Recovery

Community & care

An engaging, music-based way to teach coping, decision-making and protective factors; it supports recovery engagement and peer support and reduces stigma.

We support prevention and protective factors, coping and decision-making skills, peer-support engagement, recovery support, and reduced risk behaviors with the SEL books, keynotes, and the music recording program.

FAQs

Straight answers.

As a route to emotional content that people in early recovery often cannot reach through direct discussion. The material builds vocabulary and practice around identifying and sitting with emotional states rather than acting on them.
No. It is educational and expressive material suitable for peer support and recovery education settings. It is not a treatment protocol and should not be represented as clinical programming.
Yes. The advanced edition is written for adult readers, which matters here — most social-emotional material is written for children and does not land with adults in recovery.
Yes, and that is the more common use. Each participant has their own consumable copy, with the group discussion carrying the work.
The teen advanced edition fits recovery high school settings, where students are managing both recovery and the ordinary demands of adolescence. Programs also use it alongside dropout prevention and attendance work, since those populations overlap heavily.
Yes. Recording gives people in recovery a way to work with their own experience without being required to disclose it to a group, and it fills unstructured time with something that produces a result. It is expressive and educational programming, not clinical treatment. Peer support and recovery education settings are the fit.
No. We send our own staff to run the programming. We do not train your staff to run it. Recording and production is a skill set, not a procedure. Trying to hand it off in a few hours would be like teaching a doctor to perform surgery in an afternoon — you would get a session that technically happened and a result nobody wants to hear. Peer support staff are in the session. We run it.
No. We are supplemental. We do not replace your SEL curriculum, your trauma-informed practice, or any program you already have in place. If you run a core SEL program, keep it — ours adds a music-based component alongside it. If you have trauma-informed protocols, training, and referral pathways, those stay in force exactly as they are. Nothing in our material substitutes for them, and our facilitators are not a substitute for your clinical, counseling, or behavioral staff. Your recovery support model, peer structure, and clinical referral pathways are unaffected.
Yes. The Psychological Effects of Music interactive Wellness Experience works for recovery community events, family programming, and staff development. For people in recovery, a participatory session is a different experience from a speaker describing recovery at them.
The Psychological Effects of Music Guided Workbooks and recording Recovery-support activities.

Recovery high schools and youth recovery programs searching for at risk youth interventions or youth engagement activities ideas generally need something that fills unstructured time with a result rather than a discussion.

How this program runs

Same SIWM work. Built for Recovery.

Start with the social emotional learning books. Add a keynote. Bring a recording program when you want participants writing and performing — we produce the song and video.

Aligned with recovery-oriented priorities of hope, health, purpose and community. Creative projects support self-expression, peer connection, confidence, positive coping and meaningful participation while honoring each person’s individual recovery journey. CASEL 5 SEL competencies; SAMHSA prevention framework & protective factors; trauma-informed, strengths-based practice; National Core Arts (Music/Media Arts).

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The Psychological Effects of Music