| Abstract | Purpose
There was a reduction in recorded violence committed by children during the COVID-19 pandemic in England and Wales. It was during this time that online interaction became more prevalent, as the technology supporting this kind of interaction became essential. Following the pandemic, we attempted to use this extant social change through an online intervention involving youth at risk of violence. The aim of the Shakespeare Sessions was to empower young people with the skills to avoid violence irrespective of any in-person, or online, socio-economic barriers to theatrical intervention.
Design/methodology/approach
A qualitative approach, which used five semi-structured interviews with youth workers and actors and one focus group with four young participants, was designed to explore the participants’ experiences of this intervention. Three themes were generated in a thematic analysis: ‘Challenges and barriers to the intervention’; ‘Impacts and effects of intervention’; ‘Why Shakespeare?’. Findings
Noticeable positive changes were observed in all participants in terms of the protective factors of confidence, empathy, and resilience. A hybrid format, allowing online attendance from a secure and accessible place, has the potential to address any in-person, or online, socio-economic barriers to intervention.
Practical implications
The results indicate this interdisciplinary approach, mixing social work, psychology, criminology, and theatre built a positive and nurturing environment. Youth workers can discuss lived examples of violence with young participants based on forum theatre and Shakespeare.
Originality/value
Our research makes an original contribution to knowledge because the youth interacted with actors online and after the pandemic. It seeks to expand the existing literature by priming similar studies. |
|---|