Some participants mentioned that they are motivated by being able to gain accreditation , whilst others referred to the fun and social aspects . References were made to wanting to improve confidence or be proud of something they have achieved . With dance and drama being creative outlets , there were also references to enjoying the aesthetics of the music . These desires were satisfied with respondents noting that the key benefits were :
• they enjoyed different types of dances ,
• learned a lot of dance moves in a short space of time , and
• had support from people that believed in them .
Juke Box participants are aware of improvements in people and communications skills . One mentioned that simply completing all the tasks made them feel good about themselves .
In all cases participants acknowledged that it is the workers and their peers that have helped them develop their skills and talents , as this feedback illustrates :
They took time with me . I wanted to try my best . I felt part of a team and was accepted when working with others .
One of the stakeholders acknowledge that participants have attended regularly , are excited to show off new skills and have gone on to attain awards . Another mentioned that parents have reported improvements in behaviour and schools have also commented on changes in individuals .
Outcome 5
Took on a dance / drama leadership role
0 %
Participants were asked to rate how much they volunteer or contribute to their community . For those in Polmont or secure accommodation this could include ways they contribute within their setting . At the start of the project participants achieved an average rating of 5.3 out of 10 . This reduced to 4.8 after engagement in the project . It is possible that this reflects the nature of the lockdown and not
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