Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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compared to the second wave of data collection (when their block of music therapy finished) and the results are included in appendix 6.4b. They are very similar to the results after the short-term follow-up and in summary show that: • Most students scored a decrease in their level of self-concept • All students reported a decrease in anxiety • All students reported a decrease in disruptive behaviour The scores according to the Beck clinical ranges in appendix 6.4c show that the students’ levels of self-concept vary from below to above average: eight of the ten students (80%) reported a score which is an average level for anxiety and seven (70%) scored average for disruptive behaviour. The data shown in figure 6.4.4 show the change scores for group A between the third and fourth data collection, during which time they had continued to receive no further music therapy. It is particularly interesting that some students (56%) reported an increase in anxiety and disruptive behaviour and most students (60%) considered their self-concept to be lower which suggests, as before, that some students need longer than 20 weeks for music therapy to build on this. Figure 6.4.4 Group A: the difference between Beck scores from long-term follow-up Group A's change scores between data collection 3 and 4 20 10 Change score 0 -10 -20 BSCI BAI BDBI -30 Individual students ! "&'!
6.5 Findings from the music therapy project questionnaire: comparing results before and after music therapy The music therapy project questionnaire consisted of statements put together by the researcher to investigate the students’ feelings of anger and their attitude towards school (5.4.1). The students’ possible answers were scored in the same way as the ones used in the Beck (0 = never, 1 = sometimes, 2 = often and 3 = always) and added together (appendices 6.5a – 6.5c). However they are not converted into T scores and are not standardised scores so a shift of change across the scoring system is used to show how students reported change from before to after music therapy. The students’ responses to these questions are presented in their school groups and the statements on school are divided into two because the results of one (I) show improvement by a negative result and the other (II) by a positive. 6.5.1 Statements on anger: descriptive statistics The Centre School students’ scores to the statements on anger after music therapy, and whether they shifted up or down, are shown in figure 6.5.1.1. The minus shifts show improvement. Figure 6.5.1.1 The Centre School students: responses to statements on anger &! %! Shift in statements on anger Centre School $! #! Shift "! +! C"! C#! C$! Individual students I get cross with people I think people are trying to control me I get angry ! "&(!
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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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It is important to address the use
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Vignette 4.5 Gary, 15, wanted to si
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to me and say “that’s it”. To
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Then, in his sixth session he stopp
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Figure 4.4.6 Rose’s drawing She s
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Gerald in the story, the most remar
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Page 125 and 126: CHAPTER 5 METHODOLOGY 5.1 Introduct
Page 127 and 128: Table 5.2 Overview of the design an
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Page 131 and 132: 5.3 Participants Students at risk o
Page 133 and 134: Figure 5.3.3 Recruitment and groupi
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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
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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
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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 and 162: Figure 6.2.3.1 Centre School studen
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Page 169 and 170: Figure 6.3.3 Difference in groups
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Page 189 and 190: Table 7.1 Themes from the predeterm
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Page 195 and 196: 7.4 Students’ attitudes to school
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Page 217 and 218: CHAPTER 8 CASE STUDIES 8.1 Introduc
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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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