Chinese Music Therapy and Clinical Music Education in Attention Deficit Hyperactivity Disorder

Abstract

With an overall pooled estimate of 7.2% attention, deficit hyperactivity disorder (ADHD) is considered a global psychopathological burden in the younger generation, and a prevalence of 6.4% makes it the leading mental issue in China. On the basis of comparative research and meta-synthetic construction, the present article suggests to differentiate between ADHD as a primary psychiatric disorder, ADHD-typical symptoms caused by disturbing environmental conditions, and multifaceted ADHD resembling syndromes generated by adverse developmental processes and inadequate educational facilities. This differentiation has a decisive impact on treatment modes such as (i) clinical music education, e.g. piano tuition, (ii) cultural participation and self-adjustment through arts-based cognitive behavioural therapy, (iii) avoidance of disturbing stimuli as well as music-based resilience techniques, and (iv) Chinese music therapy including sound-meditation, focused listening training, creative self-actualisation and music-based self-regulation. Interdisciplinary approaches combining music therapy and music education are discussed, alongside cross-cultural application and flexible settings, online music therapy included.