Testimonials

This program has shown some outstanding results in engaging young people who would otherwise be resistant to working with services and in furthering their personal development.

The DRUMBEAT experience provides an opportunity for an immensely satisfying connection to others, particularly valuable for those who are, for one reason or another, socially isolated. The group drumming process promotes a range of social skills including listening skills, problem solving and empathy.

A brilliant addition to my therapy toolkit, just what we need to engage young people reluctant to share their feelings.

Great training – engaging, well balanced, empowering, professional and inclusive.

Fantastic, interactive, innovative and includes an evidence base to provide strength and validity.

Excellent in every aspect – there are so many way that this program could be used to help people with very different problems.

DRUMBEAT is great for those professionals working with behavioral issues – social workers and school counsellors. It’s great for music teachers wanting to expand their syllabus into social and emotional learning. It is perfect for youth counsellors, child protection agents, adolescent mental health providers, juvenile justice staff, etc.

This is a unique way for kids to learn resilience and grit, how to modify their reactions when things go wrong, how to preserve and move forward. The kids learn this, not by us telling them or asking them, but by actively doing the collaborative work required to make music. It’s more than a music program, it teaches key life skills that translate into behavioral change.

DRUMBEAT breaks down walls between people. They might feel like they are isolated to degree but they’re actually sharing the same sort of stuff. The drum is the medium that helps break down these walls and gets the guys to connect to each other.

Watching the kids grow, learn and become more aware of their actions was amazing. One student with behavioural issues took a few weeks to settle in but was completely focussed when talking about the performance. Some students picked each other up on behaviours not consistent with their group agreement. The performance was also led/started by one of the (initially) shyest students.

One of the participants was quite reserved initially and would refrain from participating in the discussions. As the weeks progressed, he grew in self-confidence and displayed a strong presence in the group. He would often lead exercises and would participate in discussions. He also volunteered to share his reflections in front of the two assemblies, stating that he would never have dreamt of standing up in front of an audience before he started this program. It was very encouraging to see him develop some valuable life skills. He was very much an inspiration to his fellow peers and cohort.

The games and activities which promote fun and sharing of information have been a catalyst for personal discussions and problem solving within the group. It has been rewarding to witness some students with leadership qualities, leading discussions to solve other’s problems in positive and supportive ways. The program has enabled some quieter students to become more assertive in this setting, which has flowed on to the classroom.Some of the teachers commented that the kids came back to their classrooms saying things like “that was the best thing I’ve ever done in my life”, that they were so happy, pleased with themselves and that they so enjoyed the program.

The group had mental health, intellectual and physical disabilities, and many felt that this program would not work for them. However, I believe the group members gained a real sense of belonging. Potentially this was the only sense of belonging to something that they have ever had. They also gained a sense of contribution and recognition that they do matter; they can contribute and achieve something. The opportunity to have their voice and story heard and to take the lead really appeared to be therapeutic for the group. From observation, there were a reduction in the frequency and intensity of the behavioural incidents, an increase in communication demonstrated within the group and an increase in the sense of group cohesion and togetherness. Overall, running this group was a highlight of my career to date.