Art, music, and sport: Catalysts of growth for youth in extreme contexts – A qualitative inquiry
Bibliographic record
Abstract
Limited research has focused on the experiences of adolescents in extracurricular programs and their potential to enhance their optimal development. Moreover, less studies examine the participation in such programs for those developing in extreme conditions (i.e., extreme poverty, sexual exploitation, refugee camps, conflicted areas, areas affected by climate changes). This study focused on the experience of youth living in the difficult context of Southern Madagascar, where youth face daily challenges such as malnutrition, arduous work, lack of freedom, limited access to healthcare, insecurity, and scarcity of basic resources. The aims of this study were to explore and gain a better understanding of the experience of adolescents engaging in extracurricular activities within this extreme context. A total of 14 (N = 14) semi-structured interviews were conducted with 14 Malagasy participants (M = 7; F = 7), aged 15–19 years old, involved in extracurricular programs like art, music and sport, provided by a local non-governmental organization. Interviews were analyzed using reflexive thematic analysis (Braun & Clarke), with independent coding by one Malagasy and one non-Malagasy researcher, followed by systematic discussion. Five themes emerged: the results showed that extracurricular programs support the process of socialization (building meaningful connections with peers and adults), personal growth (developing skills, values, and identity), and give a sense of protection (from violence and risky behaviors). Such programs also support psychological well-being and basic psychological needs in a challenging and insecure environment, and attempt to bridge the gap in basic resources (through educational and nutritional support). These findings have implications for policy, practice, and research in supporting youth in extreme contexts. Overall, these results offered interesting insights on the value of these programs for youth living in extreme contexts of development.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".