Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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Blair, J., 2000. Assessing protocols for child interviews. In: A. Stone, et al., eds. 2000. The science of self-report. Implications for research and practice. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers. Blos, P., 1966. On adolescence. New York: Free Press. Bombèr, L.M., 2009. "Survival of the fittest" Teenagers find their way through the labyrinth of transitions in schools In: A. Perry, ed. 2009. Teenagers and Attachment. Helping adolescents engage with life and learning. London: Worth Publishing. Chapter 2. Boucher, C.R., 1999. Students in discord: adolescents with emotional and behavioural disorders. Westport, Connecticut Greenwood Press. Boussicaut, C.R., 2003. The effects of music therapy and token economy system vs.music therapy on decreasing inappropriate behaviors with students labeled emotionally disturbed. Unpublished Masters dissertation: Florida State University. Bowen, J.M., Jenson, W.R. and Clark, E., 2004. School-based interventions for students with behavior problems. New York; London: Kluwer Academic/Plenum Publishers. Bowlby, J., 1969. Attachment and Loss Volume 1: Attachment. London: Hogarth Press. Bowlby, J., 1984. Attachment and loss. 2nd ed. Harmondsworth: Penguin Books, 1991. Bowlby, J., 1988. A secure base. London: Routledge. Bowlby, J., 1998. Separation: Anxiety and anger. London: Pimlico. Boys don’t’ sing [TV series], 2008. BBC. Brackley, J., 2007. Music therapy on a pupil referral unit: what does music therapy have to offer pupils aged 5-9 on a behaviour support programme Unpublished Masters dissertation: Anglia Ruskin University. Brackley, J., 2012. Music Therapy and The Expression of Anger and Aggression: Working with aggressive behaviour in children aged five to nine who risk mainstream exclusion In: J. Tomlinson, P. Derrington and A. Oldfield, eds. 2012. Music Therapy in Schools. Working with children of all ages in mainstream and special education. London: Jessica Kingsley. Chapter 6. Braun, V. and Clarke, V., 2006. Using thematic analysis in psychology. Qualitative research in psychology, 3, pp.77-101. ! #$#!
Breslow, N., 1981. Odds ratio estimators when the data are sparse. Biometrika, 68(1), pp.73-84. Bridgeland, M., 1971. Pioneer Work with Maladjusted Children. A Study of the Development of Therapeutic Education. London: Staples. Briggs, S., 2008. Working with adolescents and young adults: a contemporary psychodynamic approach. 2nd ed. Basingstoke: Palgrave Macmillan. Brooks, D.M., 1989. Music therapy enhances treatment with adolescents. Music Therapy Perspectives, 6, pp.37-39. Brown, B.B., Mory, M.S. and Kinney, D., 1994. Casing adolescent crowds in a relational perspective: caricature, channel and context. In: R. Montemayor, G.R. Adams and T.P. Gullotta, eds. 1994. Personal relationships during adolescence. Thousand Oaks, CA.: Sage Publications. Brown, D. and Pedder, J., 1991. Introduction to psychotherapy: an outline of psychodynamic principles and practice. 2nd ed. London: Routledge. Brown, R.B. and Saunders, M., 2008. Dealing with statistics: what you need to know. Maidenhead: Open University Press. Brown, S., 1994. Autism and music therapy: is change possible, and why music British Journal of Music Therapy, 8, pp.15-25. Bruscia, K.E., 1987. Improvisational models of music therapy. Springfield, Illinois: Charles C. Thomas. Bruscia, K.E., 1998a. Defining music therapy. 2nd ed. Gilsum, NH: Barcelona Publishers. Buchanan, J., 2000. The effects of music therapy interventions in short-term music therapy with teens at risk: an opportunity for self-expression in a group setting. Canadian, 7 (1), pp.39-50. Budd, E.C., Sigelman, C.K. and Sigelman, L., 1981. Exploring the outer limits of response bias. Sociological Focus, 14 (4), pp.297-307. Bunt, L., 2003. Music therapy with children: a complementary service to music education British Journal of Music Education, 20 (2), pp.179-196. Bunt, L. and Pavlicevic, M., 2001. Music and emotion: perspectives from music therapy. In: P. Juslin N. and J.A. Sloboda, eds. 2001. Music and Emotion. Theory and Research Oxford: Oxford University Press, pp.181-201. Butterton, M., 1993. Music in the pastoral care of emotionally disturbed children. British Journal of Music Therapy, 7 (2), pp.12-20. ! #$$!
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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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7.4 Students’ attitudes to school
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given respect, but if the student h
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Page 201 and 202: thought about the future after musi
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Page 207 and 208: went on: “It’s like let the str
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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
Page 237 and 238: All the students’ responses to th
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 and 246: 9.7 Looking Ahead Collaboration wit
Page 247 and 248: REFERENCES Aasgaard, T., 2005. Assi
Page 249: Baker, F. and Jones, C., 2005. Hold
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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