Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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about only being able to share sensitive things with his friends (Chris, appendix 7.1.23, p.376) and the majority talked about friends as the people with whom they liked sharing activities. Students from CVC were equally keen to acknowledge that friends were very important but they were more measured and friends did not feature as the only key people in their lives. One student felt that they were “quite important. They help out and everything” (Mark, appendix 7.1.3, p.212) and another said “Yeah they mean a lot to me, they’ve always been there for me so I’m always going to be there for them” (David, appendix 7.1.27, p.407). 7.3.1 Reflection This more measured reaction to the importance of friends from CVC students was different to The Centre School students and might be linked to their situations at home. Statistically, students at The Centre School are more likely to have more complicated and troubled families than mainstream students which would explain why they would rely more heavily on friends (3.3). This is supported by another study which asked 4,500 young people about their experiences of growing up in Britain in the 1990s (Katz, 2000). When asked who they would turn to for emotional support, only 48% of boys compared to 84% of girls said that they would turn to friends because ‘this involved no loss of face’ (p.82). However, more boys said that they would turn to their mothers. The value and use of friends does vary and, it could be argued, depends on the young person’s family situation. This could equally be dependent on the student’s school situation as well. The students who were most guarded about the value of friends were in the mainstream school. This may be because they do not ‘fit in’ and are not befriended. Perhaps there is potential for not having friends or acknowledging having friends for fear of being bullied Students at The Centre school are in a smaller community and have had problems of fitting in before, which has been recognised, so it might feel easier for them to be able to admit to needing, and relying on, friends. ! "('!
7.4 Students’ attitudes to school and the issue of respect “I’m not quite sure but they do give us respect cos they understand our needs and problems” (Chris, appendix 7.1.23, p.378). Students were asked before and after music therapy about respect at school and whether they considered adults understood young people. ’It is suggested that when pupils are conscious of being respected, cared for and valued by their teachers, they experience benefits to their individual self-images, which in turn help to motivate and sustain their efforts to strive for further achievement’ (Cooper, 1993, p.181). This question therefore helped the researcher to reflect on the setting and the relevance of music therapy taking place there. All students were keen to comment on this topic and their answers are shown in figures 7.4.1 and 7.4.2. Figure 7.4.1 Is there enough respect in schools for young people Responses from Centre School students Before music therapy After music therapy 0% 8% 17% Yes Some 13% Yes Some 75% Don't know 87% Don't know The majority of students considered that there was enough respect in their school. In the post music therapy interview the number of students who felt that there was enough respect increased. The Centre School students felt very strongly about this and talked about what respect meant to them. Clare also reflected on students’ respect for one another: “The older, the more we get on, respect each other, that sort of thing” (appendix 7.1.19, p.351). Figure 7.4.2 shows the responses from students in the mainstream school. Although the responses seem to show a large drop in numbers of students who feel there is enough respect, the overall picture is less discouraging. ! "((!
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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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Group B could be considered as a wa
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5.3 Participants Students at risk o
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Figure 5.3.3 Recruitment and groupi
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students’ choosing. The work vari
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The Beck Youth Inventories of Emoti
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School generally find reading more
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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
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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
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
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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: Daniel said he did “nothing” to
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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 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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Page 233 and 234: 9.3 Reflections on the method The c
Page 235 and 236: esults because this was my instinct
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Page 239 and 240: feelings of anxiety It is also poss
Page 241 and 242: Lastly, there is the possibility th
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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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