Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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faced, and which many continue to face, their optimism for the future is extraordinary. The mainstream school students felt able to reflect more. Guy said: “I don’t know, I just think it’s going to be better” (appendix 7.1.6, p.234), Andrew said that he felt better and “not as nervous as last year. I pay attention more” (appendix 7.1.32, p.460), Ollie felt more positive about the future and said that this difference in feeling had been made by music therapy (appendix 7.1.30, p.441). 7.6 Students’ views on their world “Just get on” (Harry, appendix 7.1.11, p.279). In order to gauge insight into the teenage world and to provide further opportunity for conversation, students were asked to describe in three words what it was like to live in their world. Before music therapy, half of the words used by The Centre School students were positive, such as fun, good, happy and fine. The other half consisted of words that defined their world as difficult, for example annoying, disappointing and crap. More than half of the words (59%) which CVC students used to describe their world were positive adjectives such as good, energetic, exciting and easy. The negative words (40%) which they chose were sad, confusing, worrying and hard. These reflect how students with emotional difficulties find it hard to keep up in a mainstream school environment. 12% of all the students felt that it was too difficult to say what it was like. This question arose in fewer interviews after music therapy than before and the responses they gave were very different. They showed an increase in positive adjectives: among The Centre School students, 60% used the words good, chilled, free or fun, whereas only 30% described life as boring or difficult; 68% of CVC students used positive words such as energetic, good, fun, easy or exciting, 29% said that they felt life was hard or confusing, and overall, 19% of students said it was hard to explain how they felt. These answers are consistent with their feelings about the future (7.5) and this more positive attitude reflects greater self-esteem. ! ")%!
7.7 Students’ thoughts on music therapy “Philippa gives me the opportunity to relax in music therapy, which helps me learn, which helps me feel better, so it’s just a gateway thing. It’s good. Amazing” (Harry, appendix 7.1.12, p.291). Other research studies have asked clients or parents of children about their opinions on music therapy (Darrow, 1999; Oldfield, 2004) but this was the first time that secondary-aged pupils in the UK were asked how they felt about music therapy. Table 7.7 shows the questions that were set as guidelines in the interview schedule and the themes which emerged from these, which form the headings for each subsection. ! ")&!
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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
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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
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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 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
Page 201: thought about the future after musi
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
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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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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
Page 251 and 252: 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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