Process Model of Emotion Regulation Integrated Musical Rhythm Interventions' Effects on Student Nurses' Anger

Summary

Aim: The study aims to determine the effect of the anger management program to be implemented by integrating the rhythm component of music with the Gross Process Model of Emotion Regulation on the anger expression and anger types of nursing students determined to be under risk through screenings.

Materials and Methods: This single-blind factorial designed randomized experimental research was conducted with three control groups. The study group consisted of third-grade students (N=67) who were determined to have scores above average from The State-Trait Anger Expression Inventory (STAXI). The study data were collected with pre-post tests and follow-up measurements using STAXI. The experimental interventions were completed in five sessions after pilot study with a specialist. The data were analyzed using one-way and two-way variance analyses (4x3 Factorial ANOVA). Effect size was measured with ε\^2.

Conditions

• Anger

Interventions

BEHAVIORAL

Gross's Process of Emotion Regulation Model Interventions

Interventions were based on Gross's Process Model which include the basis concepts of cognitive-behavioral therapy and carried on with five semi-structured sessions. Cognitive-behavioral theories accept the existence of a thought process (attention-perception-interpretation) that appears in the mind about the event just before the anger emerges. Therefore, anger studies with cognitive-behavioral approach generally proceed with the steps of gaining awareness about this concealed thought, identifying behavioral response and avoidance attitudes and thus regulating emotion. It consists of five 90-minute group sessions structured in this context. While being an accredited cognitive behavioral therapist, investigator have qualified to manage these approach. The effectiveness of these semi-structured sessions were evaluated by using: 1. Pretest application of STAXI 2. Taking feedback after each intervention session 3. Posttest application of STAXI 4. Follow-up test application of STAXI

BEHAVIORAL

Musical Rhythm Interventions

This musical group rhythm intervention was continued with 90 minute long five sessions. The students participated in the practice together with a music expert and lead researcher. The lead researcher took on the role of observer in these sessions. Each session was continued with warming, improvisation and targeted semi-structured rhythm practices aiming anger regulation. The effectiveness of these semi-structured sessions were evaluated by using: 1. Pretest application of STAXI 2. Taking feedback after each intervention session 3. Posttest application of STAXI 4. Follow-up test application of STAXI

BEHAVIORAL

Musical Rhythm Integrated Gross's Emotion Regulation Process Interventions

The students participated in the practice together with a music expert and lead researcher. The lead researcher ensured the integration of rhythm applications into the Process Model through cognitive-behavioral semi-structured interventions. Five semi-structured 90-minute group sessions were performed. The effectiveness of the experiment was evaluated by using: 1. Pretest application of STAXI 2. Taking feedback after each intervention session 3. Posttest application of STAXI 4. Follow-up test application of STAXI

Sponsors & Collaborators

• Ege University

  lead OTHER

Principal Investigators

• Gizem Beycan Ekitli, PhD

Study Design

Allocation

RANDOMIZED

Purpose

PREVENTION

Masking

NONE

Model

FACTORIAL

Eligibility

Min Age

20 Years

Max Age

24 Years

Sex

ALL

Healthy Volunteers

Yes

Timeline & Regulatory

Start

2018-03-21

Primary Completion

2019-05-21

Completion

2019-06-21

Countries

• Turkey (Türkiye)

Study Locations