Gee Kate A, Hawes Vanessa, Cox Nicholas Alexander
Centre for Performance Science, Royal College of Music, London, United Kingdom.
School of Music and Performing Arts, Canterbury Christ Church University, Canterbury, United Kingdom.
Front Psychol. 2019 Mar 5;10:423. doi: 10.3389/fpsyg.2019.00423. eCollection 2019.
Higher Education is a period of transition. Students try out identities, develop skills, and explore their shifting sense-of-self. Recent evidence suggests an increase in mental distress in this population, pressurising in-house support schemes. Therapeutic songwriting is a music therapy technique, which can reduce mental distress and improve social engagement in a range of clinical populations; yet it is also an accessible art form, possibly an ideal vehicle for supporting students in distress. This paper examines whether participation in a weekly songwriting program could make a suitable RCT to support wellbeing within the HE environment. We used a methodologically rigorous pre-registered parallel wait-list pilot RCT design. Trial registration: ISRCTN11180007. Participants self-identifying as stressed, anxious, or depressed, or with a pre-existing mental health condition, were randomly allocated to the experimental group (5 weeks, songwriting) ( = 6) or to the wait-list control group (5 weeks, no intervention) ( = 6). Measures were taken at baseline and at the start (Time 1) and end (Time 2) of the intervention. Measures included: depression and anxiety scales, social identification, loneliness, and friendship. Change scores were calculated and a Mann-Whitney U revealed that depression levels in songwriters ( = -1.0) differed significantly from wait-list controls ( = 8.5) at T2, = 5.00, = -2.085, < 0.041, = 2.66. Songwriters' levels of social connection ( = 2.50) also differed significantly from wait-list controls ( = 3.00) at T2 = 3.00, = -2.441, < 0.015, = 0.524. There were no other significant differences between control and intervention groups. A therapeutic songwriting intervention may have individual and group level benefits for a student population, alongside possible institutional benefits in student retention. Effects may be seen within depression and social connection metrics, and future RCTs should consider expanding measures for self-efficacy, social isolation, and wellbeing. This type of program illustrates a space for cost-effective, group, face to face additions institutional mental health support provision as part of a package of support for students.
高等教育是一个过渡阶段。学生们尝试不同的身份，培养技能，并探索他们不断变化的自我认知。最近的证据表明，这一群体的心理困扰有所增加，给校内支持计划带来了压力。治疗性歌曲创作是一种音乐治疗技术，它可以减轻心理困扰，并改善一系列临床人群的社交参与度；然而，它也是一种易于接触的艺术形式，可能是支持处于困境中的学生的理想工具。本文探讨参与每周一次的歌曲创作计划是否可以成为一项合适的随机对照试验，以支持高等教育环境中的幸福感。我们采用了一种方法严谨的预先注册的平行等待列表试点随机对照试验设计。试验注册号：ISRCTN11180007。自我认定为有压力、焦虑或抑郁，或有既往心理健康问题的参与者被随机分配到实验组（5周，歌曲创作）（n = 6）或等待列表对照组（5周，无干预）（n = 6）。在基线以及干预开始时（时间1）和结束时（时间2）进行测量。测量内容包括：抑郁和焦虑量表、社会认同、孤独感和友谊。计算变化分数，曼-惠特尼U检验显示，在时间2时，歌曲创作者的抑郁水平（M = -1.0）与等待列表对照组（M = 8.5）有显著差异，U = 5.00，z = -2.085，p < 0.041，r = 2.66。在时间2时，歌曲创作者的社会联系水平（M = 2.50）与等待列表对照组（M = 3.00）也有显著差异，U = 3.00，z = -2.441，p < 0.015，r = 0.524。对照组和干预组之间没有其他显著差异。治疗性歌曲创作干预可能对学生群体在个体和群体层面都有好处，同时在学生保留方面可能对机构也有好处。在抑郁和社会联系指标方面可能会看到效果，未来的随机对照试验应该考虑扩大自我效能感、社会隔离和幸福感的测量指标。这种类型的计划说明了作为学生支持套餐一部分的具有成本效益的、群体的、面对面的补充机构心理健康支持提供的空间。
