Citation

Uhlig S, Jansen E, Scherder E. Psychol. Music 2018; 46(4): 568-587.

Affiliation

VU University Amsterdam, Department of Clinical Neuropsychology, Netherlands.

Copyright

(Copyright © 2018, Society for Research in Psychology of Music and Music Education, Publisher SAGE Publishing)

DOI

10.1177/0305735617719154

PMID

30369705

PMCID

PMC6187249

Abstract

Music as an effective self-regulative tool for emotions and behavioural adaptation for adolescents might enhance emotion-related skills when applied as a therapeutic school intervention. This study investigated Rap & Sing Music Therapy in a school-based programme, to support self-regulative abilities for well-being. One-hundred-and-ninety adolescents in grade 8 of a public school in the Netherlands were randomly assigned to an experimental group involving Rap & Sing Music Therapy or a control group. Both interventions were applied to six classes once a week during four months. Measurements at baseline and again after four months provided outcome data of adolescents' psychological well-being, self-description, self-esteem and emotion regulation. Significant differences between groups on the SDQ teacher test indicated a stabilized Rap & Sing Music Therapy group, as opposed to increased problems in the control group (p =.001; η_p² =.132). Total problem scores of all tests indicated significant improvements in the Rap & Sing Music Therapy group. The RCT results imply overall benefits of Rap & Sing Music Therapy in a school setting. There were improved effects on all measures - as they are in line with school interventions of motivational engagement in behavioural, emotional and social themes - a promising result.

Language: en

Keywords

RCT; adolescents; emotion regulation; music therapy; rap & singing; school-based intervention; well-being