Adolescence, the transition from childhood to adulthood, is not always a seamless developmental stage. A major trait seen in the adolescent population is emotional dysregulation (Doak, 2012, p. 172). Adolescents are entering a phase in life in which they are given the task of identifying themselves, and for some, this may be a daunting responsibility. Additionally, adolescents are attempting to find their place in the world and may be susceptible to peer pressure (McFerran, 2010, p. 61). Researchers have defined four key elements that contribute to adolescent health: identity formation, resilience, competence, and connectedness (McFerran, 2010, p. 61).
Music therapists have identified common diagnoses seen among adolescent clients (Doak, 2012, p. 170). Emotional dysregulation may manifest itself in diagnoses such as depression, anxiety disorders, personality disorders, and less commonly schizophrenia (Doak, 2012, p. 171). According to the Substance Abuse and Mental Health Services in 2016, about 2.2 million adolescents have had at least one experience with major depressive disorder (Johnson & Heiderscheit, 2018, p. 464). Adolescents with these diagnoses or those who are exhibiting symptoms of these disorders are often struggling with the concept of self-identity and interpersonal functioning.
It has been estimated that the average adolescent spends two and a half hours daily listening to their preferred music (McFerran, 2010, p. 60). In general, adolescents use music to relax and escape reality, become in touch with oneself, foster creative thinking, connect to personal experiences, access subconscious thoughts and feelings, and as a means of communication (McFerran, 2010, p. 70). It can be assumed that adolescents listen to songs in which they can relate to on some level, and their preferred music can serve as an indication to their thought process and mood.
Music therapy has been shown to improve the social, emotional, and cognitive skills of adolescents with various diagnoses. Music therapy provides a safe environment in which adolescent clients are encouraged to engage in self-expression and self-reflection. The music therapy space allows the adolescent to develop and foster communicative patterns with the music therapist and/or peers and provides experience for relating to others (Baker & Wigram, 2005, p. 68). Music therapy can serve as a method of support and assistance in which the adolescent can identify their needs and ways to address them (Baker & Wigram, 2005, p. 68). Among this population, music therapists address emotional regulation by providing safety, support, and calming experiences while developing coping skills, self-awareness, and problem-solving skills (Doak, 2012, p. 172).
Songwriting is a technique commonly used in music therapy treatment. Although different methods exist, the act of songwriting involves creating original lyrics based on the writer’s thoughts regarding a topic. An adolescent client may initially be hesitant to engage in songwriting. However, introductory methods of songwriting exist that can allow the client to become more comfortable with the technique. An introductory method to songwriting is the Cloze procedure. This procedure uses a fill-in-the-blank method that encourages the client to provide new words for a pre-composed song (Johnson & Heiderscheit, 2018, p. 472). An additional introductory method to songwriting is piggyback songwriting. This method involves using pre-existing music to compose original verses (Johnson & Heiderscheit, 2018, p. 172).
Free-form songwriting is the process of creating an original composition in all aspects of the music (Stewart & McAlpin, 2016, p. 184). This form of songwriting is very involved, and there is often as much focus on the process of songwriting as the final product. Although the method of free-form songwriting varies, the first step usually involves brainstorming a topic (Baker & Wigram, 2005, p. 72). The topic or theme of the lyrics is usually tailored to address a difficulty the client is facing. The subsequent steps of free-form songwriting involve writing lyrics and deciding on the type of music accompaniment. The finished song allows for discussion between the music therapist and client regarding the client’s thought process regarding the lyrical content, development of the music accompaniment, and opinions regarding the final product.
Improvisational songwriting involves creating new song content in a spontaneous method. This method is designed for the client to verbalize thoughts regarding certain themes without much consideration. In this way, the music therapist and client can address the content created. The final method of songwriting is creating a song collage. This method involves taking lyrics from pre-composed songs, arranging them in a different structure, and creating a new melody (Johnson & Heiderscheit, 2018, p. 472).
An example piggyback songwriting intervention utilizes “My Fight Song” by Rachel Platten. As the song title implies, Platten describes overcoming hardships of her life and becoming empowered. Adolescent clients who are experiencing various hardships may relate to this song. This song may represent their desire to prevail over their identified struggles. Using the framework of this song, the music therapist may introduce this intervention by retaining the original chorus, but providing opportunity for the client to create personalized verses. These verses can describe what the client desires to overcome or gain control over.
The process of songwriting provides adolescent clients with an effective means of self-expression and self-awareness (Baker & Wigram, 2005, p. 68). Songwriting can serve to empower the client and foster independence. The music therapist assists the client throughout this process by offering empathy, support, and validation. The four key elements of adolescent health can be addressed and fostered through songwriting interventions. Songwriting provides an adolescent with insight into their own thoughts and identity. Songwriting allows the client to discuss coping skills and problem solving skills through composing lyrics. Finally, songwriting in the music therapy setting provides the client with a safe, supporting environment to flourish.
This period of uncertainty caused by COVID-19 has affected our society in many ways. For the majority of adolescents, their school has either transitioned to online learning or ended completely for the school year. Memorable high school events, such as graduation and prom, have been canceled. Their normal daily life has been completely altered for the foreseeable future. It is important for our adolescents to explore their feelings during this pandemic and to have their feelings validated. Songwriting is an excellent way to foster self-expression, collect and organize thoughts, and maintain creativity. Music therapy telehealth sessions can allow adolescent clients to retain their therapeutic relationship and continue to have an outlet for self-expression.
-Jasmine Bailey, Music Therapy Intern
References
Derrington, P. (2005). Teenagers and songwriting: Supporting students in a mainstream secondary school. In F. Baker and T. Wigram (Eds.), Songwriting: Methods, techniques and clinical application for music therapy clinicians, educators, and students (pp. 68-81). Jessica Kingsley.
Doak, B. (2012). Children and adolescents with emotional and behavioral disorders in an inpatient psychiatric setting. In L. Eyre (Ed.), Guidelines for music therapy practice in mental health (pp. 168-204). Barcelona Publishers.
Johnson, K., & Heiderscheit, A. (2018). A survey of music therapy methods on adolescent inpatient mental health units. Journal of Music Therapy, 55(4), 463-488.
McFerran, K. (2010). Adolescents, music and music therapy: Methods and techniques for clinicians, educators and students. Jessica Kingsley.
Stewart, R., & McAlpin, E. (2016). Prominent elements in songwriting for emotional expression: An integrative review of literature. Music Therapy Perspectives, 34(2), 184-190.