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BackgroundMethodsResultsDiscussionConclusionsThis paper considers weaknesses in a study by Cohen et al. (2006) on the impacts of community singing on health. These include high demand characteristics, lack of attention to attrition, flawed statistical analysis, and measurement. Nevertheless, the study is uncritically cited, in evidence reviews, with findings taken at face value.Google Scholar, SCOPUS and BASE citation functions for Cohen et al. identified 32 evidence reviews in peer-reviewed journals. Eleven of these reviews, published between 2010 and 2023, focused on creative arts interventions.We demonstrate limitations in the Cohen et al. research which undermine the conclusions they reach regarding the health benefits of group singing. Subsequent evidence reviews take the findings at face value and offer little critical commentary.We consider what is needed to improve evidence reviews in the field of creative arts and health research.A more robust approach is needed in reviewing research evidence in the field of arts and health. The Cohen et al. paper is not suitable for inclusion in future evidence reviews. [ABSTRACT FROM AUTHOR]

This article evaluates the impact of an innovative early years music project developed on the Isle of Wight, UK, which aimed to enhance the role of music-making in educational settings for three- to five-year-old children. The MusicStart Project designed an original model for training practitioners working in such settings to increase their confidence and skills in making music with their pupils. A variety of instruments were used to collect feedback and all participating practitioners (N = 120) were asked to complete a questionnaire following the training and a 53 percent response rate was achieved. The feedback indicated that the majority of practitioners found it useful and were inspired to put new ideas into practice. About a quarter of practitioners indicated that they were already making music with confidence and very few felt that the training had not influenced their future practice. The practitioners and MusicStart leaders identified some challenges to sustaining the levels of music-making that followed immediately after the training, most significantly: opportunities to cascade new ideas with colleagues; conflicts with other professional demands; and the time needed to enable practitioners to establish new skills and ideas. (Contains 1 figure, 2 tables and 3 notes.)

Purpose: The purpose of this research is to report on an evaluation of a programme of supported education in a Further Education context for students with long-term mental health problems, based on Antonovsky's Salutogenic model of health. The students are referred by the Community Mental Health Team. Design/methodology/approach: Three consecutive cohorts of students (n=148, 93 male, 55 female; average age 39.5 years) undertaking the programme, completed Antonovsky's Short-form Sense of Coherence scale (the SOC13) on entry to the programme, and when exiting from it. Qualitative feedback from the second cohort of students was examined to establish the processes at work in the programme. This identified a number of themes relating to the processes at work in the programme and its outcomes (Peer Support, Learning Support, Learning Effects, Symptom Reduction and Positive Affect) and provided a basis for designing short questionnaires, which were completed by the second cohort. Data from these questionnaires and the SOC13 were used to build a causal model of the processes at work in the programme. Findings: The overall change between the entry and exit SOC13 scores was not significant. However, students with SOC13 scores below 52 (total n=81, 52 male, 29 female; average age 42.8 years) made statistically significant positive gains. In this initially low scoring group, 70 percent improved their exit SOC13 score, 2 percent remained constant, and 28 percent reported lower exit SOC13 scores. The causal model from the whole of the second cohort of students suggests that peer support is the initial factor contributing to the success of the programme by positively influencing learning effects of the programme and the uptake of learning support. In turn, learning effects reduced symptoms and this had the effect of raising positive affect. Raised positive affect reduced the need for learning support and was positively linked to entry and exit SOC13 scores. Practical implications: This research has implications for budget holders, health promotion staff and allied professionals in the collaborative use of resources to help people recovering from or managing mental health difficulties move forward in their lives. Originality/value: This study highlights the need for community collaborative social initiatives to be properly funded and validated. Approaches to evaluation could usefully be formulated on the basis of Antonovsky's model. Professionals need to consider investing in creating peer support and positive affect when working with people with mental health needs. (Contains 2 figures and 3 tables.)