“Being a bully isn’t very cool…”: Rap & Sing Music Therapy for enhanced emotional self-regulation in an adolescent school setting – a randomized controlled trial

Sylka Uhlig, Erik Jansen, Erik Scherder

Research output: Contribution to JournalArticleAcademicpeer-review

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; ηp 2 =.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.

Original languageEnglish
Pages (from-to)568-587
Number of pages20
JournalPsychology of Music
Volume46
Issue number4
Early online date21 Jul 2017
DOIs
Publication statusPublished - 1 Jul 2018

Fingerprint

Music Therapy
Bullying
Randomized Controlled Trials
Emotions
Control Groups
Aptitude
Music
Child Welfare
Self Concept
Netherlands
Self-Control
Self-regulation
Randomized Controlled Trial
Emotion
Psychology

Keywords

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

Cite this

@article{5f25652acb334b11b0d7f7c79d72247c,
title = "“Being a bully isn’t very cool…”: Rap & Sing Music Therapy for enhanced emotional self-regulation in an adolescent school setting – a randomized controlled trial",
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; ηp 2 =.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.",
keywords = "adolescents, emotion regulation, music therapy, rap & singing, RCT, school-based intervention, well-being",
author = "Sylka Uhlig and Erik Jansen and Erik Scherder",
year = "2018",
month = "7",
day = "1",
doi = "10.1177/0305735617719154",
language = "English",
volume = "46",
pages = "568--587",
journal = "Psychology of Music",
issn = "0305-7356",
publisher = "SAGE Publications Ltd",
number = "4",

}

“Being a bully isn’t very cool…” : Rap & Sing Music Therapy for enhanced emotional self-regulation in an adolescent school setting – a randomized controlled trial. / Uhlig, Sylka; Jansen, Erik; Scherder, Erik.

In: Psychology of Music, Vol. 46, No. 4, 01.07.2018, p. 568-587.

Research output: Contribution to JournalArticleAcademicpeer-review

TY - JOUR

T1 - “Being a bully isn’t very cool…”

T2 - Rap & Sing Music Therapy for enhanced emotional self-regulation in an adolescent school setting – a randomized controlled trial

AU - Uhlig, Sylka

AU - Jansen, Erik

AU - Scherder, Erik

PY - 2018/7/1

Y1 - 2018/7/1

N2 - 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; ηp 2 =.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.

AB - 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; ηp 2 =.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.

KW - adolescents

KW - emotion regulation

KW - music therapy

KW - rap & singing

KW - RCT

KW - school-based intervention

KW - well-being

UR - http://www.scopus.com/inward/record.url?scp=85041333507&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85041333507&partnerID=8YFLogxK

U2 - 10.1177/0305735617719154

DO - 10.1177/0305735617719154

M3 - Article

VL - 46

SP - 568

EP - 587

JO - Psychology of Music

JF - Psychology of Music

SN - 0305-7356

IS - 4

ER -