Short and long term outcomes for culturally and linguistically diverse (CALD) and at-risk communities in participatory music programs: A systematic review

Background

Research has shown that participatory music programs can encourage positive health and well-being outcomes. The purpose of this paper is to explore the impact of participatory music programs, which aim to promote positive mental and physical health and well-being outcomes for young people from culturally and linguistically diverse communities, characterized as at-risk. Method The databases EBSCOhost, ProQuest, SCOPUS, HRCA, Informit, JSTOR, SAGE and OVID were searched for literature published between 2002 and 2013. Outcomes from studies were plotted against the Shultz and Northridge's Social Determinants of Health framework (2005). Results In total, six sources were included in this review. The majority of music participation programs targeted toward young people characterized as at-risk possess positive outcomes on the Proximate and Health and Well-being levels of the SDOH framework, such as a reduction in anxiety, depression, emotional alienation, truancy and aggression. Additionally, participants in programs reported an increase in attendance in school, self-esteem, cultural empathy, confidence, personal empowerment and healthy nutrition. Conclusion Results suggest that participation in music programs is able to encourage positive mental and psychosocial health outcomes for individuals. Considering the short-term focus of programs reviewed, and limitations surrounding data analysis and collection, this paper underscores the need for rigorous research that explores the potential long-term outcomes of similar programs.

Keywords::

• music programs
• health
• youth
• at-risk

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Corrigendum

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

This article was originally published with errors. This version has been corrected. Please see Corrigendum (http://dx.doi.org/10.1080/17533015.2015.1050908).

^1. Email: [email protected]

^2. Email: [email protected]

Additional information

Funding

The funding for this research was provided through a Griffith University Arts Education and Learning Grant.