Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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Figure 6.2.3.2 CVC students: the difference between scores in pre- and post-tests for BDBI Change score #&! #+! "&! "+! &! +! C&! C"+! C"&! C#+! Change scores for BDBI CVC Individual students Change in BDBI scores There is virtually no slope in this table. The student with the highest reported increase in disruptive behaviour is Joe, who has already been classed as an outlier (6.2.1 and 8.3), however all the other scores are comparable and there is little change amongst them. This suggests that students feel their behaviour has neither deteriorated nor improved. Table 6.2.5 shows that the means in both schools are similar if Clare is removed from the statistics, but there is a greater standard deviation among The Centre School students than CVC students. Table 6.2.5 Summary statistics of all change scores in BDBI Change in BDBI Centre School Modified Centre School (without Clare) CVC Modified CVC (without Joe) N 12 11 9 8 Mean 1.92 0.00 0.33 1.125 SD 8.01 8.01 3.04 2.03 Min -7 -7 -6 -3 Max 23 8 4 4 N (%) positive change 6 (50%) 5 (45%) 5 (55%) 5 (63%) Mean increase 5.38 2.86 2.2 2.2 Mean decrease -5.00 -5.00 -2.00 -0.67 Figure 6.2e.iii in appendix 6.2e shows the findings of the students’ T scores according to the Beck clinical range for disruptive behaviour: before music therapy, 67% of all ! "%%!
students scored in the average range which increased to 71% after music therapy. This led the researcher to consider how the students’ perception of their behaviour might differ from the actual recorded number of incidents and to measuring the correlation between the two. 6.2.3.1 Correlation between perceived and actual disruptive behaviour The data from the teachers’ logs of incidents for the periods between each data collection are shown in figure 6.2.3.3. Figure 6.2.3.3 Number of incidents recorded for students 100 Total number of incidents 80 60 40 20 Group A: ! Group B: ! 0 Jan - July 2010 Sep - April 2011 April 2011- July 2011 Dates of project These results show that there were fewer incidents recorded for students in group A, who were having music therapy, than for those in group B who were not. When their music therapy finished, the number of incidents for the students in group A then increased by 17% which suggests that behaviour can deteriorate after students have finished having music therapy. Once students in group B had finished music therapy the number of incidents recorded for them decreased dramatically and group A showed a similar change. However, the period between April and July is shorter (four months compared to six months) and some of the year 11 pupils had left school by this time so a smaller number of incidents would be expected. ! "%&!
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ANGLIA RUSKIN UNIVERSITY MUSIC THER
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Marion Long Thank you for conductin
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2.4 Arts therapies for adolescents
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5.3.3 Recruitment and grouping ....
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7.7.2 On talking, playing and being
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COPYRIGHT Music Therapy for Youth a
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LIST OF FIGURES Chapter 3 Figure 3.
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Figure 7.5.3 Do you think you get e
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LIST OF TABLES Chapter 5 Table 5.2
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CHAPTER 1 INTRODUCTION 1.1 Introduc
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1.2 Adolescence and adolescent cult
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Comments on an article concerning t
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week. He was quite happy to have th
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(Grimshaw, 1996). Although this ter
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start. However, school files which
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When there is emotional distress, t
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and counter-transference. In chapte
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1.5.2 Overview of methodology In or
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CHAPTER 2 LITERATURE REVIEW 2.1 Int
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2.2.1 Literature on adolescents and
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influence or impress others as a me
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how it can ‘enhance a variety of
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2.3.1 Descriptive articles In a pub
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De Backer (1993), in his account of
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with authority figures, even gangin
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threatening for the adolescents who
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Recurring themes in drama therapy a
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In the UK, a randomised, controlled
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acquire musical skill. ‘First and
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2.7.1 Descriptive articles There ar
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emotional and behavioural problems
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school time and attendance was high
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The sessions aimed to increase the
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are, whatever educational setting t
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had an impact on music therapy and
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3.2.1 Inclusion The Government Gree
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The Learning Support Unit at Cotten
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The school focuses on individual le
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alcohol or drug addictions, many ar
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all students in music therapy is to
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asked if he could take one of the w
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Figure 3.4.2 After the bike worksho
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3.5 Music therapy and the education
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eginning I used to talk to staff as
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many of these students can seem dir
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others to hear what is being played
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CHAPTER 4 (WITH DVD) AN APPROACH TO
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particularly well with adolescents
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Rogers’ methods, and the form of
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my approach has been shaped by the
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time!” he shouts and I react “T
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a free-flowing stream of expression
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Music is often related to on an emo
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Subsequently he was able to share h
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Adolescents who are not sure of the
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Page 113 and 114: Vignette 4.5 Gary, 15, wanted to si
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Page 117 and 118: Then, in his sixth session he stopp
Page 119 and 120: Figure 4.4.6 Rose’s drawing She s
Page 121 and 122: Gerald in the story, the most remar
Page 123 and 124: letting them rule, can feel chaotic
Page 125 and 126: CHAPTER 5 METHODOLOGY 5.1 Introduct
Page 127 and 128: Table 5.2 Overview of the design an
Page 129 and 130: Group B could be considered as a wa
Page 131 and 132: 5.3 Participants Students at risk o
Page 133 and 134: Figure 5.3.3 Recruitment and groupi
Page 135 and 136: students’ choosing. The work vari
Page 137 and 138: The Beck Youth Inventories of Emoti
Page 139 and 140: School generally find reading more
Page 141 and 142: Effort was made to match the subjec
Page 143 and 144: allows profiling across scales…an
Page 145 and 146: e shared out between them. As the p
Page 147 and 148: Table 5.9.1 Topics set out in the i
Page 149 and 150: 5.9.2 Thematic review of interviews
Page 151 and 152: CHAPTER 6 KEY FINDINGS FROM THE QUA
Page 153 and 154: part of the project (9.3.1). Overal
Page 155 and 156: expected to score, based on their g
Page 157 and 158: Table 6.2.3 Summary statistics of a
Page 159 and 160: Figure 6.2.2.2 CVC students: the di
Page 161: Figure 6.2.3.1 Centre School studen
Page 165 and 166: perception of disruptive behaviour
Page 167 and 168: 6.3.1 The Beck Self-Concept Invento
Page 169 and 170: Figure 6.3.3 Difference in groups
Page 171 and 172: are presented in this section as ba
Page 173 and 174: hand, CVC students are all settled
Page 175 and 176: 6.5 Findings from the music therapy
Page 177 and 178: Table 6.5d.ii (in appendix 6.5d) sh
Page 179 and 180: All nine students felt that at leas
Page 181 and 182: Table 6.5d.III (in appendix 6.5d) s
Page 183 and 184: Figure 6.6.2 The change scores from
Page 185 and 186: 6.7 Findings from school attendance
Page 187 and 188: CHAPTER 7 KEY FINDINGS FROM THE QUA
Page 189 and 190: Table 7.1 Themes from the predeterm
Page 191 and 192: Figure 7.2.1 How do you express you
Page 193 and 194: Daniel said he did “nothing” to
Page 195 and 196: 7.4 Students’ attitudes to school
Page 197 and 198: given respect, but if the student h
Page 199 and 200: Figures 7.5.2 and 7.5.3 show a most
Page 201 and 202: thought about the future after musi
Page 203 and 204: 7.7 Students’ thoughts on music t
Page 205 and 206: 7.7.1 On improvising “Yeah lettin
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7.7.5 On the impact of music therap
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therapy does, it really does open u
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CHAPTER 8 CASE STUDIES 8.1 Introduc
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way, were able to comment with unde
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He started to be more honest in ses
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John’s results were remarkable fo
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8.6 Case study 5: David David’s s
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CHAPTER 9 DISCUSSION AND CONCLUSION
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7. Positive effects of music therap
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how they raise difficult issues rel
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9.3 Reflections on the method The c
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esults because this was my instinct
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All the students’ responses to th
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feelings of anxiety It is also poss
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Lastly, there is the possibility th
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caution. These young people with an
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9.7 Looking Ahead Collaboration wit
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REFERENCES Aasgaard, T., 2005. Assi
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Baker, F. and Jones, C., 2005. Hold
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Breslow, N., 1981. Odds ratio estim
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Cole, T., 1998. Understanding chall
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DCSF, 2010. Pupil absence in school
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Dowling, E. and Osbourne, E. 1994.
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Fruchard, G. and Lecourt, E., 2003.
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Hallam, S. and MacDonald, R., 2009.
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Ierardi, F. and Jenkins, N., 2012.
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Koshland, L., 2010. PEACE through d
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S.Hadley and G. Yancy, eds. Therape
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Miller, A., 1997. The drama of bein
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Parsons, R., 2009. Teenagers! What
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Bruscia, ed. 1991. Case studies in
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Children and Adolescents. Preventio
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Triangle and Coram, 2011. Music The
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Wigram, T., Lumley, J. and Steen, C
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