Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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teachers and his reputation: “If someone did something and it wasn’t me then they’d always go to me. It’s still like that a bit, but nowhere near as much” (appendix 7.1.28, p.416). He felt that he was able to manage situations more easily which was a change that he noticed about half-way through therapy. He felt he was more confident, could manage his stress problems and was able to think before he spoke. Some students commented on the sense of achievement from music therapy. Harry (8.5) made a link between having a good chat, expressing himself on the drums and guitar to feeling really good and more self-confident: “It’s been really fun and it’s made me a lot more happy and a lot more head held high when I come out of there. Cos I do feel, I feel like I’ve achieved something more than anything” (appendix 7.1.12, p.282). Considering the referrals were made for underachievers, these data become even more important and help validate music therapy for this client group. Harry noticed this change in how he felt and could explain it happening suddenly at the beginning: “Yeah I remember uniquely coming out of that room and just going…Cos I used to do it in French and then go straight out to lunch. I was coming out feeling a lot better and I just wanted to talk to my friends and stuff, I felt really good. So I had a good conversation with them as well. And they noticed I was a lot happier, so they were happier. Cos at a certain point before I was doing music therapy I was in quite a sort of ‘down’ place, I wasn’t feeling very good and usually I’m quite a happy, nice person and that really sort of brought me back out again. I really, really, really enjoy it” (appendix 7.1.12, p.286). The change was not temporary although he expected it to be and felt that teachers had noticed the difference too “I think they find that I’m enjoying myself a lot more” (appendix 7.1.12, p.285). Five of nine mainstream students (56%) talked specifically about improvement in their concentration. Others felt they were better able to manage their feelings which led to a change in their behaviour and subsequent improved relationships with their peers. ! "*%!
7.7.5 On the impact of music therapy: The Centre School students “Gives me a break” (appendix 7.1.14, p.306) On the whole, when asked about how music therapy had helped them, The Centre School students were not as able as the mainstream students, to articulate the impact it had had. Their answers were often monosyllabic so the interviewer had to find different ways of approaching the same question. Despite this, they confirmed that music therapy had made a difference and a few could explain it. For example, Clare said: “Lessons they can sometimes be boring but when you do music you can let your expressions out onto it. So like say if there was a sad song, you feel the feelings in it…It’s actually made me a lot happier and has got me…what’s the word Better” (appendix 7.1.20, p.358). The sense of having free time and fun was important to them. “It’s fun. It’s like a good way of expressing your feelings and that” (Rory, appendix 7.1.36, p.491). Iain said that he gradually chilled out in music therapy and noticed that he felt different with this change. It helped him by giving him a break “Helps me relax, don’t get annoyed with any lessons” (appendix 7.1.14, p.306). He said he felt generally better since having music therapy and referred to the freedom in sessions. He liked the fact that there were no rules but he knew what to do: “Play and that’s it” (appendix 7.1.14, p.305). Music mattered to Iain and he had aspirations to be a music teacher. He felt that the most important thing about music therapy was learning, being able to play, trying things out and working hard. He said: “It’s relaxing, chilling out time” […] Do you feel chilled out straight away “It just happens” (appendix 7.1.14, p.305). Chris said that music therapy “helped me learn more about myself in music. I learned to control myself when I play the instruments. I just get lost in the music” (appendix 7.1.24, p.386). This is a particularly powerful quotation considering these students often find it very difficult to put their feelings into words. “What’s the point in music therapy” Jamie asked at the start of his interview. Then later on, when he was asked whether music therapy had helped him, he replied: “Not ! "*&!
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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
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CHAPTER 6 KEY FINDINGS FROM THE QUA
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part of the project (9.3.1). Overal
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expected to score, based on their g
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Table 6.2.3 Summary statistics of a
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Figure 6.2.2.2 CVC students: the di
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Page 227 and 228: CHAPTER 9 DISCUSSION AND CONCLUSION
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Page 233 and 234: 9.3 Reflections on the method The c
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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
Page 253 and 254: Cole, T., 1998. Understanding chall
Page 255 and 256: DCSF, 2010. Pupil absence in school
Page 257 and 258: Dowling, E. and Osbourne, E. 1994.
Page 259 and 260: Fruchard, G. and Lecourt, E., 2003.
Page 261 and 262: 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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