, Stacy went home. Her father was waiting in the living room, with a stern look

on his face. Stacy already knew he’d heard about her results.
“Wa mek you fail 5 subject?” her father asked angrily. “All that money yuh mek me spen pan

lesson for yuh to fail? You dunce gyal?”

Stacy stared at him with such a defeated look. She knew he was disappointed and she had

nothing to say for it.

“Me na wah see you right now, gwarn go to yuh room!”

She nodded and went to her room. As soon as she got there, she immediately burst into tears. She

felt absolutely awful.

She sat on her bed for a moment and remembered what Mrs. Davis told her earlier. She

got off her bed and went to her piano, closed her eyes and just played. All the stress, guilt, and

anxiety she was feeling before had disappeared, and she realized everything would be okay.
Analysis

The story portrays the anxiety and stress of students waiting for their exam results and how the

use of language impacts Stacy's emotional state. The story uses a descriptive language to set the

scene, describing the environment as nerve-racking and filled with anxious students. The

language helps the reader understand the gravity of the situation and how everyone is on edge.

The use of dialogue in the story provides insight into the dynamics between Stacy and her

classmates. The snide comments from her peers show how much they can affect one's self-

esteem and confidence. The negative comments highlight how language can be used to hurt and

belittle others. The dialogue in the story adds to the realism of the situation and makes the reader

empathize with Stacy.

The language used to describe Stacy's emotional state is vivid and palpable. The description of

Stacy's physical reactions to her exam results and her classmates' hurtful comments creates a

sense of empathy for her. The reader can feel her heart rate increase, her breathing become

erratic, and her eyes start to well up. The language used to describe Stacy's emotions is relatable,

and the reader can understand how overwhelming and stressful the situation is.

Mrs. Davis's character serves as a source of comfort and guidance to Stacy. The language used in

their conversation is compassionate and reassuring. Mrs. Davis's words provide comfort to Stacy,

and the use of music therapy as a coping mechanism adds a positive tone to the story. The

language used in this part of the story is uplifting and hopeful, providing a sense of relief to the

reader.
Finally, the language used in the last part of the story is optimistic and inspiring. The description

of how Stacy's piano playing helps her release her emotions and realize that everything will be

okay is an inspiring end to the story. The language used in this part of the story is calming and

soothing, providing a sense of closure to the reader.

In conclusion, the use of language in the story helps the reader understand the characters'

emotional states and the impact of words on their self-esteem and confidence. The story's use of

dialogue, descriptive language, and tone creates a realistic and relatable situation that readers can

empathize with. The story ends on a positive and hopeful note, showing how coping mechanisms

like music therapy can help one deal with stress and anxiety.
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