Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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Derrington, P., 2012. "Yeah I'll do music!" Working with secondary-aged students who have complex emotional and behavioural difficulties. 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 13. Derrington, P. and Neale, L. 2012. Music therapy for youth at risk. Unpublished paper at Key Changes Annual Conference: ‘Music Therapy - proving the case’, Winchester. DfE, 1994. Pupils with problems. Circular. London: Department for Education. DfE, 2012. Living in children’s residential homes. London: Department for Education. DfES, 2001a. Inclusive Schooling: Children with special educational needs. London: Department for Education and Skills. DfES, 2001b. Special Educational Needs Code of Practice. London: Department for Education and Skills. DfES, 2003. Every Child Matters. London: Department for Education and Skills. DfES, 2005. Higher Standards, Better Schools. London: Department for Education and Skills. Doherty, J., 2009. Play for children with special educational needs. In: Brock, A. Dodds, S. Jarvis, P. Olusoga, Y., eds. Perspectives on Play. Learning for Life. Harlow: Pearson Education Ltd. Donnelly, M., 1992. Art therapy with families. In: D. Waller and A. Gilroy, eds. 1992. Art Therapy. A Handbook. Buckingham: Open University Press, pp.125- 140. Donnenwerth, A., 2012. Song communication using rap music in a group setting with at-risk youth. In: S.Hadley and G. Yancy, eds. Therapeutic uses of rap and hiphop. New York; Hove: Routledge. Chapter 14. Doran, J., 2010. Music in Mind Study, Belfast. Available at: http://www.qub.ac.uk/schools/SchoolofNursingandMidwifery/MusicinMind/Abo uttheMusicinMindResearchStudy/ Accessed: 10 June 2012. Dorr, A., 2007. Collaboration and Creativity: Art Therapy Groups in a School Suspension Program. In: V.A. Camilleri, ed. 2007. Healing the Inner City Child. Creative arts therapies with at-risk youth. London: Jessica Kingsley Publishers, pp.164-180. ! #$)!
Dowling, E. and Osbourne, E. 1994. eds. The Family and the School: A Joint Systems Approach to Problems With Children. 2 nd edition. London: Routledge. D'Ulisse, M., Ferrara, C., Walter, D. and Valentina, M. V., 2001. Music therapy and integration: application within schools. Unpublished paper presented at the 5th European Music Therapy Congress. Naples, Italy. Durlak, J.A. and Wells, A.M., 1997. Primary prevention mental health programmes for children and adolescents: a meta-analytic review. American Journal of Community Psychology, 25(2), pp.115-152. Duxbury, R., 2006. Music and personal growth. In: M. Hunter-Carsch, Y. Tiknaz, P. Cooper and R. Sage, eds. 2006. The handbook of social, emotional and behavioural difficulties. London: Continuum, pp.187-198. Dvorkin, J., 1991. Individual music therapy for an adolescent with borderline personality disorder: an object relations approach. In: K.E. Bruscia, ed. 1991. Case Studies in music therapy. Phoenixville: Barcelona Publishers, pp.251-270. Dwyer, K. and Osher, D., 2000. Safeguarding Our Children: An Action Guide. Implementing Early Warning, Timely Response. . Eaves, N., 2005. "A Bohemian Rhapsody" Using music technology to fulfil the aspirations of teenage lads with muscular dystrophy In: P. Pavlicevic, ed. 2005. Music therapy in children's hospices. London: Jessica Kingsley. Chapter 6. Educating Essex [TV series], 2011. Channel 4. Education Act, 2005. London: HMSO. Elefant, C. and Wigram, T. 2005 Learning ability in children with Rett syndrome. The Arts in Psychotherapy 32 (4): 293 - 301 Elkis-Abuhoff, D.L., 2008. Art therapy applied to an adolescent with Asperger's syndrome. The Arts in Psychotherapy, 35 (4), pp.262-271. Elligan, D., 2000. Rap therapy: a culturally sensitive approach to psychotherapy with young African American men. Journal of African American Men, 5 (3), pp.27- 36. Elligan, D., 2004. Rap Therapy: A Practical Guide to Communicating with Youth and Young Adults through Rap Music. New York: Kensington Publishing. Elliot, J., 2005. Using narratives in social research. Qualitative and quantitative approaches. London: Sage Publications. Emunah, R., 1985. Drama therapy and adolescent resistance. The Arts in Psychotherapy, 12 (2), pp.71-79. ! #$*!
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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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7.7 Students’ thoughts on music t
Page 205 and 206: 7.7.1 On improvising “Yeah lettin
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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 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: DCSF, 2010. Pupil absence in school
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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