Tuned In emotion regulation program using music listening: effectiveness for adolescents in educational settings

Dingle, Genevieve A., Hodges, Joseph and Kunde, Ashleigh (2016) Tuned In emotion regulation program using music listening: effectiveness for adolescents in educational settings. Frontiers in Psychology, 7 859: 1-10. doi:10.3389/fpsyg.2015.00859


Author Dingle, Genevieve A.
Hodges, Joseph
Kunde, Ashleigh
Title Tuned In emotion regulation program using music listening: effectiveness for adolescents in educational settings
Formatted title
Tuned In emotion regulation program using music listening: effectiveness for adolescents in educational settings
Journal name Frontiers in Psychology   Check publisher's open access policy
ISSN 1664-1078
Publication date 2016-06-07
Year available 2016
Sub-type Article (original research)
DOI 10.3389/fpsyg.2015.00859
Open Access Status DOI
Volume 7
Issue 859
Start page 1
End page 10
Total pages 10
Place of publication Lausanne, Switzerland
Publisher Frontiers Research Foundation
Collection year 2017
Language eng
Formatted 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; Mage = 14.8 years) attending an educational re-engagement program and 216 students (100% females; Mage = 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.
Keyword Emotion regulation
Emotion awareness
Music
Engagement
Adolescents
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
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