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The Impact of Music Relaxation on Affect and Relaxation of Stressed Female College

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The Impact of Music Relaxation on Affect and Relaxation of Stressed Female College The Impact of Music Relaxation on Affect and Relaxation of Stressed Female College Students A thesis presented to the faculty of the College of Fine Arts of Ohio University In partial fulfillment of the requirements for the degree Master of Music Yinglan He May 2018 © 2018 Yinglan He. All Rights Reserved. 2 This thesis titled The Impact of Music Relaxation on Affect and Relaxation of Stressed Female College Students by YINGLAN HE has been approved for the School of Music and the College of Fine Arts by Kamile Geist Associate Professor of Music Matthew Shaftel Dean, College of Fine Arts 3 ABSTRACT HE, YINGLAN, M.M., May, 2018, Music Therapy The Impact of Music Relaxation on Affect and Relaxation of Stressed Female College Students Director of Thesis: Kamile Geist Female college students have reported experiencing higher stress levels than their male counterparts. Relaxation techniques that alleviate psychological stress by helping them reach a better mental/emotional state may be more helpful for coping with stress. Music relaxation intervention in audio recorded forms were found to be effective for multi-faceted consequences of stress. However, effects of its live forms presented by a music therapist for alleviating psychological stress among female college students remain under-researched. This pilot study explored the impact of a live music relaxation intervention on female college students who self-reported as stressed (N = 31). The objectives of this study were to assess changes in five pre- and post-intervention states: negative affect, positive affect, contentment, relaxation responses, and observable relaxation responses. The focus of this study was to learn about qualitative differences in participants’ subjective experience with the intervention. Thus, self-reports were chosen to assess the aforementioned mental states. To provide insightful information for future investigations, the researcher also collected information about participants’ satisfaction levels and subjective experiences with the applied intervention. Results of the primary research questions indicate that benefits of the applied intervention for stressed female college students may be associated with decreasing states of negative affect, promoting relaxation, and relaxing muscle tension. Although positive affect scores dropped post- 4 intervention, the ten positive affect items contained higher arousal words, which might not be appropriate descriptors for the participants’ subjective experience with the applied intervention. Results of the secondary research questions indicate that all participants were either somewhat satisfied (19.4%) or very satisfied (80.6%) with the experience, and most participants (93.5%) expressed willingness to receive a comparable intervention in the future. Content analysis of their review of the intervention reveals that, during or after the intervention, the participants felt calm, relaxed, safe, and/or happy, free of worries/emotions, and their breathing deepened and/or muscle tension relaxed gradually. More than half of the participants (64.6%) noticed changes in at least one musical element or in the music. Nearly half of the participants (45.2%) commented that the auditory stimuli of the experience were positive for them. Of the 17 participants who indicated the pros and cons of a present therapist, 88.2% suggested the therapist helped with the process. Future studies that consider a complete treatment cycle with a larger sample size are recommended to build a clinical foundation for the use of music relaxation interventions/music therapy for female college students who self-report as stressed. 5 DEDICATION I dedicate this thesis to my mother, , who has been an inspiration in my life and has encouraged me in all of my pursuits with her continuous love and support. 6 ACKNOWLEDGEMENTS I would like to use this opportunity to express my heart-felt gratitude to everyone who has been generously supporting me intellectually and emotionally throughout the course of this thesis project. To my dear Dr. Kamile Geist for being very supportive and understanding throughout the process: Thank you very much for your continuous guidance and timely response to all my questions. You have been one of the best clinicians and professors I admire. Your academic guidance has been a light to help me find my way to complete this journey. To Dr. Peggy Zoccola for supporting me to complete this thesis project and providing me with the direction to see my way through the difficult issues of this topic and helpful advice: Thank you very much for sharing your intelligence and resources! To Professor Brent Beeson: Thank you for sharing your insights about this project and sharing your clinical experience and knowledge with me to help me improve the intervention and expand the conversation that kept me thinking about the issues that impact how we handle such problems in the daily clinical work. To Dr. Richard Wetzel: I appreciate your critical insights on the musical components used for the intervention and the musical materials provided for the participants. Thanks to the all professors in the music therapy department, Dr. Kamile Geist, Dr. Laura Brown, and Professor Brent Beeson, who provided excellent education, supported me to complete the study, and granted me permission to use the music therapy clinic for this study. 7 To all clinical supervisors who I have had: Thank you for your generosity in sharing your knowledge and helping me to become a music therapist. Especially, I would like to thank my internship supervisors and the patients that I had the privilege to serve at Park Nicollet Health Services. I gained more experience in practicing this type of music relaxation intervention during my time being a music therapy intern there. Special thanks to my extremely helpful, kind, and intelligent friends, particularly Kai-Jung Chen, Kathy Devecka, Yining Liu, Jinling Zhao, and Robert Neff, who have devoted their personal time to helping me with this project and offered great friendship in my college life. To my family: Thank you for encouraging me to be a kindhearted and helpful person. I will always take your inspiring words with me. Most importantly, I thank the female college students who spent time participating in this study to provide us with insightful information about the potential of using this music therapy intervention for this population. 8 TABLE OF CONTENTS Page Abstract ............................................................................................................................... 3 Dedication ........................................................................................................................... 5 Acknowledgements ............................................................................................................. 6 List of Tables .................................................................................................................... 11 List of Figures ................................................................................................................... 12 Chapter 1: Introduction ..................................................................................................... 13 Female College Student Stress and Coping .................................................................. 14 Positive Emotions and Stress ........................................................................................ 15 Music Therapy .............................................................................................................. 16 Music Relaxation and Its Application ........................................................................... 17 Live music interventions. .......................................................................................... 17 Problem Statement ........................................................................................................ 18 Purpose of the Study ..................................................................................................... 19 Research Questions ....................................................................................................... 20 Limitations of the study. ........................................................................................... 20 Definition of Terms ....................................................................................................... 21 Music therapy. ........................................................................................................... 21 Music therapy intervention. ...................................................................................... 21 Music relaxation ........................................................................................................ 21 Emotion regulation .................................................................................................... 22 Chapter 2: Literature Review ............................................................................................ 23 Psychological Stress ...................................................................................................... 23 Stress in College Students ............................................................................................. 25 Female college students. ........................................................................................... 26 Alleviating Psychological Stress by Cultivating Positive Emotions (Contentment) .... 31 Relaxation-effective
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