Abstract
Abstract Social inclusion is considered to be a key element in maintaining a balanced society (such as in preventing high rates of unemployment). Music and arts programmes in communities have been found to facilitate feelings of social inclusion in citizens, in particular amongst the youth. The exact influence of such activities on social inclusion is not known, however, nor are there any formal, empirically-tested comprehensive assessment instruments for the concept. The current study (see footnote 1) explored the connections between children’s musical backgrounds and their feelings of social inclusion, as well as developed and tested an instrument for assessing social inclusion with children. Data were gathered with 110 8-11year-old children in the UK and Finland. Statistical analysis was carried out on the social inclusion instrument in order to assess its reliability, validity and effectiveness. Statistical analysis was also conducted on potential connections between the children’s musical background factors and their feelings of social inclusion. The results indicated that the new instrument can be used in educational and clinical settings with children when assessing their feelings of social inclusion. In addition, children felt more socially included when they played a musical instrument or sang with their family or friends every few days. Key words: migrant children; musical activities; assessment instrument
Highlights
The concept of social inclusion has received a considerable amount of attention over recent years due to the importance that is placed on it as to preventing exclusion from society, improving levels of education and employment, as well as enhancing the general well-being of citizens in the society (Gestrich and Raphael, 2008; MacDonald and Leary, 2005; Tisdall et al, 2006)
There is no protocol that would aim at assessing the whole concept of social inclusion, covering the range of psychological and sociological factors that construct it, rather different instruments have focused on assessing different aspects of social inclusion in isolation (Dennis and Guio, 2003; Grunder and von Mandach, 2007; Levy, op.cit.)
A pool of items was selected from the existing protocols in order for the new instrument to include a comprehensive set of elements that constitute social inclusion (Frederickson et al, 2009)
Summary
Social inclusion is a relatively new concept, yet it has received growing interest in the policy arena, as well as in social and educational work (Dennis and Guio, 2003; Gestrich and Raphael, 2008; Leary, 2008; Molden et al, 2009; Tisdall et al, 2006). Programmes and interventions have been designed for combatting social exclusion and for promoting inclusion (European Commission, op.cit.; Tisdall, op.cit.). As a result of a wide range of research on the topic, there are gaps in practice as to what is meant by social inclusion and how it is to be assessed (Molden et al, 2009). Variations in definitions, different approaches to practice and various assessment instruments arguably have complicated the process of monitoring social inclusion in communities and institutions (Gestrich and Raphael, 2008; MacDonald and Leary, 2005). Assessing social inclusion with specific groups of individuals (such as migrants) has proved to be a real challenge (Atkinson et al, 2002; Odena, 2005)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
