Youth Mental Health and Music Based Community Programs: A Comparative Constructivist Grounded Theory Approach

Abstract

Music-based community programs are evidenced to support youth mental health. However, the processes by which they do this, and how these relate to youths’ experiences, remain unknown. Using constructivist grounded theory and an intersectional approach to explore the relationship between participant experiences and program processes, 12 youth were interviewed (13-18 years of age) from three diverse community-based sites in Edmonton that use music to support youth mental health. Program experiences were found to be influenced by youth positionality, and programs were found to be accessible, safe spaces for diverse youth which creates an environment of supported risk taking, leading to growth in both musical and social ability. Program participation can result in experiences of mental health, self-efficacy, and identity, supported by unique program processes. Through reducing barriers to access by providing free services targeted to meet the needs of youth, these programs contribute to social justice on a community level.