Learning more than music: a community-based music program's impact on well-being in youth

Howell, Brittany (2020) Learning more than music: a community-based music program's impact on well-being in youth. Masters thesis, Memorial University of Newfoundland.

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Abstract

Participating in the arts has shown promise in improving physical, mental, and spiritual well-being. Adverse mental health is one of the leading causes of disability and lowered quality of life worldwide and often begins at young ages. Since early life experiences have a strong influence on youth, it is vital to identify potential prevention methods that promote mental health and wellness in youth populations. Participation in community music programs may be one possible way to promote well-being in youth. My thesis consisted of two separate but connected studies, a systematic review, and a qualitative study. The systematic review summarized relevant literature to explore the impact of community music instruction on social and emotional well-being in children and young adults aged 25 and under. The findings revealed that community-based music programs show potential in promoting social and emotional well-being outcomes. This review helped inform the qualitative study, which consisted of semi-structured interviews with students and their caregivers, and a focus group of instructors in a community-based music program. This study explored the perception of participation in the music program and its impact on students’ well-being. The interviews and focus group were analyzed for themes and the results were broken down into two categories: impact of the music program and environment of the music program. These categories include six broad themes: impact on feeling, impact on learning, opportunities for engagement, importance of accessibility, accepting and positive space, instructor influence. Overall, the community-based music program was perceived as beneficial to youth well-being.

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