Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

Finally, a fourth student had to be withdrawn from the project: Clare in group A from
The Centre School. She received 20 sessions of music therapy and was prepared for
the sessions to end however, at the time, her home situation was chaotic and she was
extremely vulnerable. There was much discussion with her teachers and other support
staff. Together it was agreed that it was unethical to keep her from having further
sessions just because she was part of the research study. As a result she was offered
ongoing music therapy and was withdrawn from the project.
Stuart, from The Centre School, was not a dropout and did not withdraw from the
study but he was unable to complete the fourth round of data collection because he
left school in June when he turned 16.
The circumstances of four students resulted in slightly reduced data for the project.
Despite this, the fact that 21 out of 22 students (95%) wanted to stay in the project
which lasted longer than 18 months, and that of these 17 students (81%) were able to
participate to the end, is a remarkable outcome. These high percentages of treatment
adherence are extraordinary because students with emotional and behavioural
difficulties often resist engaging and find it difficult to commit to anything.
6.2 Findings from the Beck Inventories for Youth: comparing results before and
after music therapy
Does music therapy help to improve the emotional well-being of adolescents who are
at risk of underachievement or exclusion This main research question was answered
by analysis of the data from the change scores in the three Beck Youth Inventories:
(1) The Beck Self-Concept Inventory for Youth (BSCI), (2) The Beck Anxiety
Inventory for Youth (BAI) and (3) The Beck Disruptive Behaviour Inventory for
Youth (BDBI). These are included as appendices 6.1g - 6.1i.
The raw scores from the Beck Inventories for Youth were calculated by adding up
each item’s score where Never = 0, Sometimes =1, Often =2 and Always =3. These
total raw scores were then converted into T scores to allow profiling across scales to
show a continuum of degrees of severity (Beck et al. 2005, p.19) because T scores
provide a comparison of each individual to their norm group where they would be
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