Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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continues to motivate me to find out more about music therapy and its value to adolescents. 9.8 Last word This study has taken a step towards finding out how music therapy can help youth at risk and has given voice to a population which is often misrepresented and frequently misunderstood. Therefore, the last word goes to one of the students who participated in this project whose comment, in his interview (appendix 7.1.12, p.292), shows that he values music therapy and its relevance to others like him: “I feel that hopefully more children can do music therapy because, whether it helps them or not, you’ve got to have a go at everything and I hope they have a go at this because it’s made me feel better and I really want to encourage them to make themselves feel better. Cos I feel that if they’re feeling better, if the whole world could be expressing themselves and just feel good, then it would be amazing.” ! ##)!
REFERENCES Aasgaard, T., 2005. Assisting children with malignant blood diseases to create and perform their own songs. In: F. Baker and T. Wigram, eds. 2005. Songwriting. Methods, techniques and clinical applications for music therapy clinicians, educators and students. London: Jessica Kingsley Publishers. Chapter 8. Abad, V. and Williams, K., 2006. Early intervention music therapy for adolescent mothers and their children. British Journal of Music Therapy, 20 (1), pp.31-38. Abrams, F., 2010. Learning to fail: how society lets young people down. London: Routledge. Adams, G.R. ed., 2000. Adolescent development: the essential readings. Oxford: Blackwell. Adamson, L. and Lyxell, B., 1996. Self-concept and questions of life: identity development during late adolescence. Journal of Adolescence, 19, pp.569-582. Adelson, J. ed., 1980. Handbook of adolescent psychology. New York: John Wiley and Sons. Ahmadi, M. and Oosthuizen, H., Naming my story and claiming my self. In: S.Hadley and G. Yancy, eds. Therapeutic uses of rap and hip-hop. New York; Hove: Routledge. Chapter 11. Alanne, S., 2010. Music psychotherapy with refugee survivors of torture. Helsinki, Finland: Sibelius Academy. Albornoz, Y., 2011. The effects of group improvisational music therapy on depression in adolescents and adults with substance abuse: a randomized controlled trial. Nordic Journal of Music Therapy, 20(3), pp.208-224. Aldridge, D. ed., 2005a. Case study designs in music therapy. London; Philadelphia: Jessica Kingsley Publishers. Aldridge, D., 2005b. A story told from practice: the reflective inquirer in an ecology of ideas. In: D. Aldridge, ed. 2005b. Case study designs in music therapy. London: Jessica Kingsley Publishers. Chapter 1. Aldridge, D., 2005c. Guidelines for case study design research in music therapy. In: D. Aldridge, ed. 2005c. Case study designs in music therapy. London: Jessica Kingsley Publishers. Chapter 11. ! ##*!
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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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Figure 6.6.2 The change scores from
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6.7 Findings from school attendance
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CHAPTER 7 KEY FINDINGS FROM THE QUA
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Table 7.1 Themes from the predeterm
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Figure 7.2.1 How do you express you
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Daniel said he did “nothing” to
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Page 217 and 218: CHAPTER 8 CASE STUDIES 8.1 Introduc
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Page 227 and 228: CHAPTER 9 DISCUSSION AND CONCLUSION
Page 229 and 230: 7. Positive effects of music therap
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Page 233 and 234: 9.3 Reflections on the method The c
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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
Page 243 and 244: caution. These young people with an
Page 245: 9.7 Looking Ahead Collaboration wit
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.
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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