Wk 7 - Music Therapy Flashcards
What is music therapy? (x1)
Emerging sub-discipline of psychology that considers how people learn and perform music, and how we perceive and respond to music
What areas of psych does music therapy adopt theories and techniques from? (x6)
Experimental, Cognitive, Neuroscience, Developmental, Educational and Clinical
Who can apply music therapy? (x2)
University trained professional who is registered with the Australian Music Therapy Association Inc.
Registered music therapists draw on an extensive body of research and are bound by a code of ethics that informs their practice
What do studies how as the most common motives for listening to music? (x5)
To change emotions To release emotions To match their current emotion To enjoy or comfort themselves To relieve stress
Music listening is universal across… (x4)
Age groups,
Cultures,
Music genres,
Listener traits
What are the two axes in Russell’s circumplex model of emotion (1980)?
y-axis - arousal
x-axis - pleasure (displeasure on negative side)
Give egs of five emotions that fall in the hi arousal, low pleasure quadrant of Russells’s circumplex model of emotion
Frustrated Annoyed Angry Afraid Alarmed
Give egs of five emotions that fall in the hi arousal, hi pleasure quadrant of Russells’s circumplex model of emotion
Pleased Happy Delighted Astonished Excited
Give egs of five emotions that fall in the low arousal, high pleasure quadrant of Russells’s circumplex model of emotion
Sleepy Relaxed Calm Serene Content
Give egs of four emotions that fall in the low arousal, low pleasure quadrant of Russells’s circumplex model of emotion
Tired
Bored
Depressed
Miserable
Russell asked Ps to rate music on which two scales?
Valence of emotional response - Very unpleasant to very pleasant, 1 to 5
Energy level after hearing - sedated to excited, 1 to 5
What features of music affect their impact on arousal? (x8)
Tempo - even little kids respond to pace Mode - major is happy, minor is less so Genre Timbre - sounds in the instrumentation Familiarity - associations with positive, negative memories Vocal quality Lyrics Expectancy violation - when you think its going in a particular direction, then it doesn't
Juslin et al 2008 conducted an Experience Sampling Method study into music and emotion, involving… (x2)
Which found that… (x2)
32 uni students age 20-31
Reporting music use and emotion at 7 random times/day for 2 wks
Music occured in 37% of samples, was associated more with happiness and nostalgia longing
Non musical episodes associated with anger, irritation, boredom/apathy, anxiety/fear
Juslin et al 2008 Experience Sampling Method study into music and emotion identified what three variables that affected music and emotion?
Musical elements
Individual listener variables
Contextual variables
Wha 8 mechanisms link music with emotional response (in descending order of impact)
Emotional contagion
Brainstem reflex - autonomic aversive response to disliked music
Episodic memory - positive or negative association
Imagery
Conditioning - eg theme song to favourite TV show
Lyrics
Expectancy
Appraisal - cognitive, as happy/sad etc
Dingle et al conducted a study into music and mood involving… (x3)
Online survey of 384 adults in 36 countries - 50% played/sang
9 items on whether respondents use music to explore or to change emotions based on four primary emotions (happy, sad, angry, anxious)
Dingle et al conducted a study into music and mood which found… (x4)
Most people use music to enhance positive mood states (happiness, love, and wellbeing), and to
Change negative states of sadness, anxiety and anger. Less likely to use music to fully experience anger or anxiety
No influence of current mood on music use for emotions
Dingle et al’s Music Affective Response Scale was designed to…(x3)
Finding that… (x1)
Assess sensitivity to music on two axes (positive on y and negative along x),
Under hypothesis that people are on a continuum
(thus more or less suitable for music-based intervention)
High positive and low negative (top left quadrant) are going to respond best to music therapy
What are three mental health characteristics of the 15-25yo demographic?
High risk for mental health problems and psychological distress - peak suicide risk
1 in 4 Australians aged 16- 24 experienced at least one mental disorder in past 12 months - very irregular emotions
Low levels of well-being linked to behavioural and academic problems
Why might music be useful for enhancing the well-being of young people? (x3)
Widely available and affordable, can be listened to almost anytime and anywhere
Highly important and popular among young people (average 17 hours / week)
Linked to health and well-being
What are four pieces of evidence for the use of music in enhancing young people’s well-being?
Psychological functions of music related to their psychosocial development tasks (e.g. agency, identity)
Induce positive affective states, promote relaxation
Utilized as a tool in emotion regulation
Associated with lower levels of self- reported stress
What were the aims of Papinczak et al’s study into young people’s uses of music for wellbeing? (x2)
Explore how young people use music for purpose of enhancing well-being
Investigate these uses in explaining the relationship between music and well-being via testing a proposed model
Phase 1 of Papinczak et al’s study into young people’s uses of music for wellbeing involved… (x4)
11 20 yearo-olds
3 x 2hr Focus Group interviews
Qualitative analysis of transcription by three researchers
Phase 1 of Papinczak et al’s study into young people’s uses of music for wellbeing supported what model? (x4)
Music use feeds independently into four factors:
Relationship building - connecting with group
Modifying cognitions - help concentration, reappraisal
Modifying emotions - excitement, calmness
Immersing in emotions - to get over them faster
Which then feed back into Well-being
Phase 2 of Papinczak et al’s study into young people’s uses of music for wellbeing involved… (x4)
Finding that… (x2)
125 17-25 year olds Measures of: Music consumption WEll being Relationship building Modifying cognitions Immersing in/modifying emotions Pathway to Social well-being was supported, Psychological and emotional well-being pathways weren't
What were the aims and method of Shannon and Dingle’s Music to help young people with assignment anxiety (x2)
Examine effect of Ps-selected music on students’ emotional arousal, valence, and urge to procrastinate in a simulated assignment writing session.
Random assignment to 3 conditions: music listening BEFORE writing; music listening DURING writing; and NO MUSIC control
What is the definition of academic anxiety? (x1)
Which entails what 3 components? (plus eg finding)
Defined as excessive (anticipatory rather than participatory) fear and worry about situations involving formal evaluation
Worry, physiological symptoms, and behavioural avoidance
(66% reported that procrastination was a frequent or constant source of stress)
What were the measures used in Shannon and Dingle’s Music to help young people with assignment anxiety (x3)
Subjective ratings of emotional arousal and valence on a 7-point Likert scale
Subjective ratings of urge to procrastinate
Skin conductance responses / minute
What was the procedure used in Shannon and Dingle’s Music to help young people with assignment anxiety (x3)
First perusal - Ps to read the question and accompanying abstracts in own time.
Second perusal - Ps contemplated task, made notes (5 minutes), and Ps in music before condition listened to their selected study music.
Writing phase - Ps wrote assignment plan (5 minutes), and Ps in music during condition listened to their selected study music
What were the results in Shannon and Dingle’s Music to help young people with assignment anxiety (x3, x1, x2, x2)
Emotional arousal:
Control group arousal rose all the way through, then dropped after debriefing
Music before starts to drop after first perusal
Music during start to feel better after second perusal
All groups emotional valence dropped away after writing phase
Urge to procrastinate:
Music before group dropped after first perusal
Others after second perusal
Skin conductance - opposite to expectations,
Ps who listened to music showed more SCRs than those in no music condition
What were the conclusions in Shannon and Dingle’s Music to help young people with assignment anxiety (x4)
Psratings of arousal, valence and urge to procrastinate support assignment anxiety as an anticipatory phenomenon.
Music before writing decreased subjective arousal but not urge to procrastinate
Discrepancy between subjective arousal and skin conductance
Could be stimulus effect – increased SCR when listening to preferred music
What is the evidence/Thompson et al’s Arousal-Mood theory? (x3)
Listening to self-selected music for five minutes before or while writing assignment plan can decrease subjective arousal, and
Has potential to decrease unpleasant emotional states associated with assignment writing.
Thus, participants appeared to select music that put them in an optimal zone of arousal for task
What were the aims of Sharman and Dingle’s Metal Music and Anger Processing study? (x2)
Better understand why people listen to metal/extreme music genres
Test theory that metal music CAUSES anger in a study in which anger is manipulated
Sharman and Dingle’s Metal Music and Anger Processing study involved… (x6)
45 self-identified extreme music listeners aged 18-34
Administering PANAS stress interview after:
Baseline (HR monitored throughout)
Anger induction
Music/silence phase
Final questionnaires
Sharman and Dingle’s Metal Music and Anger Processing study found… (x3)
Higher HR in music condition at Anger phase, and more so in Music phase
Big drop in hostility after Music, Music group remained higher than Silent
Feelings of inspiration much higher for Music group after Music phase
Sharman and Dingle’s Metal Music and Anger Processing study concluded… (x5)
HR was sustained (but not increased!) during music listening but decreased during silence
When angry, extreme music listeners used music to match their angry feelings
Ratings of hostility decreased equally during music and silence
Ratings of positive emotions (relaxation, inspiration) were significantly higher after music listening compared to silence
Debunks music as cause of anger - more like avenue for processing
What is Tuned In? (x3)
Brief group music emotion regulation intervention for young people
Focus on the 2-dimensional model of emotions (the arousal/pleasure axes)
Ps bring own music to share
What are the non-response rates for CBT in young people with mental health issues? (x3)
25-40% of young people with anxiety disorder don’t respond to CBT
40% of young people with depression don’t respond to CBT
Younger polysubstance users more difficult to engage in CBT treatment
What are four possible barriers to CBT in young people?
And one proposed solution?
Metacognitive ability is still developing
Literacy skills could be poor
Impulsivity
May have poor ability to recognise and process emotions
Inclusion of emotion regulation strategies
When Baker, Gleadhill and Dingle added music therapy to group CBT for substance use they found that… (x3)
Evoked pos and neg emotions
To a high degree
Was well tolerated and enjoyed
What is the definition of emotion regulation? (x2)
Set of processes by which individuals influence which emotions they experience, and
When and how these emotions are experienced and expressed
What is required for effective emotion regulation? (x3)
Awareness of own emotions
Ability to identify emotions
Strategies to manage emotions that are unsuited to the context
Tuned In used what three activities to enhance emotional response to music?
Imagery - shown to be emotion amplifier in many disorders, gives reference object for speaking about emotions/contexts
Body Sensations - attention to body movements and internal sensations evoked during music listening
Lyric analysis - explore difficult issues/feelings, cognitive/meaning and how it makes you feel
Dingle’s study into the effectiveness of/engagement in Tuned In involved… (x8)
Random assignment to 4 x 90min weekly Tuned In sessions, or WL control Measure of the Difficulties in Emotion Regulation Scale: Awareness Clarity Non-acceptance Strategies Impluse Goal
Dingle’s study into the effectiveness of/engagement in Tuned In found… (x4)
Significant diffs for Strategies and Clarity
Near sig for Awareness and Total
Consistent weekly improvement in emotion ratings
Good engagement and perceived utility
Dingle’s study into the effectiveness of/engagement in Tuned In concluded… (x3)
Tuned In shows promise as a brief emotion regulation intervention
Could be stand-alone, or combined with other education components specific to a problem or population
(e.g. Self harm, substance abuse, body image and eating, etc)
Dingle et al’s Qualitative study of Music use in adults in rehabilitation involved… (x3)
N=106 attending WeHelpOourselvess in QLD, NSW.
Aged 18=60 years
54% had been previously treated for a mental health problem
What questions did Dingle et al’s Qualitative study of Music use in adults in rehabilitation seek to answer? (x4)
What are clients listening to?
Do Ps listen to different music when using substances compared to in recovery?
Do particular genres/songs evoke an urge to use substances?
If so, what kind of music and what is the mechanism?
Dingle et al’s Qualitative study of Music use in adults in rehabilitation found… (x4)
Genre preference descending order: Metal, alternative, rock, rap, RnB, electronic
38% listened differently when using vs in rehab - taste and care factor diffs
43% said specific songs trigger an urge to use - episodic/emotion memories
Client perceptions of music in recovery are positive
What are the theoretical implications of Dingle et al’s Qualitative study of Music use in adults in rehabilitation? (x5)
Music is auditory cue for cravings and emotions:
Club music & ecstasy
Reggae music & cannabis
Rock music and alcohol
Could be used in cue exposure treatment?
Dingle et al’s Music as an auditory cue for emotions and cravings in adults with substance use disorders study involved… (x3)
19 adults in rehab, 19 control
With pre-study music use only differing on measures of ‘improving sadness’ and ‘calming anger’
Music stimuli: given relaxing, happy, sad classical music, plus 2 x self-selected (urge and clean song)
Dingle et al’s Music as an auditory cue for emotions and cravings in adults with substance use disorders study found… (x3)
Substance dependent individuals have less variable responses to relaxing, sad, happy classical music than controls
Blunted response to happy music
Cravings increased and then decreased after listening to self selected music
