robin banerjee & fidelma hanrahan cress lab, university of sussex [email protected] circy...
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Robin Banerjee & Fidelma HanrahanCRESS lab, University of [email protected]
CIRCY seminar 21st September 2015
Creative arts and family coaching interventions with at-risk youths: How and why might they impact the socio-emotional and motivational development of marginalised youths?
Background: Youth marginalisation and interventions
• Behavioural profile associated with disadvantaged backgrounds1
• Future trajectories associated with poor outcomes2
• Interventions to support and re-engage marginalised youth include – those utilising the creative arts3
– targeted family support4
1. Daniels et al., 2003; Jimerson, Egeland, Sroufe, & Carlson, 2000; Steer, 2000 2. Coles et al., 2002; DFE, 2012; Henry, Knight, & Thornberry, 2012; SEU, 19993. Daykin, Orme, Evans, & Salmon, 2008; Harkins, Pritchard, Haskayne, Watson, & Beech, 2011; Hughes & Wilson, 2004; Kinder & Wilkin, 1998; Wilkin, Gulliver, & Kinder, 20054. Boddy, Statham, Warwick, Hollingworth, & Spencer, 2012; Gray, 2003; White, Warrener, Reeves, & La Valle, 2008
Self-construal
s
Motivation
and aspiratio
ns
Social environm
ent
Theoretical model of the development of disaffection/engagement (Hanrahan & Banerjee, 2014)
• To explore and understand the lived experiences of vulnerable young people in Brighton & Hove involved in – creative arts projects– family coach interventions
• To gain insight into the commonalities and differences in how these interventions support young people
• To create a quantitative assessment protocol that could be used across interventions with young people to track psychological change
• To use a mixed-methods approach to achieve these aims– quantitative survey methods– semi-structured interviews
Cross-sectional pilot work – study aims
Study 1: Assessment Protocol
• Participants – 144 young people in total
• 41 young people from Brighton & Hove’s Stronger Families, Stronger Communitities (SFSC) programme, and 4 from one Brighton creative arts project (20 male, 24 female, 1 unknown; M = 14.5 years of age, age range = 12 – 18 years)
• 99 comparison young people from a school and a college in East Sussex (25 male, 72 female, 2 unknown; M age = 15.5 years, range = 13 – 20 years)
Method – Assessment Protocol
Measures
Global Self-Worth Scale(Harter 1988)
Affect (I-PANAS-SF) (adapted)(Ebesutani et al., 2012; Watson, Clark, & Tellegen, 1988)
Social Inclusion Scale (adapted)Secker et al. (2009)
The General Self-Efficacy Scale (adapted) (Schwarzer, & Jerusalem, 1995)
Aspiration Index(Grouzet, Kasser, et al., 2005)
Social Environment
Self
Motivation and
cognitionsEducation and work values
Thinking about yourself and how you normally feel, to what extent do you generally feel… e.g. determined, bored
How true each statement is for you… e.g. I like the kind of person I am.
How important is each statement. In the future… e.g. I will have people who care about me and are supportive; I will have lots of money.
How true is each statement: e.g. I can solve most problems if I put in the necessary effort.
How important and how likely is each statement. In the future… e.g. I will have a job that I like.
How often in the last month have you felt that each statement is true for you… e.g. I have felt that the adults I work with (e.g. social worker, teachers) try to understand my point of view; I have felt supported by my family.
Behaviours and
emotions
Positive Affect
Negative Affect
Self-worth
Self-efficacy
-.68
.61
.51
-.45
Self-worth
Self-efficacy
Education + Work values
Intrinsic values
.31
.25
.24
Extrinsic values
Social inclusion
Self-worth
Intrinsic values
.54
Extrinsic values
Positive affect
Education + Work values
Self-efficacy
.68
.52
.42
.29
Group differences in values
• after controlling for age and gender
Intrinsic Extrinsic1
1.5
2
2.5
3
3.5
4
Comparison Interventions
Mea
n sc
ore
**
Summer 2014 start, girl aged 17, intensive SFSC support
Self-worth Education/Work value1
1.5
2
2.5
3
3.5
4
Mea
n sc
ore
Summer 2014 start, girl aged 17, intensive SFSC support
Self-w
orth
Education/W
ork va
lue
Intrinsic
value
Extrinsic
value
Self-e
fficacy
Socia
l inclu
sion
1
1.5
2
2.5
3
3.5
4
Mea
n sc
ore
Study 2: Interviews with young people
• Participants: Interviews at one time point with 17 young people – 7 young people in creative arts projects (5
female, 2 male; M age = 17.14, age range = 14 – 21)• All had been involved with creative arts groups for at
least 6 months.• Voluntary participation• experiences of homelessness, drug and alcohol misuse,
poverty, chaotic family experiences violence, involvement in crime, mental health difficulties, school and social exclusion, and bullying at school
– 10 parent-child dyads involved in family coaching intervention (4 female, 6 male; M age = 14.7, age range = 13 – 19)• experiences of bullying, school exclusion or poor school
attendance, mental health difficulties, chaotic family experiences, involvement in crime
Method – Semi-structured interviews
Changes
Changes experienced
Family dynamics
Positive changes in behaviour, outcomes,
coping skills, trajectories
Self changes
Aspirations, opportunities,
belief in positive
possible future selves
New ways of relating to
others
Kerri: I weren’t going to school, like drinking and stuff. Like, I got arrested […] like drugs and stuff.
[…] I don’t think I would have changed if it weren’t for her [family coach]. […] So
she’s really helped, and I’m a completely different person now.
Danielle: [Prior to involvement in creative
arts project] I used to drink to like, forget things, forget my problems.Int: How do you cope now?
Danielle: People help.
Changes experienced
Positive changes in behaviour, outcomes,
coping skills, trajectories
Sarah: [Prior to involvement in creative arts project] I used to see it [the future] as like… mother of like two kids at the age of however old, with […] a boyfriend’s in prison all the time
[…] I used to think I was gonna die young as well.
[…] But now I think I’m going to die of old age […].
Harry: Before [Family Coach involvement] I thought I was just like a boy who had all this
anger, and now I think I’m a boy who’s gonna get a good job, who’s gonna get good grades, who’s gonna have a good life.
Changes experienced
Aspirations, opportunities,
belief in positive
possible future selves
Marie: I’ve got more confidence [since involvement in creative arts project]. […] [I am] a lot more sure, a lot more confident, a lot more
like… I feel a lot more better about myself, through the group. I used to hate myself all the time, and now I love myself all the time.
Kerri: Before [family coach involvement] […] if someone was like, “Oh yeah, do this”, I would be too afraid to say no
[…]. Now, if I don’t want to do it, I say no, whereas before, I would just do it, yeah, cos everyone else wants me to,
but now I just put my foot down. […] She [family coach] just gave me the confidence to say like if I want to do something or not.
Changes experienced
Self changes
Family dynamics
(Family coaching only)
Int: Has anything changed for the rest of your family do you think?
John: Less shouting so they’re a bit more happy.
Changes experienced
Int: Is there anything else that you think you’ve learnt from being involved […]?
Sarah: Em… To be more polite to people. Like with police and stuff like that. […] Like, when I
used to get in trouble, […] I never used to see them as like a human being. So I just used to see them as, like, police, and they’re out to get everyone and... But really they’re just doing their jobs.
New ways of relating to
others
(Creative arts groups only)
Changes experienced
Relationships with practitioners
Distinctive professional relationship
Different kind of
relationship
Different communicati
on style
Different types of support
(practical and
emotional)
Distinctive professional relationship
Different kind of
relationship
Kerri: [Family coach] spoke to me a lot, and
I could tell her
and she didn’t judge, even though I was really bad, she didn’t judge
Kate: You’ve actually got people who believe in you [at creative arts project], […] they want you to come on and do better things. […] Instead of making you feel like you
can’t do it, they’re like, ‘Oh, that’ll be great!’, ‘You can!’, and stuff like that.
Charlie: He [family coach] wouldn’t say, ‘That is the best thing’, he’d be like, ‘I reckon’ or ‘This is a good thing’, but […] he wouldn’t say definitely that that’s what you have to do. […]Int: And why is that a good thing? Charlie : Cause it shows that he’s
not just always giving orders, he’s letting us know, like, we have a choice.
Distinctive professional relationship
Different communicati
on style
Sam: Like instead of just assuming that you’re always wrong, you know,
they listen and they, you know, think of it and
then they try the idea and if it works then fair enough, it don’t, you know, they don’t go “oh yeah, I told you”,
they’ll just say “maybe instead of doing it that
way we could do it this way”.
Kate: when there was family stuff going on like… I could come in and instead of like me feeling like shit all day,
I could actually like talk to someone about it. Harry: Yeah, [Family Coach] is just always
there, she’s like that, the fact that she’s like helping me with my anger and stuff like that, it’s nice to have someone there, like if I can’t talk to my mum or my sisters or anyone, I
could go to her and talk to her and she’d like understand.
Distinctive professional relationship
Different types of support
(practical and
emotional)
A unique space and
process(creative arts groups only)
Being part of something
positive and productive
An opportunity for self-
expression
Working towards
something and sense of achievement
New perspectives learnt and
shared
Positive friendships
Enjoyment
Belonging
Experience of engagement and intrinsic motivation
Safe, stable, space
Marie:
They’re my second family here [at creative arts group], they really are.
Kate: it’s just the most bit of normality, [laughing] […] even though it’s not normal! [Laughing] Int: What do you mean by normal?Kate: […] Like, here it’s not about like, you’ve gotta get stoned to do this and you gotta have drink to do that… Like,
you can come here and actually be yourself, and just… You don’t have to fit in either.
Can you say a bit more about why you enjoy coming here?
Danielle: Cause we just all get on, and feel yourself, and don’t feel judged.
Int: What keeps you coming back?Danielle: The people. And I
just, like… From Friday, I look forward to the next Thursday […] it’s something to look forward to.
Int: So what are the best bits about being involved? […]
Sarah: I dunno, working towards something. […] Just working towards and knowing that at
the end of it […] you’re gonna be able to show something.
Amy: What did you expect it [Miss Rep] to be like?YP3: I thought I’d be like, bored, and get distracted at
first, but… I did what everyone else was doing and by the time you know it, it was the end of the day.
Sam: It’s good because […] you’ve rapped how you feel. You’ve put your emotions and everything that you’ve had done to you over the week, you know, you can just sit there and remember while you’re listening to a track that you’ve made.
Danielle: Yeah, it’s just something to do, like, instead of sitting, walking the streets all day, or sitting at home bored.
It keeps me motivated. And I enjoy it.
Int: What do you get out of being involved would you say?
Danielle: Experience about stuff and about other people and about, like, someone you might not have got on with, or, you might have someone who said something but there’s gotta be a reason behind it, and just stuff like that.
Kate: Whatever we talk about there’s always like… someone always disagrees or someone always agrees, so then
there’s a discussion and everyone thinks differently about it by the end of it.
• unstable home life or living situation• something unpredictable or chaotic
happening• unhelpful behaviour patterns (e.g. lack of
routine) and negative thoughts (e.g. self-doubt)• being categorised or labelled negatively by
society• unclear pathway or goal• young person’s mental health or health
issues
Potential barriers to reaching goals identified by young people
Commonalities and differences
• Commonalities• Positive changes experienced • Supportive and consistent relationships with practitioners –
whether creative arts or family coach – underpinned changes seen
•Differences• changes in family dynamics vs new ways of relating to others• creative arts projects = unique opportunity for social and
emotional development, achievement experiences, development of positive social networks and sense of social inclusion• family coaching intervention = holistic work with whole family
Limitations and discussion points
• Limitations• Not comparing like with like• Cross-sectional study• Do all creative arts projects confer the same benefits?•What about other types of interventions?
•Discussion• Those interventions which target values – intrinsic vs extrinsic
– may be most beneficial• Importance of social inclusion – creative arts groups
particularly advantageous here• Need for more integrated services to enable peer learning,
opportunities for achievement experiences and social inclusion, as well as support for changes in family dynamics
What’s next?
Beating the Odds 2• Longitudinal work with multiple creative arts
projects over 2 years – tracking experiences and change over time
• Quantitative and qualitative research methods• Targeted and non-targeted projects –
commonalities and differences• Further development of assessment protocol for
use in BHCC’s Children’s Services – Early Help
Thanks for listening.
And thanks to…
all of the young people who generously shared their experiences, and the support of practitioners for our work.
And to the support of…
Questions? Contact me at [email protected]