Wk 7 - Music Therapy

Question 1

What is music therapy? (x1)

Answer 1

Emerging sub-discipline of psychology that considers how people learn and perform music, and how we perceive and respond to music

Question 2

What areas of psych does music therapy adopt theories and techniques from? (x6)

Answer 2

Experimental, 
Cognitive, 
Neuroscience, 
Developmental, 
Educational and 
Clinical

Question 3

Who can apply music therapy? (x2)

Answer 3

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

Question 4

What do studies how as the most common motives for listening to music? (x5)

Answer 4

To change emotions
To release emotions
To match their current emotion
To enjoy or comfort themselves
To relieve stress

Question 5

Music listening is universal across… (x4)

Answer 5

Age groups,
Cultures,
Music genres,
Listener traits

Question 6

What are the two axes in Russell’s circumplex model of emotion (1980)?

Answer 6

y-axis - arousal

x-axis - pleasure (displeasure on negative side)

Question 7

Give egs of five emotions that fall in the hi arousal, low pleasure quadrant of Russells’s circumplex model of emotion

Answer 7

Frustrated 
Annoyed
Angry
Afraid
Alarmed

Question 8

Give egs of five emotions that fall in the hi arousal, hi pleasure quadrant of Russells’s circumplex model of emotion

Answer 8

Pleased
Happy
Delighted
Astonished
Excited

Question 9

Give egs of five emotions that fall in the low arousal, high pleasure quadrant of Russells’s circumplex model of emotion

Answer 9

Sleepy
Relaxed
Calm
Serene
Content

Question 10

Give egs of four emotions that fall in the low arousal, low pleasure quadrant of Russells’s circumplex model of emotion

Answer 10

Tired
Bored
Depressed
Miserable

Question 11

Russell asked Ps to rate music on which two scales?

Answer 11

Valence of emotional response - Very unpleasant to very pleasant, 1 to 5
Energy level after hearing - sedated to excited, 1 to 5

Question 12

What features of music affect their impact on arousal? (x8)

Answer 12

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

Question 13

Juslin et al 2008 conducted an Experience Sampling Method study into music and emotion, involving… (x2)
Which found that… (x2)

Answer 13

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

Question 14

Juslin et al 2008 Experience Sampling Method study into music and emotion identified what three variables that affected music and emotion?

Answer 14

Musical elements
Individual listener variables
Contextual variables

Question 15

Wha 8 mechanisms link music with emotional response (in descending order of impact)

Answer 15

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

Question 16

Dingle et al conducted a study into music and mood involving… (x3)

Answer 16

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)

Question 17

Dingle et al conducted a study into music and mood which found… (x4)

Answer 17

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

Question 18

Dingle et al’s Music Affective Response Scale was designed to…(x3)
Finding that… (x1)

Answer 18

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

Question 19

What are three mental health characteristics of the 15-25yo demographic?

Answer 19

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

Question 20

Why might music be useful for enhancing the well-being of young people? (x3)

Answer 20

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

Question 21

What are four pieces of evidence for the use of music in enhancing young people’s well-being?

Answer 21

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

Question 22

What were the aims of Papinczak et al’s study into young people’s uses of music for wellbeing? (x2)

Answer 22

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

Question 23

Phase 1 of Papinczak et al’s study into young people’s uses of music for wellbeing involved… (x4)

Answer 23

11 20 yearo-olds
3 x 2hr Focus Group interviews
Qualitative analysis of transcription by three researchers

Question 24

Phase 1 of Papinczak et al’s study into young people’s uses of music for wellbeing supported what model? (x4)

Answer 24

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

Question 25

Phase 2 of Papinczak et al's study into young people's uses of music for wellbeing involved... (x4) Finding that... (x2)

Answer 25

``` 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 ```

Question 26

What were the aims and method of Shannon and Dingle's Music to help young people with assignment anxiety (x2)

Answer 26

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

Question 27

What is the definition of academic anxiety? (x1) | Which entails what 3 components? (plus eg finding)

Answer 27

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)

Question 28

What were the measures used in Shannon and Dingle's Music to help young people with assignment anxiety (x3)

Answer 28

Subjective ratings of emotional arousal and valence on a 7-point Likert scale Subjective ratings of urge to procrastinate Skin conductance responses / minute

Question 29

What was the procedure used in Shannon and Dingle's Music to help young people with assignment anxiety (x3)

Answer 29

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

Question 30

What were the results in Shannon and Dingle's Music to help young people with assignment anxiety (x3, x1, x2, x2)

Answer 30

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

Question 31

What were the conclusions in Shannon and Dingle's Music to help young people with assignment anxiety (x4)

Answer 31

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

Question 32

What is the evidence/Thompson et al's Arousal-Mood theory? (x3)

Answer 32

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

Question 33

What were the aims of Sharman and Dingle's Metal Music and Anger Processing study? (x2)

Answer 33

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

Question 34

Sharman and Dingle's Metal Music and Anger Processing study involved... (x6)

Answer 34

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

Question 35

Sharman and Dingle's Metal Music and Anger Processing study found... (x3)

Answer 35

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

Question 36

Sharman and Dingle's Metal Music and Anger Processing study concluded... (x5)

Answer 36

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

Question 37

What is Tuned In? (x3)

Answer 37

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

Question 38

What are the non-response rates for CBT in young people with mental health issues? (x3)

Answer 38

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

Question 39

What are four possible barriers to CBT in young people? | And one proposed solution?

Answer 39

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

Question 40

When Baker, Gleadhill and Dingle added music therapy to group CBT for substance use they found that... (x3)

Answer 40

Evoked pos and neg emotions To a high degree Was well tolerated and enjoyed

Question 41

What is the definition of emotion regulation? (x2)

Answer 41

Set of processes by which individuals influence which emotions they experience, and When and how these emotions are experienced and expressed

Question 42

What is required for effective emotion regulation? (x3)

Answer 42

Awareness of own emotions Ability to identify emotions Strategies to manage emotions that are unsuited to the context

Question 43

Tuned In used what three activities to enhance emotional response to music?

Answer 43

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

Question 44

Dingle's study into the effectiveness of/engagement in Tuned In involved... (x8)

Answer 44

``` 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 ```

Question 45

Dingle's study into the effectiveness of/engagement in Tuned In found... (x4)

Answer 45

Significant diffs for Strategies and Clarity Near sig for Awareness and Total Consistent weekly improvement in emotion ratings Good engagement and perceived utility

Question 46

Dingle's study into the effectiveness of/engagement in Tuned In concluded... (x3)

Answer 46

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)

Question 47

Dingle et al's Qualitative study of Music use in adults in rehabilitation involved... (x3)

Answer 47

N=106 attending WeHelpOourselvess in QLD, NSW. Aged 18=60 years 54% had been previously treated for a mental health problem

Question 48

What questions did Dingle et al's Qualitative study of Music use in adults in rehabilitation seek to answer? (x4)

Answer 48

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?

Question 49

Dingle et al's Qualitative study of Music use in adults in rehabilitation found... (x4)

Answer 49

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

Question 50

What are the theoretical implications of Dingle et al's Qualitative study of Music use in adults in rehabilitation? (x5)

Answer 50

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?

Question 51

Dingle et al's Music as an auditory cue for emotions and cravings in adults with substance use disorders study involved... (x3)

Answer 51

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)

Question 52

Dingle et al's Music as an auditory cue for emotions and cravings in adults with substance use disorders study found... (x3)

Answer 52

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