Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

In relation to the research questions it was found that:
1. Music therapy made a difference to a student’s self-concept: 25% of students
(at The Centre School) and 56% (at CVC) reported a greater level of selfconcept.
The baseline score was significant and showed that students with
more complex needs (at The Centre School) required longer than twenty
weeks of sessions for results to show greater improvement.
2. Music therapy can help improve integration with peers. Some students (10%)
talked about having better relationships with their peers as a result of music
therapy and 41% felt that they were socialising more.
3. Music therapy can help motivate students to learn. Several students (14%) felt
that music therapy had directly helped their concentration and they were more
willing to join in with lessons. The majority of teachers (58%) recorded
improvement in the students’ attitudes towards learning.
4. Music therapy gives students wider incentive. 95% of students committed to
music therapy and their average attendance was 89%. Three students moved
schools during the project but 82% participated fully in the project’s data
collection which lasted nineteen months. All students at The Centre School
and all except one at CVC, wanted to continue with music therapy once the
project had finished.
5. Whilst group A were having music therapy, staff reported 17% fewer
incidents for these students. After music therapy had stopped, their behaviour
deteriorated. 50% of students (at The Centre School) and 55% (at CVC) felt
their behaviour had improved after music therapy.
6. Levels of anxiety decreased after music therapy for most students. 50% of
students (at The Centre School) and 55% (at CVC) recorded a decrease.
However, anxiety was also shown to be difficult to measure.
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