Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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It is very interesting that ten students (83%) reported improvement in the statements ‘I find it difficult to cope with different people in different settings’ and ‘I find it difficult to ask questions when I don’t understand something’ because this reflects a stronger sense of self and confidence. All students reported that the statement ‘I find it difficult to work on my own without help’ remained constant or became worse. This might reflect a new recognition of help, whereas before therapy they might have been less willing to acknowledge it. Although four students (33%) improved in the statement ‘I mind when something changes and I wasn’t expecting it’, five students (42%) did not. The student who recorded the largest increase in difficulties in this questionnaire was Clare who needed to continue with music therapy (6.1.2 and 8.2). The responses to the same statements on school (I) from students at CVC are shown in figure 6.5.2.2 Figure 6.5.2.2 CVC students: responses to school (I) Shift )! (! '! &! %! $! #! "! +! C"! C#! C$! C%! C&! Shift in statements on school (I) CVC I tend to mess about in the classroom Individual students 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 ! "'+!
All nine students felt that at least one statement had become worse but they also all improved, or showed no change, in others. Of particular importance, all students showed improvement or no change in their answer to the statement ‘I hate it when someone says “well done” to me’. This is interesting because inability to accept praise is closely linked with low self-esteem and confidence in the classroom. In both schools there is a mixture of results for the statement ‘I find it difficult to make things up and be creative’ with almost as many students reporting improvement as those who did not. This contrasts with the many comments the students made after music therapy to the interviewer about feeling spontaneous, free and creative when they improvised musically (7.7.1). The Centre School students presented varied responses to the statements on school (II), as shown in figure 6.5.2.3. For these statements, an increase in shift indicates improvement. Figure 6.5.2.3 The Centre School students: responses to school (II) Shift )! (! '! &! %! $! #! "! +! C"! C#! C$! C%! C&! Shift in school categories (II) Centre School Individual students I look forward to school I try and join in lessons I care about my school work I like trying new things I can concentrate in lessons This graph shows more negative (64%) than positive shifts (36%) in these statements but more than half the number of students (52%) reported no change in one or more statement. Two students (25%) showed improvement in at least two statements. Considering how removed The Centre School students can feel from what the ! "'"!
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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
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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
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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
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
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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 175 and 176: 6.5 Findings from the music therapy
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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
Page 227 and 228: 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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