Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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Overall, seven students reported improvement, three reported no change and eight students felt decline in some statements. The statement ‘I think people are trying to control me’ was not shown to improve by any student, in fact, the five students who recorded change shifted by two counts. Five students (42%) showed improvement in the statement ‘I get cross with people’ and three (25%) felt no change. Two students (17%) reported that they felt less angry, six (50%) reported no change in this statement and three (25%) felt that they became angry more often. Table 6.5d.I (in appendix 6.5d) shows the high percentages of students in each group who improved in at least one statement within The Centre School findings (group A = 63%; group B = 80%). Figure 6.5.1.2 shows the findings from students at CVC. Overall, two students (22%) recorded some improvement, three students (33%) reported no change and five (56%) students felt that they were angry, cross with others and people were trying to control them, more often. Figure 6.5.1.2 CVC students: responses to statements on anger &! %! Shift in statements on anger CVC $! #! Shift "! +! C"! C#! C$! Individual students I get cross with people I think people are trying to control me I get angry ! "&)!
Table 6.5d.ii (in appendix 6.5d) shows the percentages of students in each group who improved in at least one statement within the CVC findings (group A=67%, and group B=0%). Compared to The Centre School students, CVC students did not make such notable shifts. In summary, more students across both schools felt that they were angry more often. This could be that they are now more able to acknowledge their feelings and be open about them to others. In contrast, several students talked to the interviewer about feeling calmer and more in control (7.7.5). 6.5.2 Statements on school: descriptive statistics As in the previous figures, a negative shift for the statements on school (I) show improvement. The responses from students at The Centre School are presented in figure 6.5.2.1. Figure 6.5.2.1 The Centre School students: responses to school (I) Shift )! (! '! &! %! $! #! "! +! C"! C#! C$! C%! C&! Shift in statements on school (I) Centre School Individual students I tend to mess about in the classroom I find it diffcult to ask questions when I don't understand something I find it difficult to cope with different people in different settings I find it difficult to work on my own without help I find it difficult to make things up and be creative I mind when something changes and I wasn't expecting it I hate it when someone says "well done" to me ! "&*!
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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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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 and 162: Figure 6.2.3.1 Centre School studen
Page 163 and 164: students scored in the average rang
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
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Page 173 and 174: hand, CVC students are all settled
Page 175: 6.5 Findings from the music therapy
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
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Page 199 and 200: Figures 7.5.2 and 7.5.3 show a most
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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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Page 213 and 214: 7.7.5 On the impact of music therap
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Page 217 and 218: CHAPTER 8 CASE STUDIES 8.1 Introduc
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Page 221 and 222: He started to be more honest in ses
Page 223 and 224: John’s results were remarkable fo
Page 225 and 226: 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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