ABSTRACT
Music is an inherently human activity that was part of primitive societies and has evolved along with the human species. All cultures throughout human history have created music, and music in turn has served as an expression as well as an embodiment of culture. Radocy and Boyle (1988) noted the various functions of music across diverse societies as emotional expression, aesthetic enjoyment, communication, entertainment, ceremonial purposes, and religious rituals as well as more contemporary use in commercial, industrial, and therapeutic settings. Music no doubt plays a powerful role in the world of children, particularly adolescents, as evidenced by the music media industry and the influence of music pop stars. Certain styles of music, in fact, tend to be identified with the teenage culture. Music itself has naturally reinforcing qualities and can be a transformative force. It can sooth and calm as well as move and energize. Given its significance, there is an enormous, though often untapped, potential for music to be incorporated into various educational processes. There is a natural connection between music and emotions, which makes it a well-suited modality for psychoeducational programs that focus on SEL. School counselors, who are typically trained in verbal approaches, can benefit from the use of music in their clinical work. In addition, music education pro-
grams can be used as a channel for supporting emotional intelligence in diverse areas of the school environment.
