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Dimitriadis T, Della Porta D, Perschl J, Evers AWM, Magee WL, Schaefer RS. Motivation and music interventions in adults: A systematic review. Neuropsychol Rehabil 2024; 34:649-678. [PMID: 37340969 DOI: 10.1080/09602011.2023.2224033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2022] [Accepted: 06/06/2023] [Indexed: 06/22/2023]
Abstract
ABSTRACTMusic is increasingly used in a wide array of settings, from clinical recovery to sports or well-being interventions. Motivation related to music is often considered as a possible working mechanism for music to facilitate these processes, however this has not previously been systematically evaluated. The current systematic review considered studies that involved music (therapy) interventions, together with motivation-related measures such as wanting to practise, liking the musical activities, or patient adherence to an intervention. Our objective was to examine whether music is related to increased motivation in task performance and/or rehabilitation settings, and whether this is in turn related to better clinical or training outcomes. Seventy-nine studies met the inclusion criteria, the majority of which (85%) indicated an increased level of motivation with music as compared to without. Moreover, in those studies where motivation was increased, clinical or other outcomes were improved in most cases (90%). These results support the notion of motivation as an underlying mechanism of music-based interventions, but more robust evidence is needed to ascertain which mechanisms are crucial in increasing motivation from a behavioural, cognitive, and neurobiological point of view, as well as how motivational mechanisms relate to other factors of effectiveness in music-based paradigms.
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Affiliation(s)
- Theo Dimitriadis
- Health, Medical, and Neuropsychology Unit, Institute of Psychology, Faculty of Social and Behavioural Sciences, Leiden University, Leiden, Netherlands
- Amstelring Rehabilitation Centre and Nursing homes, Amsterdam, Netherlands
| | - Delia Della Porta
- Health, Medical, and Neuropsychology Unit, Institute of Psychology, Faculty of Social and Behavioural Sciences, Leiden University, Leiden, Netherlands
- Institute of Neuroscience (IONS), Université catholique de Louvain, Woluwe-Saint-Lambert, Belgium
- Psychological Sciences Research Institute, Université catholique de Louvain, Louvain-la-Neuve, Belgium
| | - Johanna Perschl
- Health, Medical, and Neuropsychology Unit, Institute of Psychology, Faculty of Social and Behavioural Sciences, Leiden University, Leiden, Netherlands
| | - Andrea W M Evers
- Health, Medical, and Neuropsychology Unit, Institute of Psychology, Faculty of Social and Behavioural Sciences, Leiden University, Leiden, Netherlands
- Medical Delta Healthy Society, Leiden University, Technical University Delft and Erasmus University Rotterdam, Leiden, Netherlands
- Leiden Institute for Brain and Cognition, Leiden University, Leiden, Netherlands
| | - Wendy L Magee
- Boyer College of Music and Dance, Temple University, Philadelphia, PA, USA
| | - Rebecca S Schaefer
- Health, Medical, and Neuropsychology Unit, Institute of Psychology, Faculty of Social and Behavioural Sciences, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition, Leiden University, Leiden, Netherlands
- Academy of Creative and Performing Arts, Leiden University, Leiden, Netherlands
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Ellard OB, Dennison C, Tuomainen H. Review: Interventions addressing loneliness amongst university students: a systematic review. Child Adolesc Ment Health 2023; 28:512-523. [PMID: 36496554 DOI: 10.1111/camh.12614] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/19/2022] [Indexed: 12/14/2022]
Abstract
BACKGROUND Loneliness is detrimental to mental health, with university students at higher risk of feeling lonely than other population groups. However, little research has explored interventions to reduce loneliness among students. This review identifies the characteristics and effectiveness of interventions targeting university/college students. METHODS PsycINFO, Medline, ASSIA and Web of Science were searched from inception using keywords linked to 'loneliness', 'intervention' and 'students'. Relevant peer and nonpeer-reviewed English-language articles on studies implementing an intervention with loneliness as an outcome and investigating undergraduate or postgraduate students at a higher education institution were included for quality analysis and narrative synthesis. Risk of bias was assessed at both study level and at outcome level. RESULTS Twenty-eight articles were included, comprising 25 quantitative and three qualitative studies, covering 37 interventions, most implemented in the United States. Interventions were based on psychoeducation, social support groups, increasing social interaction or reflective exercises. The age of the participants (n = 2339) ranged from 17.62 to 25 (mean age 20.63) years. Evidence from the RCTs suggests that most interventions influenced loneliness outcomes, but the magnitude of the benefit is unclear. Across quantitative studies, 80% (16/20) of interventions based on either social support groups, increasing social interaction or reflective exercises, and 50% (7/14) of interventions based on psychoeducation were deemed effective in reducing loneliness. Most interventions measured quantitatively were delivered in a group setting, of which two thirds were considered effective in reducing loneliness scores, regardless of intervention. CONCLUSIONS Universities have a choice of interventions to help reduce loneliness among students either on campus or virtually. Ones promoting social connectedness appear to be more successful. More high-quality studies in a larger number of countries are needed, taking vulnerable student groups into consideration.
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Hunt X, Shakespeare T, Vilyte G, Melendez-Torres GJ, Henry J, Bradshaw M, Naidoo S, Mbuyamba R, Aljassem S, Suubi E, Aljasem N, Makhetha M, Bantjes J. Effectiveness of Social Inclusion Interventions for Anxiety and Depression among Adolescents: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1895. [PMID: 36767261 PMCID: PMC9914997 DOI: 10.3390/ijerph20031895] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/14/2022] [Revised: 01/16/2023] [Accepted: 01/17/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Adolescents who are socially excluded are at increased risk of mental health problems such as depression and anxiety. Promoting social inclusion could be an effective strategy for preventing and treating adolescent depression and anxiety. METHODS We conducted a systematic review of intervention studies which aimed to prevent or treat adolescent depression and/or anxiety by promoting social inclusion. Throughout the review we engaged a youth advisory group of 13 young people (aged 21-24) from Uganda, Turkey, Syria, South Africa, and Egypt. RESULTS We identified 12 studies relevant to our review. The interventions tested use a range of different strategies to increase social inclusion and reduce depression and anxiety, including social skills training, psychoeducation, teaching life skills training, and cash transfers. Pooled standardised mean differences (SMDs) based on random-effects models showed medium-to-large benefits of interventions on improving depression and anxiety symptoms (n = 8; SMD = -0.62; 95% CI, -1.23 to -0.01, p < 0.05). CONCLUSION Although there are not many studies, those which have been done show promising results that strongly suggest that social inclusion could be an important component of programmes to promote adolescent mental health.
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Affiliation(s)
- Xanthe Hunt
- Institute for Life Course Health Research, Department of Global Health, Stellenbosch University, Cape Town 7505, South Africa
| | - Tom Shakespeare
- International Centre for Evidence on Disability, London School of Hygiene and Tropical Medicine, London WC1E 7HT, UK
| | - Gabriele Vilyte
- Institute for Life Course Health Research, Department of Global Health, Stellenbosch University, Cape Town 7505, South Africa
| | | | - Junita Henry
- Institute for Life Course Health Research, Department of Global Health, Stellenbosch University, Cape Town 7505, South Africa
| | - Melissa Bradshaw
- Institute for Life Course Health Research, Department of Global Health, Stellenbosch University, Cape Town 7505, South Africa
| | - Selvan Naidoo
- Institute for Life Course Health Research, Department of Global Health, Stellenbosch University, Cape Town 7505, South Africa
| | - Rachel Mbuyamba
- Institute for Life Course Health Research, Department of Global Health, Stellenbosch University, Cape Town 7505, South Africa
| | - Shahd Aljassem
- Institute for Life Course Health Research, Department of Global Health, Stellenbosch University, Cape Town 7505, South Africa
| | - Esta Suubi
- Institute for Life Course Health Research, Department of Global Health, Stellenbosch University, Cape Town 7505, South Africa
| | - Nawar Aljasem
- Institute for Life Course Health Research, Department of Global Health, Stellenbosch University, Cape Town 7505, South Africa
| | - Moroesi Makhetha
- Institute for Life Course Health Research, Department of Global Health, Stellenbosch University, Cape Town 7505, South Africa
| | - Jason Bantjes
- Institute for Life Course Health Research, Department of Global Health, Stellenbosch University, Cape Town 7505, South Africa
- Alcohol, Tabaco and Other Drug Research Unit, South African Medical Research Unit, Cape Town 7505, South Africa
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Rodwin AH, Shimizu R, Travis R, James KJ, Banya M, Munson MR. A Systematic Review of Music-Based Interventions to Improve Treatment Engagement and Mental Health Outcomes for Adolescents and Young Adults. CHILD & ADOLESCENT SOCIAL WORK JOURNAL : C & A 2022; 40:1-30. [PMID: 36407676 PMCID: PMC9666939 DOI: 10.1007/s10560-022-00893-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 09/28/2022] [Indexed: 06/16/2023]
Abstract
Mental health disorders and suicidality are rising among adolescents and young adults (A-YA) while rates of treatment engagement remain notoriously low. Emerging research supports the potential of music-based interventions to improve mental health, but their efficacy remains unclear for A-YA. This systematic review evaluates the evidence on music-based psychosocial interventions to improve engagement in treatment and/or mental health outcomes among A-YA. This review was prospectively registered with PROSPERO and followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Twenty-six studies were extracted. There was heterogeneity of designs, populations, measures, and outcomes. A typology of music-based interventions emerged, which is characterized by combinations of three broad categories: 1) Somatosensory, 2) Social-Emotional, and 3) Cognitive-Reflective. Most interventions are Socio-Cognitive and Holistically Integrated (combines all three) followed by Socio-Somatic. All interventions involved Social-Emotional processes. Results indicate that most studies report significant effects for mental health outcomes related to social and emotional improvements and reductions of internalizing symptoms for adolescents. Few studies targeted young adults and effects on engagement were rarely measured. There is a need for more studies that use rigorous methods. This review illuminated a need for interventions that are developmentally and culturally tailored to subgroups. Finally, the field is ripe from more studies that apply experimental therapeutics to conceptualize, operationalize, and test mechanisms of change to improve the understanding of how and for whom music-based interventions work. Recommendations for embedding these innovative strategies into research and practice for A-YA are discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s10560-022-00893-x.
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Affiliation(s)
- Aaron H. Rodwin
- Silver School of Social Work, New York University, New York, NY USA
| | - Rei Shimizu
- School of Social Work, University of Alaska, Anchorage, AK USA
| | - Raphael Travis
- School of Social Work, Texas State University, San Marcos, TX USA
| | - Kirk Jae James
- Silver School of Social Work, New York University, New York, NY USA
| | - Moiyattu Banya
- Silver School of Social Work, New York University, New York, NY USA
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McCaffrey T, Higgins P, Monahan C, Moloney S, Nelligan S, Clancy A, Cheung PS. Exploring the role and impact of group songwriting with multiple stakeholders in recovery-oriented mental health services. NORDIC JOURNAL OF MUSIC THERAPY 2020. [DOI: 10.1080/08098131.2020.1771755] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
| | - Paula Higgins
- Highfield Healthcare, and Former Twilight Programme Coordinator at St. Patricks Mental Health Services, Dublin, Ireland
| | | | - Sinéad Moloney
- Novas, Dublin and Former Arts and Health Curator, Creative Arts Therapist at St. Patricks Mental Health Services, Dublin, Ireland
| | - Siobhán Nelligan
- Irish Word Academy of Music and Dance, University of Limerick, Limerick, Ireland
| | - Aoife Clancy
- Irish Word Academy of Music and Dance, University of Limerick, Limerick, Ireland
| | - Pui Sze Cheung
- Irish Word Academy of Music and Dance, University of Limerick, Limerick, Ireland
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Steffens NK, LaRue CJ, Haslam C, Walter ZC, Cruwys T, Munt KA, Haslam SA, Jetten J, Tarrant M. Social identification-building interventions to improve health: a systematic review and meta-analysis. Health Psychol Rev 2019; 15:85-112. [PMID: 31530154 DOI: 10.1080/17437199.2019.1669481] [Citation(s) in RCA: 66] [Impact Index Per Article: 13.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
There is growing evidence that social identity processes play an important role in a range of health outcomes. However, we know little about the nature and effectiveness of interventions that build social identification with the aim of promoting health. In the present research, we systematically review and meta-analyze interventions that build social identification to enhance health and wellbeing. A total of 27 intervention studies were identified (N = 2,230). Using a three-level meta-regression, results indicate that social identification-building interventions had a moderate-to-strong impact on health (Hedges g = 0.66; 95%CIs[0.34, 0.97]). Analyses revealed significant variation in intervention effectiveness as a function of its type: group-relevant decision making (g = 1.26), therapy programmes (g = 1.02), shared activities (g = 0.40), and reminiscence (g = -0.05). By contrast, there was much less variation across health outcomes: quality of life (g = 0.80), physical health (g = 0.76), self-esteem (g = 0.69), well-being (g = 0.66), (reduced) anxiety (g = 0.61), (reduced) depression (g = 0.58), cognitive health (g = 0.55), and (reduced) stress (g = 0.49). Finally, speaking to the mechanism of the interventions, interventions tended to be more effective to the extent that they succeeded in building participants' social identification with the intervention group. We discuss the theoretical and practical implications of social identification-building interventions to foster health and outline an agenda for future research and practical application.
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Affiliation(s)
- Niklas K Steffens
- School of Psychology, The University of Queensland, Brisbane, Australia
| | - Crystal J LaRue
- School of Psychology, The University of Queensland, Brisbane, Australia
| | - Catherine Haslam
- School of Psychology, The University of Queensland, Brisbane, Australia
| | - Zoe C Walter
- School of Psychology, The University of Queensland, Brisbane, Australia
| | - Tegan Cruwys
- Research School of Psychology, The Australian National University, Canberra, Australia
| | - Katie A Munt
- School of Psychology, The University of Queensland, Brisbane, Australia
| | | | - Jolanda Jetten
- School of Psychology, The University of Queensland, Brisbane, Australia
| | - Mark Tarrant
- University of Exeter Medical School, University of Exeter, Exeter, UK
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