Tuned In Emotion Regulation Program Using Music Listening: Effectiveness for Adolescents in Educational Settings

Genevieve A Dingle, Joseph Hodges, Ashleigh Kunde, Genevieve A Dingle, Joseph Hodges, Ashleigh Kunde

Abstract

This paper presents an effectiveness study of Tuned In, a novel emotion regulation intervention that uses participant selected music to evoke emotions in session and teaches participants emotional awareness and regulation skills. The group program content is informed by a two dimensional model of emotion (arousal, valence), along with music psychology theories about how music evokes emotional responses. The program has been evaluated in two samples of adolescents: 41 "at risk" adolescents (76% males; M age = 14.8 years) attending an educational re-engagement program and 216 students (100% females; M age = 13.6 years) attending a mainstream secondary school. Results showed significant pre- to post-program improvements in measures of emotion awareness, identification, and regulation (p < 0.01 to p = 0.06 in the smaller "at risk" sample and all p < 0.001 in the mainstream school sample). Participant ratings of engagement and likelihood of using the strategies learned in the program were high. Tuned In shows promise as a brief emotion regulation intervention for adolescents, and these findings extend an earlier study with young adults. Tuned In is a-theoretical in regard to psychotherapeutic approach and could be integrated with other program components as required.

Keywords: adolescents; emotion awareness; emotion regulation; engagement; music.

Figures

FIGURE 1
FIGURE 1
Sample means from 41 at-risk adolescents on the emotion variables at pre- and post-program. (Bars are standard errors; significance *p < 0.05, **p < 0.01, #0.10 > p > 0.05).
FIGURE 2
FIGURE 2
Sample means for 41 at-risk adolescents on the emotion regulation questionnaire cognitive reappraisal and suppression subscales at pre- and post-program. (Bars are standard errors; significance *p < 0.05).
FIGURE 3
FIGURE 3
Sample means for 216 mainstream adolescents on emotion variables at pre- and post-program. (Bars are standard errors; significance ***p < 0.001).
FIGURE 4
FIGURE 4
Sample means for 216 mainstream adolescents on confidence in regulating primary emotions at pre- and post-program. (Bars are standard errors; significance ***p < 0.001).

References

    1. Aldao A., Nolen-Hoeksema S. (2012). When are adaptive strategies most predictive of psychopathology? J. Abnorm. Psychol. 121 276–281. 10.1037/a0023598
    1. Australian Psychological Society (2015). Stress and Wellbeing in Australia Report – How Australians are Coping with Life. Melbourne, VI: Australian Psychological Society.
    1. Baker F., Gleadhill L., Dingle G. A. (2007). Music therapy and emotional exploration: exposing substance abuse clients to the experiences of non-drug induced emotions. Arts Psychother. 34 321–330. 10.1016/j.aip.2007.04.005
    1. Baron-Cohen S., Golan O., Wheelwright S., Granader Y., Hill J. (2010). Emotion word comprehension from 4 to 16 years old: a developmental survey. Front. Evol. Neurosci. 2:109 10.3389/fnevo.2010.00109
    1. Beauchaine T. P. (2015). Future directions in emotion dysregulation and youth psychopathology. J. Clin. Child Adolesc. Psychol. 44 875–896. 10.1080/15374416.2015.1038827
    1. Campos J. J., Walle E. A., Dahl A., Main A. (2011). Reconceptualizing emotion regulation. Emot. Rev. 3 26–35. 10.1177/1754073910380975
    1. Casey B. J., Caudle K. (2013). The teenage brain: self control. Curr. Dir. Psychol. Sci. 22 82–87. 10.1177/0963721413480170
    1. Chafin S., Roy M., Gerin W., Christenfeld N. (2004). Music can facilitate blood pressure recovery from stress. Br. J. Health Psychol. 9 393–403. 10.1348/1359107041557020
    1. Chambers R., Gullone E., Allen N. B. (2010). Mindful emotion regulation: an integrative review. Clin. Psychol. Rev. 29 560–572. 10.1016/j.cpr.2009.06.005
    1. Cheong-Clinch C. (2009). Music for engaging young people in education. Youth Stud. Austr. 28 50–57.
    1. Dingle G. A., Gleadhill L., Baker F. (2008). Can music therapy engage patients in group cognitive behaviour therapy? Drug Alcohol Rev. 27 190–196. 10.1080/09595230701829371
    1. Eerola T., Vuoskoski J. K. (2013). A review of music and emotion studies: approaches, emotion models, and stimuli. Music Percept. 30 307–340. 10.1525/mp.2012.30.3.307
    1. Eisenberg N., Hofer C., Vaughan J. (2007). “Effortful control and its socioemotional consequences,” in Handbook of Emotion Regulation, ed. Gross J. J. (New York, NY: Guilford; ).
    1. English T., John O. P., Srivastava S., Gross J. J. (2012). Emotion regulation and peer-rated social functioning: A 4-year longitudinal study. J. Res. Pers. 46 780–784. 10.1016/j.jrp.2012.09.006
    1. Furukawa T. A., Kessler R. C., Slade T., Andrews G. (2003). The performance of the K6 and K10 screening scales for psychological distress in the Australian National Survey of Mental Health and Well-Being. Psychol. Med. 33 357–362. 10.1017/S0033291702006700
    1. Garrido S., Schubert E. (2015). Music and people with tendencies to depression. Music Percept. 32 313–321. 10.1525/MP.2015.32.4.313
    1. Greenberg L. S., Bolger E. (2001). An emotion-focused approach to the overregulation of emotion and emotional pain. J. Clin. Psychol. 57 197–211. 10.1002/1097-4679(200102)57:2<197::aid-jclp6>;2-o
    1. Gross J. J., John O. P. (2003). Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. J. Pers. Soc. Psychol. 85 348–362. 10.1037/0022-3514.85.2.348
    1. Hannesdottir D. K., Ollendick T. H. (2007). The role of emotion regulation in the treatment of child anxiety disorders. Clin. Child Fam. Psychol. Rev. 10 275–293. 10.1007/s10567-007-0024-6
    1. Hayes S. C., Strosahl K. D., Wilson K. G. (1999). Acceptance and Commitment Therapy: An Experiential Approach to Behavior Change. New York, NY: Guilford.
    1. Hevner K. (1936). Experimental studies of the elements of expression in music. Am. J. Psychol. 48 246–268. 10.2307/1415746
    1. Hides L., Kavanagh D. J., Stoyanov S. R., Dingle G., Zelenko O., Cockshaw W., et al. (2015). Music eScape a new iPhone App using Music to Assist Young People with Emotion Regulation. Report to the Young and Well Cooperative Research Centre Abbotsford.
    1. Hodges D. A., Wilkins R. W. (2015). How and why does music move us? Answers from psychology and neuroscience. Music Educ. J. 101 41–47. 10.1177/0027432115575755
    1. Holmes E. A., Geddes J. R., Colom F., Goodwin G. M. (2008). Mental imagery as an emotional amplifier: application to bipolar disorder. Behav. Res. Ther. 46 1251–1258. 10.1016/j.brat.2008.09.005
    1. Holmes E. A., Mathews A. (2010). Mental imagery in emotion and emotional disorders. Clin. Psychol. Rev. 30 349–362. 10.1016/j.cpr.2010.01.001
    1. Hunter P. G., Schellenberg E. G., Stalinski S. M. (2011). Liking and identifying emotionally expressive music: age and gender differences. J. Exp. Child Psychol. 110 80–93. 10.1016/j.jecp.2011.04.001
    1. Juslin P. N., Liljestrom S., Vastfjall D., Barradas G., Silva A. (2008). An experience sampling study of emotional reactions to music: listener, music and situation. Emotion 8 668–683. 10.1037/a0013505
    1. Juslin P. N., Liljestrom S., Västfjäll D., Lundqvist L.-O. (2010). “How does music evoke emotions? Exploring the underlying mechanisms,” in Handbook of Music and Emotion: Theory, Research, Applications Chap. 22 eds Juslin P. N., Sloboda J. A. (Oxford: Oxford University Press; ), 605–644.
    1. Juslin P. N., Västfjäll D. (2008). Emotional responses to music: the need to consider underlying mechanisms. Behav. Brain Sci. 31 559–575. 10.1017/S0140525X08005293
    1. Kessler R. C., Barker P. R., Colpe L. J., Epstein J. F., Gfroerer J. C., Hiripi E., et al. (2003). Screening for serious mental illness in the general population. Arch. Gen. Psychiatry 60 184–189. 10.1001/archpsyc.60.2.184
    1. Krumhansl C. L. (2002). Music: a link between cognition and emotion. Curr. Dir. Psychol. Sci. 11 45–50. 10.1111/1467-8721.00165
    1. Lawrence K., Campbell R., Skuse D. (2015). Age, gender, and puberty influence the development of facial emotion recognition. Front. Psychol. 6:761 10.3389/fpsyg.2015.00761
    1. Lieberman M. D., Eisenberger N. I., Crockett M. J., Tom S. M., Pfeifer J. H., Way B. M. (2007). Putting feelings into words: affect labeling disrupts amygdala activity in response to affective stimuli. Psychol. Sci. 18 421–428. 10.1111/j.1467-9280.2007.01916.x
    1. Linehan M. M. (1993). Cognitive-Behavioral Treatment of Borderline Personality Disorder. New York, NY: The Guilford Press.
    1. Loxton N. J., Mitchell R., Dingle G. A., Sharman L. S. (2016). How to tame your BAS: reward sensitivity and music involvement. Pers. Individ. Differ. 97 35–39. 10.1016/j.paid.2016.03.018
    1. McFerran K. (2010). Adolescents, Music and Music Therapy: Methods and Techniques for Clinicians, Educators and Students. London: Jessica Kingsley.
    1. McFerran K. S. (2016). Contextualising the relationship between music, emotions and the well-being of young people: a critical interpretive synthesis. Musicae Sci. 20 103–121. 10.1177/1029864915626968
    1. McFerran K. S., Saarikallio S. (2013). Depending on music to make me feel better: who is responsible for the ways young people appropriate music for health benefits. Arts Psychother. 41 89–97. 10.1016/j.aip.2013.11.007
    1. McGivern R. F., Andersen J., Byrd D., Mutter K. L., Reilly J. (2002). Cognitive efficiency on a match to sample task decreases at the onset of puberty in children. Brain Cogn. 50 73–89. 10.1016/S0278-2626(02)00012-X
    1. McLaughlin K. A., Hatzenbuehler M. L., Mennin D. S., Nolen-Hoeksema S. (2011). Emotion dysregulation and adolescent psychopathology: a prospective study. Behav. Res. Ther. 49 544–554. 10.1016/j.brat.2011.06.003
    1. Nelson N. L., Russell J. A. (2011). Preschoolers’ use of dynamic facial, bodily, and vocal cues to emotion. J. Exp. Child Psychol. 110 52–61. 10.1016/j.jecp.2011.03.014
    1. Osborne M. (2012). The psychology of music performance anxiety. Austr. J. Music Ther. 23 76–76.
    1. Papinczak Z., Dingle G. A., Stoyanov S. R., Hides L., Zelenko O. (2015). Young people’s use of music for wellbeing. J. Youth Stud. 18 1119–1134. 10.1080/13676261.2015.1020935
    1. Peltola H., Eerola T. (2016). Fifty shades of blue: classification of music-evoked sadness. Musicae Sci. 20 84–102. 10.1177/1029864915611206
    1. Randall W. M., Rickard N. S. (2014). Emotional outcomes of regulation strategies used during personal music listening: a mobile experience sampling study. Musicae Sci. 18 275–291. 10.1177/1029864914536430
    1. Ringeisen T., Raufelder D. (2015). The interplay of parental support, parental pressure and test anxiety – gender differences in adolescents. J. Adolesc. 45 67–79. 10.1016/j.adolescence.2015.08.018
    1. Ritschel L. A., Lim N. E., Stewart L. M. (2015). Transdiagnostic applications of DBT for adolescents and adults. Am. J. Psychother. 69 111–128.
    1. Russell J. A. (1980). A circumplex model of affect. J. Pers. Soc. Psychol. 39 1161–1178. 10.1037/h0077714
    1. Saarikallio S., Erkkilä J. (2007). The role of music in adolescents’ mood regulation. Psychol. Music 35 88–109. 10.1177/0305735607068889
    1. Salimpoor V. N., Benovoy M., Larcher K., Dagher A., Zatorre R. J. (2011). Anatomically distinct dopamine release during anticipation and experience of peak emotion to music. Nat. Neurosci. 14 257–264. 10.1038/nn.2726
    1. Sandstrom G. M., Russo F. A. (2011). Absorption in music: development of a scale to identify individuals with strong emotional responses to music. Psychol. Music 41 216–228. 10.1177/0305735611422508
    1. Schubert E. (1999). Measuring emotion continuously: validity and reliability of the two-dimensional emotion-space. Austr. J. Psychol. 51 154–165. 10.1080/00049539908255353
    1. Segal Z. V., Williams J. M. G., Teasdale J. D. (2002). Mindfulness-Based Cognitive Therapy for Depression: A New Approach to Preventing Relapse. New York, NY: Guilford.
    1. Sharman L., Dingle G. A. (2015). Extreme metal music and anger processing. Front. Hum. Neurosci. 9:272 10.3389/fnhum.2015.00272
    1. Sütterlin S., Paap M. C. S., Babic S., Kübler A., Vögele C. (2012). Rumination and age: Some things get better. J. Aging Res. 10:267327 10.1155/2012/267327
    1. Thomas L. A., De Bellis M. D., Graham R., LaBar K. S. (2007). Development of emotional facial recognition in late childhood and adolescence. Dev. Sci. 10 547–558. 10.1111/j.1467-7687.2007.00614.x
    1. Weisz J. R., Gray J. S. (2008). Evidence-based psychotherapy for children and adolescents: data from the present and a model for the future. Child Adolesc. Ment. Health 13 54–65. 10.1111/j.1475-3588.2007.00475.x
    1. Weth K., Raab M. H., Carbon C. (2015). Investigating emotional responses to self-selected sad music via self-report and automated facial analysis. Musicae Sci. 19 412–432. 10.1177/1029864915606796
    1. Wranik T., Feldman-Barrett L., Salovey P. (2007). “Intelligent emotion regulation: Is knowledge power?,” in Handbook of Emotion Regulation, ed. Gross J. J. (New York, NY: Guilford; ), 393–407.

Source: PubMed

スポンサーと協力者

医学的状態

薬物療法

3
購読する