Tuned In: The effectiveness for young adults of a group emotion regulation program using music listening

This article presents a description and pilot evaluation of Tuned In, a brief group intervention using music listening to teach young people emotional awareness and regulation skills. The program is underpinned by a two-dimensional (valence and arousal) model of emotion and activities to enhance participants’ emotional responses while listening to music. The four-session program was piloted with 51 university students aged 18–25 years (67% female). Approximately a third of the sample was above the normal range for depression, anxiety or stress symptoms. Participants were randomly assigned to Tuned In or a wait-list control. Tuned In involved groups of around eight participants with two psychologist facilitators. Tuned In participants experienced greater improvement in emotional awareness and clarity and total emotion regulation than controls. Weekly ratings pooled for the entire sample (after the wait-listed participants had completed Tuned In) indicated significant improvements over time in emotional awareness, ability to name emotions, and ability to regulate emotions. Ratings of engagement were high and the overall attendance rate was 98%. Tuned In shows promise as a brief emotion regulation intervention for young adults.

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I Get Knocked Down but I Get Up Again: The Effects of Listening to Music When Sad on Young Adults

10.31234/osf.io/hkqcs ◽

2018 ◽

Cited By ~ 1

Author(s):

Joel L Larwood ◽

Genevieve Dingle

Keyword(s):

Young Adults ◽

Emotion Regulation ◽

Research Finding ◽

Emotional State ◽

Music Listening ◽

Random Assignment ◽

Regulation Process ◽

Baseline Levels ◽

The Impact ◽

Sad Music

*THIS PAPER HAS NOT YET BEEN PEER REVIEWED* Listening to music is a strategy many people use to regulate their emotions, especially sadness. However, there is disagreement about whether listening to music is a healthy way to regulate emotions, with some research finding that sad music worsens a sad state, especially for people high in rumination. To further explore the immediate consequences of music listening when sad 128 young adults (41% male, aged 18 to 25 years) were induced into a sad emotional state prior to random assignment to listening of either self-selected music, experimenter-selected sad music, or no music. Results revealed that listening to either self-selectedor experimenter-selected music led to a decrease in sadness. No difference was found between groups at post-listening. However, participants who listened to self-selected music reported a return to baseline levels of sadness, while this did not occur for participants who listened to experimenter-selected or were in the no music control. Rumination was also measured but did not moderate the impact of music listening on sadness for either musiccondition. Furthermore, there was no impact of rumination on participants’ perceptions of sadness in music. These results support the notion that listening to sad music does not worsen a sad state—even for those high in rumination—although it does appear to slow the emotion regulation process in cases where sad music is not self-selected.

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Traumatic stress symptoms after the November 13th 2015 Terrorist Attacks among Young Adults: The relation to media and emotion regulation

Comprehensive Psychiatry ◽

10.1016/j.comppsych.2017.02.015 ◽

2017 ◽

Vol 75 ◽

pp. 68-74 ◽

Cited By ~ 14

Author(s):

Emmanuel Monfort ◽

Mohammad Hassan Afzali

Keyword(s):

Young Adults ◽

Emotion Regulation ◽

Traumatic Stress ◽

Terrorist Attacks ◽

Stress Symptoms

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Both Individual and Group-Based Neuropsychological Interventions of Dyslexia Improve Processing Speed in Young Adults: A Randomized Controlled Study

Journal of Learning Disabilities ◽

10.1177/0022219419895261 ◽

2019 ◽

Vol 53 (3) ◽

pp. 213-227

Author(s):

Johanna M. Nukari ◽

Erja T. Poutiainen ◽

Eva P. Arkkila ◽

Marja-Leena Haapanen ◽

Jari O. Lipsanen ◽

...

Keyword(s):

Young Adults ◽

Processing Speed ◽

Group Intervention ◽

Self Report ◽

Control Group ◽

Cognitive Symptoms ◽

Wait List ◽

Wait List Control Group ◽

Post Intervention ◽

Wait List Control

Effectiveness of individual and group-based neuropsychological interventions on cognitive aspects of dyslexia in young adults was evaluated. Dyslexic adults were randomly assigned into individual intervention ( n = 40), group intervention ( n = 40), or wait-list control group ( n = 40). The interventions focused on cognitive strategy learning, supporting self-esteem, and using psychoeducation. Cognitive performance and symptoms were assessed via psychometric testing and self-report questionnaires at baseline, after the intervention/wait-list control time at 5 months and at 10 months. And, 15 months post intervention long-term status was checked via mailed inquiry. Wait-list control group also received an intervention after the 5-month control period. No significant effects were found in primary self-report outcome measures. Both interventions had a positive effect on a measure of processing speed and attention and the effect remained after the 5-month follow-up period. In self-reported cognitive symptoms, a positive trend was evident in self-reported reading habits. Furthermore, minor self-evaluated benefits reaching up to 15 months post intervention were found. There were no significant differences between the results of individual and group intervention as both interventions improved cognitive performance. The results indicate that a structured neuropsychological intervention could be effective in ameliorating dyslexia-related cognitive symptoms in young adults.

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Sex and Emotion Regulation Difficulties Contribute to Depression in Young Adults With Attention-Deficit/Hyperactivity Disorder

Psychological Reports ◽

10.1177/0033294120918803 ◽

2020 ◽

pp. 003329412091880

Author(s):

Janelle Welkie ◽

Dara E. Babinski ◽

Kristina A. Neely

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Young Adults ◽

Emotion Regulation ◽

Attention Deficit ◽

Emotional Awareness ◽

Emotion Regulation Strategies ◽

Limited Access ◽

Hyperactivity Disorder ◽

Regulation Strategies ◽

Goal Directed Behavior

Many young adults with attention-deficit/hyperactivity disorder (ADHD) are at risk for depression. Yet, questions remain about factors associated with the development of depression in young adults with ADHD. This study examined the effects of sex and emotion regulation difficulties on depression in a sample of young adults with ( n = 172) and without ( n = 730) ADHD. Two aspects of emotion regulation difficulties were examined—impairments in emotional insight (i.e., lack of emotional awareness, nonacceptance of emotion, and lack of emotional clarity) and impairments in behavioral response to emotion (i.e., impulse control difficulties, difficulties engaging in goal-directed behavior, and limited access to emotion regulation strategies). Significant correlations between ADHD and all indices of emotion regulation difficulty emerged. Sex moderated the association between ADHD and lack of emotional awareness, difficulties engaging in goal-directed behavior, and limited access to emotion regulation strategies. Specifically, ADHD was significantly associated with limited emotion regulation awareness for women but not men, while ADHD was associated with greater difficulties engaging in goal-directed behavior and limited access to emotion regulation strategies for women compared to men. These three areas of emotion regulation dysfunction simultaneously mediated the association between ADHD and depression. The findings indicate the importance of considering emotion regulation and sex in understanding depression in young adults with ADHD.

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Profiles of home violence and posttraumatic stress symptoms among young adults: Distinguishing between trauma and adversity using latent class analysis.

Psychological Trauma Theory Research Practice and Policy ◽

10.1037/tra0000973 ◽

2020 ◽

Author(s):

Shane W. Adams ◽

Maureen A. Allwood

Keyword(s):

Young Adults ◽

Latent Class Analysis ◽

Posttraumatic Stress ◽

Latent Class ◽

Posttraumatic Stress Symptoms ◽

Class Analysis ◽

Stress Symptoms

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Investigating the relationship between pre-service early childhood teachers emotional awareness levels and their emotion regulation strategies

European Journal of Research on Education ◽

10.15527/ejre.201426268 ◽

2014 ◽

Vol 2 (2) ◽

pp. 229-229

Author(s):

Ebru Ersay ◽

Didem Türkoğlu ◽

Keziban Büşra Kaynak

Keyword(s):

Early Childhood ◽

Emotion Regulation ◽

Early Childhood Teachers ◽

Emotional Awareness ◽

Emotion Regulation Strategies ◽

Regulation Strategies ◽

The Relationship

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Induced Empathy Moderates Emotional Responses to Expressive Qualities in Music

Musicae Scientiae ◽

10.1177/1029864920974729 ◽

2020 ◽

pp. 102986492097472

Author(s):

Katherine O’Neill ◽

Hauke Egermann

Keyword(s):

Ecological Validity ◽

Emotional Responses ◽

Control Group ◽

Causal Mechanism ◽

Music Listening ◽

Psychological Mechanisms ◽

Priming Paradigm ◽

Valence And Arousal ◽

Experimental Group

Recent research has explored the role of empathy in the context of music listening. Here, through an empathy priming paradigm, situational empathy was shown to act as a causal mechanism in inducing emotion, although the way empathy was primed had low levels of ecological validity. We therefore conducted an online experiment to explore the extent to which information about a composer’s expressive intentions when writing a piece of music would significantly affect the degree to which participants reportedly empathise with the composer and in turn influence emotional responses to expressive music. A total of 229 participants were randomly assigned to three groups. The experimental group read short texts describing the emotions felt by the composer during the process of composition. To control for the effect of text regardless of its content, one control group read texts describing the characteristics of the music they were to hear, and a second control group was not given any textual information. Participants listened to 30-second excerpts of four pieces of music, selected to express emotions from the four quadrants of the circumplex theory of emotion. Having heard each music excerpt, participants rated the valence and arousal they experienced and completed a measure of situational empathy. Results show that situational empathy in response to music is significantly associated with trait empathy. As opposed to those in the control conditions, participants in the experimental group responded with significantly higher levels of situational empathy. Receiving this text significantly moderated the effect of the expressiveness of stimuli on induced emotion, indicating that it induced empathy. We conclude that empathy can be induced during music listening through the provision of information about the specific emotions of a person relating to the music. These findings contribute to an understanding of the psychological mechanisms that underlie emotional responses to music.

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