Youth living within low-resource communities are at a greater risk for poorer socio-emotional development. A youth’s socio-emotional competence includes their ability to use one’s skills and knowledge for navigation within different environments, interactions with others, and adapting to expectations. Music therapy clinicians often serve children and youth who have experienced threats to their adaptation resulting from exposure to social, cultural, or economic stressors. Pasiali and Clark decided to examine the potential benefit a music therapy social skills development program may have on improving social skills and academic performance of school-aged children who have limited resources in afterschool programs.
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