@article{ref1,
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",
journal="Psychology of music",
year="2018",
author="Uhlig, Sylka and Jansen, Erik and Scherder, Erik",
volume="46",
number="4",
pages="568-587",
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 (<i>p</i> =.001; η<sub>p</sub><sup>2</sup> =.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.<p /> <p>Language: en</p>",
language="en",
issn="0305-7356",
doi="10.1177/0305735617719154",
url="http://dx.doi.org/10.1177/0305735617719154"
}