Obj ect ive: Face t o f ace m usic m ent or ing ( Shar ed digit ally w it h st ak eholder s) t o im pr ove w ell-being by addr essing and m eet ing t he psychological needs of aut onom y, com pet ency and r elat edness f or people in challenging cir cum st ances I nput s
Act ivit ies
Out put s
I m m ediat e out com es
Shor t -t er m out com es
Medium -t er m out com es
Sust ained out com es
Resour ces dedicat ed t o or consum ed by t he ser vice
Pr ocesses under t ak en t o conver t t he input s t o out put s
Things pr oduced t hr ough t he act ivit ies
Benef it s or changes t hat ar e im m ediat ely ex per ienced
Benef it s or changes t hat occur f r om t he ser vice ( 3?6 m ont hs)
Sust ained changes f r om t he shor t -t er m out com es ( 6?12 m ont hs)
Long-t er m consequences of t he int er vent ion ( > 12 m ont hs)
Referrals from mental health, education, local authorities, social services, youth offending teams (~ 220 per year)
80?85% attendance
75% completion
Improved sense of hope
Referrals from professionals (referal form)
Programme fee per student (£2,075 per 20 hours): - Direct costs: 44% (including musician and studio costs) - Indirect costs: 56% (including 4.6 FTE centrally, software infrastructure, legal and rent)
5,550 hours of musician time (220 referrals a year, 25 hours per set of sessions) 2,200 hours of studio time (220 referrals a year, 10 hours per set of sessions)
Experienced by family Experienced by professionals Experienced by Noise Solution
Completing SWEMWBS questionnaire at start and end of programme
In-depth data collection through online platform
Quantitative dataset (well-being metrics)
E
Education
H
Health
S
Social
G
General
Improved sense of academic value
Increased educational attainment
E
E Self-reflection from participant on the blog (weekly)
Developing new skills and a sense of competence
Recording/ experiencing self-reflection video (weekly)
Completion of Arts Award qualification
Arts Award qualification (if desired by participant; currently < 10%)
Reduced/ avoided offending and school conduct issues
Reduced/ avoided cases of suspensions/ expulsions
E
Improvements in self-esteem and self-confidence
Re-entry into mainstream education/ removal of NEET status
G Delivery of deliberately positively focused activity
Practicing and succeeding at making music with musician
Participant decides what is created and shared
Qualitative dataset (self-reflection from participant, text/ video/ audio posts to create digital story, community group feedback)
Weekly email to community group, encouraging engagement
Blogging experiences with musician
Collaborative 'professional friend' approach (doing with, not at)
End of programme celebration event (last session)
Redefining participant identity for themselves and others
G
Improved relationship(s) with key staff (in the community group)
Increased engagement in pro-social activities and behaviours
S
Increased social capital
G Increased propensity to develop relationships with others and improved healthy social relationships with peers and family
Reduced stress/ burden for family members/ carers
E H S G
Non-hierarchical relationship building
Taking control of the situation (trusted by professionals)
Creating 'Team Pupil'
Continuous involvement of family and referring professionals
SDT-focused engagement
Reduced isolation
S G Modelling intrinsically supportive behaviours (expressed in future relationships)
S
Experiences of epistemic trust and role modelling used for relationship development with others
S
Increased willingness for sustained engagement with services
Reduced need for additional support in other areas (increased resilience and independence)
E H S G
Increased regulated behaviours
Integration of positive behaviours and values
E H S G Statistically significant increases in well-being (SWEMWBS data)
E H S G
Reflective practice embedded through mirroring of success
G
G Increased pro-health behaviours
Disengagement from services
G
Reduced health problems
H
H
Improved physical and mental health outcomes
H
Improved trauma processing behaviours
E H S G Improved effectiveness of other services (Noise Solution modelling what good looks like)
G
Increased awareness of Noise Solution by commissioners
Increased rates of re-referral due to demonstrated and proven successes
G
G
Supporting local community and economy (local musicians, studios, community groups)
G Positive role modelling (professional friend)
G
G
G
30 min per 2-hour session, per tutor, for planning and communicating with community group
Reduced financial burden on families
G
Increased awareness of self
G
Non-pressured, non-medicalised non-problematised approach.
Increased labour productivity from parents (increased/ returned to work)
E
S G Weekly session reports to professionals
E G
G
E Text/ video/ audio posts on the blog to create digital story (4?5 per week)
Improved trajectory of, and opportunities in, education and work
Willingness to try/ engage with new activities or tasks
G
Experienced by musicians
Out com e t ype:
E G
G
Legend: Experienced by participant
Development of a growth mindset; setting achievable aims
Musicians' competence is validated and developed
G