The USDB Health Music Program targets emotional and mental health. It is designed for students and teachers in school settings and at home. Individual training is now available for classroom curriculum, professional development, teacher and family self-care.

  • Genote is focused on offering Health Music to all USDB students, teachers, and families.

  • Genote provides teachers with non-invasive and effective tools for the betterment of special education.

  • By filling out the questionnaire, you can help improve the USDB Health Music library.

Over 30 years Genote has developed and tested music protocols (Health Music) for targeted outcomes. Emotional Regulation, Sleep Hygiene, and Compassion Fatigue are focus areas for Education, Special Education and Mental Health organizations. Health Music has been tested in schools, clinics, and professional athletic organizations since 2012 both domestically and internationally.

Clinical trials and pilots have been launched in the US and Europe. Independent evaluations show that across four-week pilots, participants self-reported lower levels of stress and improved sleep outcomes, among other significant results.

Please submit the questionnaire below.

Students, teachers and families regularly confront stressful situations. As each of them is committed to the best education, teachers, students and their families are required to deal with anxiety, depression, and insomnia. Untreated, these conditions can spiral into dangerous, negative consequences.

Health Music has been shown to lower levels of stress and anxiety and improve sleep outcomes safely. The music protocols are identified by groups and symptoms; the implementation is flexible, allowing for personalization and for use across a wide variety of settings and situations.

Teacher Self Care

Before adopting music protocols for the classroom, individual teachers can experience the benefits of Health Music via an individual free access to the Health Music App. Through the music protocols, and proper listening techniques, teachers can observe and evaluate its effects. Please, write to desk@genotelab.com (Subject: USDB) and request the free link to Genote.

Classroom Use

Using Health Music for a classroom is easy with basic knowledge of music and music protocols.  Developing effective classroom dynamics will require some experimentation. Teachers report that through minimal effort, students become attentive and calm. In acute situations, Health Music has proven to be especially effective.

To help improve Health Music library, fill out the questionnaire

USDB Health Music Questionnaire

Your honest feedback is important in order to personalize and improve Health Music to best help teachers and students. Your answers will be kept completely confidential.

Access to the Music

A free account is provided to all teachers and students currently enrolled in one of the programs of USDB. Access is granted for the entire School Year.

Change

Using Genote takes change, meaning you need a bit of persistence.  By listening to Health Music every day, you can develop personal and professional tools to successfully implement Genote in your classroom. At the beginning of your experience, take your time, be patient and commit yourself to develop the necessary routine. Share your experience with your classroom and your loved ones and see your sense of well-being change and improve. That alone will become an important asset for your entire classroom. 

Select a time 

Whether you are using Genote for yourself or for the entire classroom, find a time when you can listen and focus on the present moment. Select your music protocol and experience the emotional, cognitive, biological and psychological stimuli built into Health Music. See the change happen for your students as well. Meaningful educational and health outcomes will be determined by consistent listening.

 

Your senses will help you

Identify a time or a setting to listen to Genote Health Music. The class dynamics, the surroundings are fundamental to help you establish a new routine and increase the value of your experience. Sense of safe, individual and group space will determine how your senses can be stimulated and how effectively new habits can be developed. 

How to listen

Listening to Health Music requires the right posture. See that you and your students are comfortable while the music is playing. Focus and help the students focus on their breathing. Allow sufficient time to focus on the experience. This is a simple exercise that can help you and your students grow new skills.    

Set the right volume

Volume is an important factor that will help you and your classroom achieve results. Selecting the right volume can vary depending desired outcomes. Listen to Health Music at a quiet (soft conversation) volume; for goals such as focus, and regulation the volume needs to be higher. For optimal results, we suggest using quality speakers.

 

FAQ's

  • WHAT ARE HEALTH MUSIC™ PROTOCOLS?

Each Health Music™ is a therapeutic protocol for outlined clinical targets. The sound files are originally produced and recorded by elite musicians and sound technicians according to the standards our algorithm requires to treat specific areas of health and wellness.

  • HOW IS GENOTE DIFFERENT?

Compared with other music services, the Genote Health Music Library is designed to produce health results. Although we encourage you to still listen to your favorite music, entertainment is not at the core of what we offer. Genote focuses on therapeutic results brought about by our unique history, expertise, and focus. 

  • HOW IS THE MUSIC CHOSEN?

The music has been chosen by the Music Artificial Intelligence Technology developed by Genote.  It combines the knowledge of previous research on music and medicine, expert musicians, medical, and psychological expertise to organize and select Health Music Protocols that target specific illnesses.

  • HOW SHOULD I USE GENOTE™ MUSIC FOR MAXIMUM EFFECT?

Our music was first tested in hospitals and therapeutic centers, where patients were able to follow a consistent listening schedule. Additionally, Genote™ Health Music is generally most effective after an adult or baby’s basic needs are fulfilled. 


References 

1. Jespersen K.V., Koenig J., Jennum P., Vuust P., 2015. Music for insomnia in adults (Review). Cochrane Library: Database of Systematic Reviews.

2. Gerrit, d.N., 2013. A Meta-Analysis on the effect of music - assisted relaxation on sleep quality across the lifespan. Journal of Sleep Disorders: Treatment and Care.

3. Pelletier, C.L., 2004. The effect of music on decreasing arousal due to stress: a meta-analysis. J Music Ther.

4. Fukui, H., Yamashita, M., 2003. The effects of music and visual stress on testosterone and cortisol in men and women. Neuroendocrinology letters 24, 173.

5. Khalfa, S., Bella, S.D., Roy, M., Peretz, I., Lupien, S.J., 2003. Effects of relaxing music on salivary cortisol level after psychological stress. Annals of the New York Academy of Sciences 999, 374-376.

6. Knight, W.E., Rickard, N.S., 2001. Relaxing music prevents stress-induced increases in subjective anxiety, systolic blood pressure, and heart rate in healthy males and females. J Music Ther 38, 254-272.

7. Arthur Harvey, Dr., 1997. An intelligence view of music education. Hawaiian Music Educators Association Bulletin, February issue of Leka Nu Hou. University of Hawaii.

8. Karageorghis, C.I., Priest, D.L., 2012a. Music in the exercise domain: a review and synthesis (Part I). International Review of Sport and Exercise Psychology 5, 44-66.

9. Cepada, M., Carr, D., Lau, J., Alvarez, H., 2006. Music for pain relief. Cochrane Database Systematic Review 2.

10. Koelsch, S., Fuermetz, J., Sack, U., Bauer, K., Hohenadel, M., Wiegel, M., Kaisers, U.X., Heinke, W., 2011. Effects of music listening on cortisol levels and propofol consumption during spinal anesthesia. Frontiers in Psychology 2.

11. Koelsch, S., and Stegemann, T., (2012). The brain and positive biological effects in healthy and clinical populations. In Music, Health, and Wellbeing (MacDonald, R.A.R. et al., eds), Oxford University Press 436-456. 

12. Rudin, D., Kiss, A., Wetz, R., Sottile, V., 2007. Music in the endoscopy suite: a meta-analysis of randomized controlled studies. Endoscopy 39, 507-510.