Building a Sense of Coherence and Wellbeing through Inclusive Music Classes: re-imagining the social work role in supporting disabled children and young people to see alternative futures

This paper presents findings from a study on the social impact of participating in inclusive music classes (Play On) on the lives of disabled children and young people. Qualitative data were collected for the study through... [ view full abstract ]

This paper presents findings from a study on the social impact of participating in inclusive music classes (Play On) on the lives of disabled children and young people. Qualitative data were collected for the study through observation of Play On classes and performances, talking to the participants about their experience of Play On, parent/carer questionnaire and a focus group with Play On staff. Involvement in the inclusive music classes was found to impact on the self-esteem, achievement and overall wellbeing of the disabled children/young people. The development of these transferable life skills was seen to be contesting and layering the identities of the children and young people, replacing a narrow vision centred around their disability, with more positive identities that included being a musician and being motivated to achieve in other areas of their lives. The findings are interpreted through an assets-based approach and Antonovsky’s sense of coherence in the context of wellbeing and having a purpose to one’s life. The findings are further explored within the current and changing landscape of Scottish social services. Personalisation, co-production and inclusion are key policy drivers that are re-shaping social work practice in Scotland as new ways are sought to engage with and address the marginalisation, isolation and alienation experienced by the people who connect with social services. It will be argued that social work must move away from traditional service provision to engage with creating opportunities to support service users to lead meaningful and full lives through access to activities that are available to the majority population. Inclusive music classes is used as an example of ways for disabled children and young people to develop transferable life skills and meaning in their lives that can support them in imagining and working towards a future that is not circumscribed by their disability.