Abstract
Adopting a mixed-methods research design, this study explored the psychological experiences of marginalized young people participating in inclusive music projects, with attention to inter- and intra-personal outcomes and underlying mechanisms. We worked with four different music projects, aimed at young people from lower socio-economic backgrounds or those with special educational needs and/or disabilities. With a total sample of 134 young people, parents, and creative practitioners, we used quantitative analyses of retrospective surveys to assess staff members’ perceptions of changes evident in individual young people (n1(total) = 99, n1(female) = 39, n1(male) = 59, n1(non-binary) = 1, mean age = 15.59). We performed thematic analysis on eleven semi-structured focus group discussions conducted with the young people (n2 = 26), their parents (n3 = 14), and staff members (n3 = 21), and 82 session reports completed by the staff members after each session. Growth over time in both intra-personal and inter-personal dimensions of functioning was observed, with qualitative data illuminating possible environmental and psychological mechanisms via two overarching themes of “ Self-Development” and “ Social Acknowledgement”. These results are collated in the model of youth empowerment, and its relevance to marginalized groups of young people is highlighted through promotion of active agency and empowerment. The model is interpreted in the light of several psychological theories of well-being, particularly self-determination theory and access-awareness-agency model, and implications for future work are discussed.
Highlights
Adopting a mixed-methods research design, this study explored the psychological experiences of marginalized young people participating in inclusive music projects, with attention to inter- and intra-personal outcomes and underlying mechanisms
The participants were 21 staff members, 14 parents, and 99 young people involved with four inclusive music projects (N = 134)
To explore the intra- and inter-personal domains of growth that young people experience as a result of inclusive music-making, and the mechanisms underlying them, we analyzed 82 session reports, ten focus groups, one interview, and 99 responses to retrospective surveys
Summary
Adopting a mixed-methods research design, this study explored the psychological experiences of marginalized young people participating in inclusive music projects, with attention to inter- and intra-personal outcomes and underlying mechanisms. Growth over time in both intra-personal and inter-personal dimensions of functioning was observed, with qualitative data illuminating possible environmental and psychological mechanisms via two overarching themes of “Self-Development” and “Social Acknowledgement” These results are collated in the model of youth empowerment, and its relevance to marginalized groups of young people is highlighted through promotion of active agency and empowerment. The role of music in nurturing adolescents’ well-being has been suggested to be of special importance, as this period of the lifespan can be associated with great emotional disturbances (Halle, 2003) and there are trends suggesting historical increases in adolescent mental health difficulties in the last two decades (Bor et al, 2014; Patalay & Gage, 2019) For these reasons, engagement with music presents a unique approach to facilitating youth well-being. This was mentioned in relation to the inclusion of minority groups, when Adderley and colleagues (2003) interviewed members of various school ensembles, who emphasized the importance of music in connecting the ethnically diverse members of the orchestra
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