Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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4. The time limitation of this study meant that only 24 students could be referred to the project. Time also limited the music therapy input to 20 sessions for each student instead of open-ended therapy which is normally offered. The study by Karkou, Fullarton and Scarth (2010), which investigated how dance movement psychotherapy could improve the emotional and social well-being of young people aged 11-13 (2.5.1), showed some positive results but was also too small and time-limited for any firm conclusions to be drawn. 9.3.2 Discussion of time and timings Time can affect a study in numerous ways. According to Tashakkori and Teddlie (1998) one particular threat to the validity of research findings is history. A lot changed for these young people over the course of almost two years and the fact that events occur during a study of this length can lead to differences in the data. For example, known factors that affected some students during the project included bereavement and change of home and family situations. Students might have become more distressed without music therapy intervention but this can only be conjecture. The fact that students were growing up during the process could also change their responses and outlook as they matured. ‘Difference between the pre- and post-tests might be the result of physical or psychological maturation of the participants rather than differences in the independent variable’ (Tashakkori and Teddlie, 1998, p.87). These differences are likely to be even more extreme due to the changes that occur in adolescence. The timescale of the project also meant that the referrals were made over twelve months before students in group B were able to start so it was to be expected that their needs could change in this time. The head of year who asked me to move a student from B to A (5.3.3) was responding to one such change. There was a great deal of concern that that particular student would not be attending school by the time group B began sessions, as he was already starting to refuse school on a regular basis. Following meetings with both the form tutor and head of year to discuss the student’s needs he was moved to group A, which resulted in an uneven distribution of students in the groups (5.3.3). I chose to move him despite the potential for weakening the ! #"'!
esults because this was my instinctive reaction as a therapist and his change scores (6.2.1) proved this to be the right decision as music therapy had supported him at a particularly difficult time. The timing of the intervention was right for some students and it was evident from my clinical observations that music therapy made a big difference. However, timelimited work of therapy is not appropriate for all and it was difficult to finish after twenty weeks as in some cases it felt that the work needed to continue. The emotional effects of the grouping on the students were also considered. Students in group A received therapy first, however they had to wait for a year before recommencing therapy. Creating DVDs for students to keep provided a tangible record of their sessions and helped them to hold their work in mind and we often had conversations in school as a way of keeping in touch. Students in group B, on the other hand, had to wait longer for therapy to start but did not have such a long gap afterwards and were able to recommence after a term. 9.3.3 Issues of asking students to self-report “On the outside I am titanium, on the inside I’m mush!” How does a student decide which side to show on one particular day A research study such as this needs the students to self-report. Their voice has to be heard. All bar one of the participants were boys and it was shown in a previous study that boys respond well to self-reporting and scoring on a rating scale (Jolly et al.,1994). However there are limitations to using self-report. Tourangeau (2000) suggested that the respondent needs to comprehend the question, make a decision and format an answer, which can all leave room for error. The accuracy of reports has been the concern of survey researchers, and Tourangeau and Yan (2007) carried out research into errors in self-reporting. They discovered that misreporting on sensitive topics frequently occurred which is particularly relevant to this study. The possible mistrust of the setting and interviewer is one that had been considered because of the possibility that students would edit their answers to avoid repercussions from other people. ! #"(!
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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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Figure 6.2.3.1 Centre School studen
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students scored in the average rang
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perception of disruptive behaviour
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6.3.1 The Beck Self-Concept Invento
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Figure 6.3.3 Difference in groups
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are presented in this section as ba
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hand, CVC students are all settled
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6.5 Findings from the music therapy
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Table 6.5d.ii (in appendix 6.5d) sh
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All nine students felt that at leas
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Table 6.5d.III (in appendix 6.5d) s
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Page 187 and 188: CHAPTER 7 KEY FINDINGS FROM THE QUA
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Page 195 and 196: 7.4 Students’ attitudes to school
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Page 217 and 218: CHAPTER 8 CASE STUDIES 8.1 Introduc
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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 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
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
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Page 259 and 260: Fruchard, G. and Lecourt, E., 2003.
Page 261 and 262: Hallam, S. and MacDonald, R., 2009.
Page 263 and 264: Ierardi, F. and Jenkins, N., 2012.
Page 265 and 266: Koshland, L., 2010. PEACE through d
Page 267 and 268: S.Hadley and G. Yancy, eds. Therape
Page 269 and 270: Miller, A., 1997. The drama of bein
Page 271 and 272: Parsons, R., 2009. Teenagers! What
Page 273 and 274: Bruscia, ed. 1991. Case studies in
Page 275 and 276: Children and Adolescents. Preventio
Page 277 and 278: Triangle and Coram, 2011. Music The
Page 279: Wigram, T., Lumley, J. and Steen, C
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