A Music Therapy Approach to Violence Prevention
for At-Risk Adolescents

Location: Oakland County
MSU Campus Partners: Frederick Tims and Jennifer Wyatt, School of Music; Jed Magen, Psychiatry
MSU Extension Partner: Thomas Schneider and Christy Hicks, MSU Extension Oakland County

In fall 1999, a FACT Coalition research project engaged at-risk teenagers in music therapy sessions to build their self-esteem and prevent violent behavior.

"Drumming for Violence Prevention," took an asset-based approach to working with at-risk youth by building on the teens' affinity to music and their creative impulses.

"There seems to be a natural connection between teenagers and music," says Jennifer Wyatt, project leader and researcher in the School of Music, "It has been suggested that music plays a role in encouraging teenagers to engage in high-risk and violent behaviors. Music therapy seeks to harness the positive effects of music in an effort to strengthen at-risk youth."

Wyatt collaborated with MSU Extension staff in Oakland County to conduct the research with students from Oak Park High School. Twenty students participated in a twelve session drumming ensemble in fall 1999. Wyatt used large African hand drums and other percussion instruments to teach the students how to play songs together and to engage in spontaneous music making.

"What excited us most about this project was the fact that music therapy builds upon the students' interests while expanding their horizons," said Christy Hicks, project partner and Extension 4-H youth agent in Oakland County. The participants had a variety of learning disabilities, attention problems and other challenging behaviors, and structure was often an issue. The sessions were meant to build skills such as listening to each other, waiting their turn, and solving problems with a group.

"Making music requires structure, and the students seemed to recognize that fact," said Hicks-Bowman, "They came to value the contributions of each group member and understand the need to operate within certain constraints to perform successfully. The positive lessons learned in music therapy carry over into other aspects of the students' lives, such as classroom behavior, motivation, and individual responsibility."

The project used an asset-based approach to support youth. "It is a brilliant approach" says Wyatt, "As a clinician, I was trained to look at the problems and try to find a solution to them. But, the kids I worked with are smart and creative -- just not always in a way that's best for the rest of us. If you can hone that, looking at their strengths instead of their deficits, it's great. It's their strengths that will help them in the future."

The project had a very low dropout rate, and Wyatt noted a marked improvement in behavior and attitude of the students who completed the sessions. Students learned to cooperate within a group setting, manage their anger, and to resolve conflict in nonaggressive ways.

"The students benefitted from an opportunity to express themselves through music, to work as a team, and to build their self-esteem as a result of their successes," says Hicks-Bowman. "There was clearly an increase in group cohesion over the course of the project. Students commented on how much they enjoyed the program, and were able to articulate some of the skills that they learned."

This research project was based on the idea that everyone has innate musical ability, and that some musical guidance can inspire self-confidence and interest in music that can be carried on for a lifetime.

"Jennifer was able to teach basic drumming skills very quickly, so that students felt they had accomplished something significant," explains Hicks-Bowman, "This inspired the students to return each week and build their skills even more. The students were excited by the program, and THAT's very exciting to those of us who work with high school-age youth on a daily basis."

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