Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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Campbell, P.S., 1998. Songs in their heads: music and its meaning in children's lives. New York: Oxford University Press. Carr, C. and Wigram, T., 2009. Music therapy with children and adolescents in mainstream schools: a systematic review. British Journal of Music Therapy, 23 (1) pp.3- 19. Carson, K., 2007. "Fank u for da musik...4 givin it 2 me": How successful is music therapy as a supporting intervention for increased inclusion within British mainstream secondary education Unpublished Masters dissertation: City University, London. Casey, O., 2012. 'How can I consider letting my child go to school when I spend all my time trying to keep him alive' Links between music therapy services in schools and a children's hospice. In: J. Tomlinson, P. Derrington and A. Oldfield, eds. 2012. Music Therapy in Schools. Working with Children of All Ages in Special and Mainstream Educational Settings. London: Jessica Kingsley Publishers. Chapter 11. Castonguay, L., Pincus, A., Agras, W. and Hines, C., 1998. The role of emotion in group cognitive-behavioral therapy for binge eating disorder: When things have to feel worse before they get better. Psychotherapy Research, 8 (2), pp.225-238. Children Act, 2004. London: HMSO. Chong, H.J. and Kim, S.J., 2010. Education-oriented music therapy as an after-school program for students with emotional and behavioral problems. The Arts in Psychotherapy 37 (3), pp.190-196. Christensen, J., 2010. Making space inside: The experience of dramatherapy within a school-based student support unit. In: V. Karkou, ed. 2010. Arts Therapies in Schools. London: Jessica Kingsley Publishers. Chapter 4. Cobbett, S., 2007. Playing at the Boundaries: Combining music therapy with other creative therapies in individual work with children with emotional and behavioural difficulties. British Journal of Music Therapy, 21 (1), pp.3-10. Cobett, S., 2009. Including the Excluded: Music therapy with adolescents with social, emotional and behavioural difficulties. British Journal of Music Therapy, 23 (2), pp.15-24. Coffey, A. and Atkinson, P., 1996. Making sense of qualitative data: complementary research strategies. Thousand Oaks, Calif.: Sage. Cole, T., 1986. Residential Special Education. Milton Keynes: Open University. ! #$%!
Cole, T., 1998. Understanding challenging behaviour: prerequisites to inclusion. In: C. Tilstone, L. Florian and R. Rose, eds. 1998. Promoting inclusive practice. Abingdon, Oxon: Routledge. Cole, T., Daniels, H. and Visser, J. eds., 2001. Emotional and behavioural difficulties in mainstream schools. Greenwich, Conn; London: JAI. Cole, T., Visser, J. and Upton, G., 1998. Effective schooling for pupils with emotional and behavioural difficulties. London: David Fulton. Coleman, J.C. and Schofield, J., 2005. Key data on adolescence 2005. Brighton: Trust for the Study of Adolescence. Coleman, J., Brooks, F. and Treadgold, P., 2011. Key Data on Adolescence, 2011. Association for Young People's Health, London, UK. Coleman, J.C., Hendry, L.B. and Kloep, M. eds., 2007a. Adolescence and health. Chichester: John Wiley. Coolican, H., 2009. Research methods and statistics in psychology. 5th ed. London: Hodder Education. Cooper, P., 1993. Effective schools for disaffected students: integration and separation. 3rd ed. London: Routledge. Cooper, P., Smith, C.J. and Upton, G., 1994. Emotional and behavioural difficulties. Routledge. Cooper, P., 2000. Positive alternatives to exclusion. London: Routledge/Falmer. Corbett, J., 2001. Supporting inclusive education: a connective pedagogy London: Routledge/ Falmer. Cornwall, J. and Todd, J., 1998. Emotional and behavioural difficulties. London: David Fulton. Corrigan, P., 1979. Schooling the smash street kids. London: Mcamillan Press. Cotterell, J., Coleman, J. and Cotterell, J., 2007. Social networks in youth and adolescence. 2nd ed. London: Routledge. Courtney, R., 1981. An exploration of the therapeutic potential of song in dramatherapy. In: Schattner, G. and Courtney, R. eds. Drama in therapy Volume 2: clinical work and research into practice. Hove: Routledge. Cowie, H. and Sharp, S. eds., 1996. Peer counselling in schools: a time to listen. London: David Fulton. Craig, C., 2007. Creating confidence: a handbook for professionals working with young people. Glasgow: Centre for Confidence and Well-being. ! #$&!
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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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Figures 7.5.2 and 7.5.3 show a most
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Page 205 and 206: 7.7.1 On improvising “Yeah lettin
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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
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 and 250: Baker, F. and Jones, C., 2005. Hold
Page 251: Breslow, N., 1981. Odds ratio estim
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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