Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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education system can offer them, any changes they feel they have made with regard to these statements are significant. The results from the CVC students showed much clearer improvement, as figure 6.5.2.4 illustrates. Figure 6.5.2.4 CVC students: responses to school (II) Shift )! (! '! &! %! $! #! "! +! C"! C#! C$! C%! C&! Shift in school categories (II) CVC 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 All except one of the CVC students (89%) showed improvement in one or more areas. The statement ‘I like trying new things’ was shown to improve or remain constant for all except one (89%). This is considerable change for the better because students who lack self-esteem usually find it difficult to do this. One of the students who improved in this area also reported that he found it less ‘difficult to make things up and be creative’ (figure 6.5.4). These two statements support each other and reveal a student who is more willing to take risks and be independent. ‘I can concentrate in lessons’ and ‘I try and join in lessons’ were two statements which five students (56%) felt had improved. This realisation that their concentration had increased and that they were joining in lessons more was also talked about in several of the CVC students’ interviews (7.7.4). ! "'#!
Table 6.5d.III (in appendix 6.5d) summarises the results to view the improvement as percentages in all the statements about school. The majority of students improved in one third of statements, that is, in four of the twelve questions (Centre School = 50%; CVC = 33%), which indicates that some students’ attitude to school and learning did improve. However, the mixed pattern created by these results means that further investigation is needed for any real trends to be found. 6.5.3 The music therapy project questionnaire: inferential statistics As it was not a standardised test like the Beck Inventories for Youth, logistic regression was used to observe the percentage of students who scored plus or minus by an analysis of proportions. The model was run with group and school as main effects but neither was shown to be significant (appendix 6.5e). The 95% confidence intervals (School=0.268 - 9.552; Group = 0.160 - 6.259) were very wide, reflecting the variability in the data as seen in figures 6.5.1 - 6.5.6 and showed no particular patterns. Although this weakens the results, it can be explained by the lack of data, and therefore very little power, provided by this questionnaire. 6.6 Findings from the teachers’ questionnaire: comparing results before and after music therapy The findings from the teachers’ questionnaires add to the main research enquiry into the impact of music therapy on students’ emotional well-being, as well as address the secondary questions concerning student’s self-esteem, integration with peers and motivation to learn. More than 60 teachers were involved in the study because three teachers completed a questionnaire for each student (5.5). Each was assigned as teacher 1, 2 or 3. Having responded using a scaling system of 0-7, their answers (collected at the same times as the students’ data) were added together. The results in this section show the difference in scores which teachers gave after the student’s music therapy, compared ! "'$!
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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
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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
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 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: All nine students felt that at leas
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
Page 229 and 230: 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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