Adolescenti alla ricerca di sé e del proprio futuro: la musica rap per dare voce a sogni e paure

This paper presents educational guidance pathways that use rap music as an evocative language to foster adolescents’ self-reflection. In particular, it illustrates the “Rap Therapy” method, adapted to the educational context and implemented in third-year classes of upper secondary schools within school-to-university transition projects. A qualitative analysis of 24 rap songs produced by 510 students made it possible to investigate the guidance processes activated, according to the models proposed by Savickas (2011), Guichard (2009), and Hirschi (2010). The findings reveal a strong activation of elements related to personal reflection, future projection, confidence in one’s own abilities, and exploration, as well as a critical reworking of the relationship with one’s social context and with extrinsic values such as money and success. Rap thus emerges as an educational device capable of promoting meaningful guidance processes.