Shaughnessy, Joey2023-08-312023-08-312023-08-30http://hdl.handle.net/10222/82893Music-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.enyouth mental healthmusic based community programsconstructivist grounded theoryself-efficacyidentity formationprogram processesintersectionalitysocial workYouth Orchestra of Northern Alberta - Sistema (YONA-Sistema)Semitones Children's and Youth ChoirSarah McLachlan School of Musicyouth experiencepositive social experiencespositive musical experiencesgenuine relationships with teachersacceptance of diversitysoft powerreciprocal relational responsibilitiesco-opportunities for learning and leadingengaging all senses at onceseparating from the outside worldfeminist-narrative approachecological approachepistemological constructivismsocial justicenovel social opportunitiesyouth with disabilitiesgender non-binary youthtransgender youthyouth living in povertyage 13-18semi-structured interviewsThesis