The Effect of Music and Suggestion on Defensive Driving Responses of High School Students: Implications for Music Therapy

Abstract Twenty-three high school students from a driver's education class participated using informed consent procedures. Participants answered questions related to aggressive driving behavior, and completed a standardized anger assessment form. Participants were then divided into 2 groups. Each group received counterbalanced treatment and control conditions in a driver education classroom equipped with individual driving simulators. Films containing examples of aggressive driving behavior were shown to elicit reactions from participants in the simulators, including braking and turning to avoid an accident. Instrumental music preceded by a verbal suggestion designed to relax the driver and to lower stress accompanied films during the treatment condition. A silent background with no music or suggestions was present during films during the control condition. Data were taken on driver simulator behaviors from a master control panel. Afterward, all participants completed a stress level questionnaire on each condition. Results indicated that appropriate defensive driving simulator scores were significantly higher, and significantly less stress was reported during the music/suggestion condition as compared to the silent condition scores. Implications for music therapy are discussed.