Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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Figure 7.5.3 Do you think you get enough encouragement from teachers Responses from CVC students Before music therapy After music therapy 13% 12% Yes Yes 88% Some No 25% 62% Some No Don't know Don't know Before music therapy, all students at CVC felt that they were encouraged to some degree. David felt strongly and said “Yeah, if I ever need help they’re always there to help me” (appendix 7.1.27, p.409). The increase in those who felt that there was definitely enough encouragement increased from 12% to 62%. However, more students felt that they were not encouraged and that figure rose after music therapy from 0 to 13%. As suggested in the results in 7.4, considering the issue of respect, it is possible that as students have greater self-confidence after music therapy, they are able to give a more measured answer and might feel less reliant on teachers for encouragement. Students were then asked whether they thought about the future, had plans and knew people who could help them to achieve their goals. Every student answered this question in their first interview but the subject only came up in 13 cases (68%) after music therapy. The responses from The Centre School students were divided: 45% did think about the future and 54% gave it no thought. However the responses from CVC students were more marked in favour of giving the future some consideration: 88% thought about it and only 12% did not. After music therapy, 29% of Centre School students said they thought about the future, 57% did not and 14% did not care either way. Similarly, the number of CVC students who thought about the future (50%) was less than in their first interview. The lack of directly comparative data from the interviews makes it difficult to draw any significant conclusions (9.2.1). However, the figures show that fewer students ! ")#!
thought about the future after music therapy than before and those who did not think about the future rose in both schools. This was a higher number for students from The Centre School and this nonchalant stance could suggest an inability to think ahead which was confirmed in some of their interviews: “Just wait when it happens…I’ll just work it out when it happens when I get older” (Iain, appendix 7.1.13, p.298), “Dunno about the future. It happens and it happens don’t it” (Iain, appendix 7.1.14, p.308), and “It’s best to think about the present rather than the future. If you think too far ahead, your mind gets stuck on something else” (Jamie, appendix 7.1.26, p.401). Despite their general disinterest in school and low self-esteem, many did have definite plans or at least a few ideas about what they wanted to do in the future, which included being in the army, flying jets, being a car mechanic, racing driver or training to be a chef. In the post-music therapy interview, students were asked how they felt about the future, not just whether they gave it thought. The results are shown in figure 7.5.4. Figure 7.5.4 How do you feel about the future, after music therapy Students’ responses Number with answer *! )! (! '! &! %! $! #! "! +! CVC Centre D;=7.4;E6!0.69246.! All CVC students and 67% of students at The Centre School were positive and felt optimistic about the future despite the fact that in terms of ideas and thoughts, the majority did not have any plans. This hopefulness, particularly amongst The Centre School students, is worth highlighting. Considering the problems I know they have ! ")$!
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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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allows profiling across scales…an
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e shared out between them. As the p
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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 and 176: 6.5 Findings from the music therapy
Page 177 and 178: Table 6.5d.ii (in appendix 6.5d) sh
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: Figures 7.5.2 and 7.5.3 show a most
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
Page 231 and 232: how they raise difficult issues rel
Page 233 and 234: 9.3 Reflections on the method The c
Page 235 and 236: esults because this was my instinct
Page 237 and 238: All the students’ responses to th
Page 239 and 240: feelings of anxiety It is also poss
Page 241 and 242: Lastly, there is the possibility th
Page 243 and 244: caution. These young people with an
Page 245 and 246: 9.7 Looking Ahead Collaboration wit
Page 247 and 248: REFERENCES Aasgaard, T., 2005. Assi
Page 249 and 250: 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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