Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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Creswell, J.W., 1995. Research Design: Qualitative and quantitative approaches. Thousand Oaks, CA: Sage. Creswell, J.W., 2007. Designing and Conducting Mixed Methods Research. Thousand Oaks, CA: Sage. Croll, P., 2002. Social deprivation, school-level achievement and special educational needs. Educational Research, 44 (1), pp.43-53. Crookes, L. 2012. What are the key features of music therapy work with mainstream adolescents in mainstream secondary schools Unpublished Masters dissertation: London Guildhall School of Music and Drama. Csikszentmihalyi, M., Rathunde, K. and Whalen, S., 1997. Talented teenagers: the roots of success and failure. Cambridge: Cambridge University Press. Dadds, M.R., Perrin, S. and Yule, W., 1998. Social desirability and self-reported anxiety in children: An analysis of the RCMAS Lie Scale. Journal of abnormal child psychology, 26 (4), pp.311-317. Daniels, H., Visser, J., Cole, T., de Reybekill, N., Harris, J. and Cumelia, S. 1998. Educational support for children with mental health issues: including the emotionally vulnerable. Birmingham: University of Birmingham. Darrow, A.A., 1999. Music educators' perceptions regarding the inclusion of students with severe disabilities in music classrooms. Journal of Music Therapy, 46 (4), pp.254-273. Davies, E., 2005. You ask me why I'm singing: Song-creating with children at a child and family psychiatric unit. 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 2. Davis, H., 2008. Growing Success. Are care farms the answer to disaffected teenagers' problems The Guardian, 12 March. Dayton, T., 2007. Emotional Repair through Action Methods: The Use of Psychodrama, Sociometry, Psychodramatic Journaling and Experiential Group Therapy with Adolescents. In: V.A. Camilleri, ed. 2007. Healing the Inner City Child. Creative arts therapies with at-risk youth. London: Jessica Kingsley Publishers, pp.197-212. DCSF, 2007a. The Children's Plan. Nottingham: Department for Children, Schools and Families Publications. DCSF, 2007b. Social and emotional aspects of learning for secondary schools. Nottingham: Department for Children, Schools and Families Publications. ! #$'!
DCSF, 2010. Pupil absence in schools in England, including pupil characteristics: 2008/9. Nottingham: Department for Children, Schools and Families Publications. 25 March. Available at: http://www.education.gov.uk/rsgateway/DB/SFR/s000918/index.shtml. Accessed: 10 October 2011. De Backer, J., 1993. Containment in music therapy. In: M. Heal and T. Wigram, eds. 1993. Music therapy in health and education. London: Jessica Kingsley Publishers. Chapter 3. De Carlo, A., 2001. Rap therapy An innovative approach to groupwork with urban adolescents. Journal of Intergroup Relations, 27, pp.40-48. De Silva, S., 2006. Music therapy. In: M. Hunter-Carsch, Y. Tiknaz, P. Cooper and R. Sage, eds. 2006. The handbook of Social, Emotional and Behavioural Difficulties. London: Continuum, pp.199-204. Denscombe, M., 2007. The good research guide: for small-scale social research projects. 3rd ed. Maidenhead: Open University Press. Derrington, C. and Kendall, S., 2004. Gypsy traveller students in secondary schools: culture, identity and achievement. Stoke-on-Trent: Trentham. Derrington, P., 2004. Music therapy on the time-table. Working with students in mainstream secondary schools. Conference paper given at 6 th European Music Therapy Congress: Jyväskylä, Finland. Derrington, P., 2005. Teenagers and songwriting: supporting students in a mainstream secondary school In: Baker, F. and Wigram, T., ed. 2005. Songwriting. Methods, techniques and clinical applications for music therapy clinicians, educators and students. London: Jessica Kingsley. Chapter 3. Derrington, P., 2006. Music therapy in a mainstream secondary school: A study of its role. Unpublished Masters dissertation: Anglia Ruskin University. Derrington, P., 2010. "Yeah I'll do music!" Looking at ways to engage with teenage hoodies and X-factor hopefuls. Conference paper given at 8 th European Conference: Cadiz, Spain. Derrington, P., 2011. Book review of ‘Adolescents, Music and Music Therapy’ by K. McFerran: London: Jessica Kingsley, 2010. Nordic Journal of Music Therapy, 20 (3), p.263. Derrington, P. ed., 2011. 3rd international music therapy research conference: Improvisation - exploring the art and science of clinical practice Waterloo, Canada. Paper available at www.soundeffects.wlu.ca ! #$(!
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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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thought about the future after musi
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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 and 252: Breslow, N., 1981. Odds ratio estim
Page 253: Cole, T., 1998. Understanding chall
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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