Theory-Guided Music-Based Program to Facilitate Inclusive Emotion Regulation Skills Development in University Students

Abstract

The success of Higher Education as an effective learning environment rests on establishing an inclusive context that promotes life-long learning opportunities. Psycho-social skills are considered fundamental competencies for youth development: crucial for individuals' academic achievement, mental health, and life success. Although universal skills development programs have produced promising findings, there are several challenges in effectively providing such services to the wide student population. There is growing literature indicating the potential of incorporating music strategies and music-based intervention as an effective medium for these programs integrated into the universal academic pathway. This chapter presents the rationale and the development pathway of an enhanced (standard + music) classroom-based Emotion Regulation skills training to meet the diverse needs of university students. Through a multiphase method, we present data from three pilot single-arm studies on the acceptability and preliminary effectiveness of the program on students' adaptive emotion regulation.