From BK to the Dirty to the Classroom: Implementing the Use of Hip-Hop Lyricism and Spoken Word as a Therapeutic Tool for Students

• In Event: 18.044 - A #HipHopEd Compilation: Hip-Hop as Education and Knowledge of Self

Abstract

In this paper I describe the benefits of using hip hop and spoken word therapy (HHSWT) within public schools to address and respond to the vast mental health disparities in urban communities. Urban youth are less likely to receive care in comparison to their more affluent counterparts, yet are exposed to as much if not more stress than any other age group, necessitating their need to develop effective coping methods (Lin & Yusoff, 2013). In this study I examined an urban counseling program that used a hip-­‐hop rooted approach to group counseling, grounded in evidence-­‐based practices including Cognitive Behavioral Therapy. This program was developed to address the increase students’ level of comfort for engaging in self-­reflection, emotional exploration, and for accessing mental health services (i.e., school counseling), overall. The program used hip hop as a strategy for encouraging students to fully express themselves in a way that is relevant and valued within culture. The author believed by engaging in hip hop lyric writing, students would access a deeper knowledge of self. In this program, participants participated in a hip hop lyricism elective course which followed a group therapy model. Student outcome data was selected via a pre and post-­‐course survey, a mid and post-­‐course focus group, and wrote 20 emotionally themed hip hop songs.
Analysis of student lyrics and focus group interviews rendered evidence to support the use of HHSWT by school counselors to both create spaces for urban youth to tackle their emotional distress, and address the larger systemic mental health disparities that plague urban communities. Specifically, qualitative data from open-­‐ended questions, focus groups, and an analysis of written lyrics produced themes that were reduced to four categories:

• Category I— Evidencing Improvements in the Emotional Domain encompassed the themes of Demonstrating Increased Emotional Self-­Awareness, Showcasing Growth in Emotional Self-­‐Awareness, and the sample sub-­‐theme of demonstrating ability to be open with feelings;

• Category II—Evidencing Improvement in the Coping Skills Domain encompassed the themes Cultivating Newly Learned Coping Skills, Developing a Newly Learned Coping Skill, Evidencing Improved Reactions to Emotional Stress, and the sample sub-­‐theme of using hip hop lyric writing to cope with stress or negative emotion;

• Category III—Evidencing Improvement in the Self Development Domain encompassed the themes Building a Stronger Self-­‐Image, Developing a Stronger Self-­‐Image, and the sample sub-­‐theme of demonstrating a greater belief in self;

• Category IV—Responding to the Structure of the Classroom encompassed the theme Feeling Free Inside of the Classroom.

Quantitative data analysis also provided support for the use of the hip hop lyricism course with urban youth. Using paired t-­‐tests, the sample’s pre-­‐course stage of change for emotional coping had a mean score of 2.944, or closest to the preparation stage (min1= precontemplation stage, max 4= action stage, SD= 1.081); and, the post-­‐course mean score was 4.028, or the action stage (min 2, max 5, SD= .989)—which, using paired t-­‐tests (t= -­‐2.875, df = 11, p = .025).

Authors

• Qiana Spellman, Brooklyn Preparatory High School

• Ian Levy, Manhattan College