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Music Therapy and Restorative Justice: Overcoming Risk to Fulfill the Promise Of Music Therapy and Restorative Justice: Overcoming Risk to Fulfill the Promise of Urban Youth A Thesis Submitted to the Faculty of Drexel University by Janice Ann Nieves in partial fulfillment of the requirements for the degree of Master of Arts in Music Therapy and Counseling May 2018 © Copyright 2018 Janice A. Nieves. All Rights Reserved. i Acknowledgements I wish to thank Flossie Ierardi for her patience, knowledge, and support in my pursuit of becoming a music therapist and writing this thesis. I would also like to thank Elissa Goldberg for all of her help and guidance, as well as to the Bridging the Gaps program which truly inspired me to work with at-promise youth. Special thanks to my family and closest friends for lifting me up through this experience, as well as to the congregation of Elkton Presbyterian Church for always believing in me. ii Table of Contents ACKNOWLEDGEMENTS.................................................................................................i LIST OF TABLES.............................................................................................................iv ABSTRACT........................................................................................................................v 1. INTRODUCTION...........................................................................................................1 2. LITERATURE REVIEW................................................................................................5 2.1 “AT-RISK” VERSUS “AT-PROMISE” ......................................................................5 2.1 TRAUMA......................................................................................................................7 2.1.1 Poverty........................................................................................................................7 2.1.2 Violence......................................................................................................................8 2.1.3 Housing Insecurity and Instability..............................................................................8 2.1.4 Education....................................................................................................................9 2.1.5 Racism.......................................................................................................................10 2.1.6 Incarceration and the School-to-Prison Pipeline.......................................................11 2.1.7 Adverse Childhood Experiences...............................................................................14 2.1.8 Physiological Effects and Epigenetics......................................................................16 2.2 CURRENT INTERVENTIONS..................................................................................18 2.2.1 Government Assistance............................................................................................18 2.2.2 Education Reform.....................................................................................................19 2.2.3 Evidence-Based Multitiered System of Supports.....................................................20 2.2.4 Community-Based Recovery....................................................................................20 2.2.5 Restorative Justice Model.........................................................................................21 iii 2.2.6 Community Arts Interventions.................................................................................23 2.3 MUSIC THERAPY WITH AT-PROMISE YOUTH..................................................25 2.3.1 Rap and Hip-Hop Music...........................................................................................30 3. SYNTHESIS..................................................................................................................36 3.1 CYCLICAL NATURE OF POVERTY.......................................................................36 3.2 MUSIC THERAPY AND TRAUMA.........................................................................38 3.3 RESTORATIVE JUSTICE MODEL AND RECIDIVISM........................................41 3.4 MUSIC THERAPY WITHIN RESTORATIVE PROGRAMMING..........................43 3.4.1 Method-Specific Recommendations.........................................................................45 4. DISCUSSION AND REFLECTION.............................................................................48 4.1 PROGRAM RECOMMENDATIONS........................................................................50 4.2 SUMMARY OF RECOMMENDATIONS AND REFLECTION..............................58 REFERENCES..................................................................................................................60 iv List of Tables 1. Restorative Justice Music Therapy Goals and Suggested Interventions.......................57 v Abstract Music Therapy and Restorative Justice: Overcoming Risk to Fulfill the Promise of Urban Youth Janice A. Nieves Florence Ierardi, MM, MT-BC, LPC Children and adolescents living in poor, urban environments are often exposed higher rates of trauma, abuse, and neglect compared to their middle- and upper-class counterparts. These youth have traditionally been referred to as “at-risk” in reference to the increased risk of poor mental health, poverty, crime, and death. Alternatively, this population can be referred to as “at-promise” to acknowledge the potential for resilience and to break the cycle of poverty. This critical review of the literature focuses on the role of incarceration and poor mental health in the perpetuation of the cycle of poverty. The Restorative Justice Model is discussed as a framework for rehabilitative programs that aim to hold criminal offenders accountable for their actions, address the issues that caused them to offend in the first place, and protect and heal the community. The use of music therapy with at-promise youth is also discussed for its role in promoting safe self- expression and decreasing symptoms of depression and anxiety. Suggestions are made for the integration of music therapy practices within the Restorative Justice Model in an attempt to alleviate the cyclical impact of urban poverty on at-promise youth. 1 CHAPTER 1: INTRODUCTION Children and adolescents who live in urban environments and are exposed to trauma, poverty, abuse, or neglect are often considered “at-risk” (Foote, 2005). Alternatively, this population can also be labeled as “at-promise” in order to emphasize the positive potential as opposed to the adversity that they face (Search Institute, 2014). At-promise youth face a number of challenges, including an increased risk for mental illness (Galea, Uddin, & Koenen, 2011), higher exposure to violence and drug use, and food and home insecurity (Foote, 2005). At-promise youth are also a widely diverse population and are therefore exposed to racism. The effects of racism can be long-lasting, damaging self-esteem and causing psychological distress (Chao, Longo, Wang, Dasgupta, & Fear, 2014). The effects of trauma experienced by at-promise youth can also have biological effects. Studies have shown that the hippocampus can be negatively affected by chronic trauma in childhood, which can make the child more susceptible to developing posttraumatic stress disorder later in life. Furthermore, epigenetics suggests that the effects of trauma on our genetic expression can also be hereditary, regardless of whether the trauma is re-experienced or not (Carrion, Weems, & Reiss, 2007). The Restorative Justice Model is a framework for rehabilitative programs that aim to hold criminal offenders accountable for their actions, address the issues that caused them to offend in the first place, and protect and heal the community. This framework acknowledges three parties: the offender, the victim, and the community. Crime is seen as an act done by the offender that harms the victim and the community. Programs based on the Restorative Justice Model aim to repair the harm done to the victim and community, as well as the relationship between the offender and the community (Rodriguez, 2007). 2 There are four models used within the restorative justice framework: victim- offender mediation (VOM), community reparative boards, family group conferencing, and circle sentencing (Bergseth & Bouffard, 2012). These programs focus on social relationships and have been shown to be more effective in improving communities and rehabilitating offenders by providing an opportunity for them to reenter the community (Wood, 2015). Numerous research studies have shown that restorative justice programs are effective in reducing recidivism, but more research needs to be done to examine the effects on different populations. Community arts programs have also been used to promote healing in marginalized communities. These programs have had a positive effect by giving the members a healthy means of self-expression to promote self-esteem and a sense of identity. The Philadelphia Mural Arts Program in Philadelphia, Pennsylvania began in 1984 as a restorative justice program, offering the of painting murals as an alternative sentence to people caught spray painting graffiti (Smith, 2008). The mission of the program now focuses on transforming neglected buildings throughout the city into works of art to promote a sense of community and hope. In Lima, Peru, “Mother’s Clubs” have formed in impoverished areas where women create wall hangings and tapestries in order to earn money and support each other. Through
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