De Viggiani, N., Daykin, N., Moriarty, Y. and Pilkington, P. and ...

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The research took place across a variety of community and custody sites under the jurisdiction of the YJB, HM Prison Service and Local Authorities. These included Youth Offending Teams, Secure Children’s Homes, Young Offender Institutions and Juvenile Secure Units (within YOIs). Each site accommodated either one or two music programmes, totalling fifteen across all sites. For each site, the research process followed the schedule shown in Table 3. Each stage is described in the ensuing sections. In summary, the research had the following objectives: To investigate, using qualitative research methods, the meanings and values young people in justice settings attribute to music, how they identify with music, its relevance to health and wellbeing, its social resonance in terms of lifestyle, behaviour and social status, and its value as the basis for programme based intervention. To assess the feasibility and acceptability of conducting a quantitative evaluation of health, wellbeing and social inclusion impacts of a participatory music intervention. To explore pre- and post- programme trends in health, wellbeing and social inclusion for individuals and case studies (programmes). 5.2 SITE SELECTION AND ACCESS We planned to recruit up to 120 young people from across a variety of potential sites in South West England and South Wales, of which we identified more than twenty Youth Offending Teams, three Secure Children’s Homes, four Young Offender Institutions and three Juvenile Prisons (or units within YOIs). Superact has longstanding positive working relations with several custodial and community based justice sites across the region, and therefore we anticipated that access to particular sites would be relatively straightforward, especially since good relations continued to prevail with some key gatekeepers and via steering group members. Table 4 shows the research timeline we established, along with the types of site and numbers of young people recruited to each programme. We initially approached each site via email or telephone call, either to an existing contact within the site or to the manager, director or governor. This approach came jointly from the Superact Director and the Principal Investigator. In total, three Youth Offending Teams, two Secure Children’s Homes, three Juvenile Prisons/Units and one YOI were approached. For reasons of confidentiality, the specific sites are not identified, yet we were successful in acquiring permission to access all the sites approached except for one YOT. 27 | P a g e
Table 4. Research timeline showing recruitment numbers by site, programme, age and gender. TIMELINE Start (month/year) Programme Number Site Identifier Site Type Gender (m/f) Recruits (m/f) Age (years) TIMELINE end 11/2010 1 A YOI M 8 18-21 08/2011 11/2010 2 A YOI M 6 18-21 08/2011 11/2010 3 B JP/U M 11 15-17 08/2011 11/2010 4 B JP/U M 14 15-17 08/2011 01/2011 5 C JP/U M 8 15-17 09/2011 06/2011 6 D JP/U F 12 17 08/2012 10/2011 7 E SCH M/F 10/1 10-15 08/2012 10/2011 8 E SCH M/F 5/1 10-15 08/2012 01/2012 9 F SCH M/F 1/2 10-15 08/2012 01/2012 10 F SCH M/F 2/5 10-15 08/2012 03/2012 11 D JP/U F 10 17 11/2012 03/2012 12 D JP/U F 4 17 11/2012 07/2012 13 G YOT M&F 10/2 10-17 04/2013 07/2012 14 H YOT M&F 4 10-17 04/2013 07/2012 15 H YOT M&F 3 10-17 04/2013 Total Recruits 118 Key: YOI=Young Offender Institution; JP/U=Juvenile Prison/Unit; SCH=Secure Children’s Home; YOT=Youth Offending Team Preliminary meetings were then organised with the respective managers and key personnel at the sites to explain the aims of the project and discuss feasibility and operational issues. Once agreement was reached to run the programmes, a liaison person (‘gatekeeper’) was identified from each site with whom we communicated on a regular basis. At these preliminary meetings, we provided hardcopies of project summaries and of ethical approval and scrutiny documentation. We agreed timing, location, and discussed potential recruitment numbers. We also explained the recruitment and consent procedures. Since the gatekeepers would be required to act as intermediaries for recruitment, it was essential to convey to them the importance of adhering to the ethical protocols and the format that the research would take. Follow-up visits to sites were organised to confirm arrangements and hand over participant information leaflets and posters for dissemination and display. 28 | P a g e
Page 1: De Viggiani, N., Daykin, N., Moriar
Page 6 and 7: CONTENTS PAGE ACKNOWLEDGMENTS ABSTR
Page 8 and 9: APPENDICES PAGE A Research Quality
Page 10 and 11: ABSTRACT There is growing evidence
Page 12 and 13: 1.0 INTRODUCTION Growing evidence s
Page 14 and 15: 2.0 INSTITUTIONAL & POLICY CONTEXT
Page 16 and 17: support via a high staff to detaine
Page 18 and 19: to be more evenly distributed acros
Page 20 and 21: it is clear that those who enter th
Page 22 and 23: 3.0 THE VALUE OF MUSIC PROGRAMMES T
Page 24 and 25: to reflect upon the impact of their
Page 26 and 27: Carrying out research or evaluation
Page 28 and 29: 3.4 MUSIC PROGRAMMES FOR ADULTS IN
Page 30 and 31: suggests that music projects must b
Page 32 and 33: voluntary and community sector orga
Page 34 and 35: 5.0 RESEARCH DESIGN AND METHODOLOGY
Page 38 and 39: 5.3 ETHICS, QUALITY AND GOVERNANCE
Page 40 and 41: ecruitment, participants were alloc
Page 42 and 43: was much lower. Nonetheless, we ant
Page 44 and 45: 5.6 DATA COLLECTION Participants we
Page 46 and 47: Professor Secker, we decided to rem
Page 48 and 49: The following is an excerpt from on
Page 50 and 51: 5.6.4 SEMI-STRUCTURED INTERVIEWS On
Page 52 and 53: Table 8. Contact attempts with new
Page 54 and 55: 5.6.5 INTERVIEWS WITH MUSICIANS Sem
Page 56 and 57: Of the original 118 participants re
Page 58 and 59: 49 | P a g e
Page 60 and 61: Of the 118 initially recruited acro
Page 62 and 63: answered by all respondents. Howeve
Page 64 and 65: they even invited individual staff
Page 66 and 67: Due to the highly transient nature
Page 68 and 69: In terms of layout, the WEMWBS and
Page 70 and 71: Table 12. Responses to the Music Pr
Page 72 and 73: ‘play’ on i-tunes but that he w
Page 74 and 75: participants, and they therefore to
Page 76 and 77: Some groups had clearly gelled befo
Page 78 and 79: Identifying Stake The musicians enc
Page 80 and 81: One participant said he never did a
Page 82 and 83: Negative expression was exhibited b
Page 84 and 85: The lyrics almost sound mature and
Page 86 and 87:
Coping with Pressure Most participa
Page 88 and 89:
6.3.3 FACTORS UNDERLINING SUCCESSFU
Page 90 and 91:
shyly has a go at it. The musician
Page 92 and 93:
overtime by twenty minutes, but eve
Page 94 and 95:
The musician encouraged her to take
Page 96 and 97:
came over to me and asked me where
Page 98 and 99:
Communication Neither the project n
Page 100 and 101:
young people. While some staff enco
Page 102 and 103:
Pride and Audience The workspace in
Page 104 and 105:
Participants complained about the s
Page 106 and 107:
inhibited opportunity to build grou
Page 108 and 109:
their home lives and within their c
Page 110 and 111:
Within custodial settings, informal
Page 112 and 113:
Purposeful Activity and Use of Time
Page 114 and 115:
An Opportunity not to feel Stigmati
Page 116 and 117:
Improved Self Confidence Participan
Page 118 and 119:
R: Thanks for my certificate ... I
Page 120 and 121:
I’ve had my mates and that tell m
Page 122 and 123:
I: Do you think you’d like to pla
Page 124 and 125:
Developing an Identity as a Musicia
Page 126 and 127:
Some perceptions of a career in mus
Page 128 and 129:
He wanted to get onto a music cours
Page 130 and 131:
6.3.5 INTERVIEWS WITH MUSICIANS & S
Page 132 and 133:
eceived training for working with p
Page 134 and 135:
Most of the programmes had schedule
Page 136 and 137:
Improving Programme Design The less
Page 138 and 139:
However, on some occasions, musicia
Page 140 and 141:
and difficult to manage. Group Dyna
Page 142 and 143:
MAKING PROGRESS Support The musicia
Page 144 and 145:
Sense of Achievement and Ownership
Page 146 and 147:
you know? You could have an amazing
Page 148 and 149:
who was a skilled MC and could impr
Page 150 and 151:
I: So, do you think it’s helped y
Page 152 and 153:
not like the idea of having so many
Page 154 and 155:
depended upon good relationships wi
Page 156 and 157:
agency - and thus to be able to par
Page 158 and 159:
SECONDARY RESEARCH OUTCOMES As disc
Page 160 and 161:
9.0 REFERENCES Anderson K, Overy K
Page 162 and 163:
Ellis J, Gregory T (2011) Demonstra
Page 164 and 165:
Ministry of Justice (2013b) Transfo
Page 166 and 167:
Wickham T (2008) Urban Beatz 2007 a
Page 168 and 169:
159 | P a g e APPENDICES
Page 170 and 171:
APPENDIX B Ethical Approval Confirm
Page 172 and 173:
RESEARCH PROPOSAL APPENDIX B MUSICA
Page 174 and 175:
support these kinds of intervention
Page 176 and 177:
for improved mental health, and are
Page 178 and 179:
As stated previously, the quantitat
Page 180 and 181:
STEERING GROUP MEMBERSHIP & TERMS O
Page 182 and 183:
MUSICAL PATHWAYS RECRUITMENT POSTER
Page 184 and 185:
RECRUITMENT SESSION BRIEFING APPEND
Page 186 and 187:
177 | P a g e STAFF / MUSICIAN CONS
Page 188 and 189:
CONFIDENTIALITY AGREEMENT FORM APPE
Page 190 and 191:
181 | P a g e
Page 192 and 193:
183 | P a g e
Page 194 and 195:
185 | P a g e APPENDIX M
Page 196 and 197:
FOLLOW-UP LETTER TO PARTICIPANTS AP
Page 198 and 199:
INTERVIEW SCHEDULE - SITE STAFF APP
Page 201:
Superact Somerset College Wellingto
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