The Music In Me: The Impact Of Music Therapy On Identity Development In College Students, A Phenomenological Inquiry

College students can be categorized as emerging adults and may experience transitions and feelings of instability or uncertainty. Music therapy groups may help with alleviating uncertainty while deepening identity exploration. The purpose of this study was to explore how music therapy sessions impacted the phenomenon of identity development. Primary interventions used were music presentations, music and imagery experiences, art making, and creating identity playlists. This study was a phenomenological inquiry using semi-structured interviews from which descriptions and reflections on experiences were used for analysis. Interviews were analyzed using an adapted form of McFerran and Grocke’s (2007) procedure for phenomenological analysis. The results of the analysis identified eight global meaning units related to reflection, active participation, balance, the COVID-19 pandemic and connection, music, variety in interventions, honesty, and emotional experiences. Results of the study support the presence of music and various experiences to engage in self-discovery, increase focus and engagement, and provided space for reflection and discovery of insights. Results show a variety of factors that may positively influence identity development. The group was perceived as a positive experience that helped with personal development and self-care. The findings suggest that music therapy positively impacted the identity development process for group participants.