Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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Erikson, E.H., 1968. Identity: Youth And Crisis. Revised edition 1994. New York; London: W.W. Norton. Erikson Erik H., 1980. Identity and the life cycle. New York London: W.W. Norton. Evans, C., Mellor-Clark, J., Margison, F., Barkham, M., Audin, K., Connell,J. and McGrath, G., 2000. CORE: Clinical outcomes in routine evaluation. Journal of Mental Health, 9 (3), pp.247-255. Fak, H. and Schmidtmayr, B., 1997. Musiktherapie ohne Musik Grenzen des Mediums Musik in der Therapie moit Kindern und Jugendlichen. In: E. Fitzhum, D. Oberegelsbacher and D. Storz, eds. 1997. Wiener Beiträge zur Musiktherapie. Vienna: Edition Praesens. Farrell, M., 2001. Key issues for secondary schools London: Routledge Falmer. Farrell, M., 2006. The effective teacher's guide to behavioural, emotional and social difficulties: practical strategies. London: Routledge. Fearn, M., O’Connor, R., Goodyear, C., Ledden, T. and Watts, D., 2008. Collaborative working at the Cheyne Day Centre, London. In: K. Twyford and T. Watson, eds. 2008. Integrated Team Working. Music therapy as part of transdisciplinary and collaborative approaches. London: Jessica Kingsley Publishers, pp.55 -62. Field, A.P., 2009. Discovering statistics using SPSS. 3rd ed. London: Sage. Flower, C., 1993. Control and creativity: music therapy with adolescents in secure care. In: M. Heal and T. Wigram, eds. 1993. Music therapy in health and education. London: Jessica Kingsley Publishers. Chapter 4. Fouché, S. and Torrance K., 2005. Lose yourself in the music, the moment, yo! Music therapy with an adolescent group involved in gangsterism. Voices: A World Forum for Music Therapy. 5 (3) 5 March 2012. Frank, G., 2005. David's music. An observation of musical interactions with a schizophrenic adolescent. Nordic Journal of Music Therapy, 14 (2), pp.179-186. Freud, S., 1958. The Standard edition of the complete work psychological works of Sigmund Freud Volume XII. London: The Hogarth Press and the Institute of Pyschoanalysis. Friedlander, L.H., 1994. Group music psychotherapy in an inpatient psychiatric setting for children: A developmental approach. Music Therapy Perspectives, 12 (2), pp. 92-97. Frisch, A., 1990. Symbol and Structure: Music therapy for the adolescent psychiatric inpatient. Music Therapy, 9 (1), pp.16-34. ! #%+!
Fruchard, G. and Lecourt, E., 2003. Music speaks of a story. The vocal universe of an adolescent. In: S. Hadley, ed. 2003. Psychodynamic Music Therapy: Case Studies. Gilsum: Barcelona Publishers, pp.241 – 257. Frydenberg, E., 2008. Adolescent coping: advances in theory, research and practice. London: Routledge. Garrett, D., Roche, J., Tucker, S. and Open University. eds., 1997. Changing experiences of youth. London: Sage in association with The Open University. Garrett, P.M., 2004. Social work and Irish people in Britain: historical and contemporary responses to Irish children and families. Bristol: The Policy Press. Gelddard, K. and Geldard, D., 2004. Counselling adolescents: the proactive approach. 2nd ed. London: Sage. Geldard, K. and Geldard, D., 2009. Relationship counselling for children, young people and families. Los Angeles; London: Sage. Gibbs, G.R., 2007. Analyzing qualitative data. Thousand Oaks, CA: Sage Publications. Gillham, B., 2008. Developing a questionnaire. 2nd ed. London: Continuum. Glaser, B.G. and Strauss, A.L., 1967. The discovery of grounded theory. Chicago: Aldine. Gold, C., Voracek, M. and Wigram, T., 2004. Effects of music therapy for children and adolescents with psychopathology: a meta-analysis. Journal of Child Psychology and Psychiatry, 45 (6), pp.1054-1063. Gold, C., Wigram, T. and Voracek, M., 2007a. Predictors of change in music therapy with children and adolescents: The role of therapeutic techniques. Psychology and Psychotherapy: Theory, Research and Practice, 80 (4), pp.577-589. Gold, C., Wigram, T. and Voracek, M., 2007b. Effectiveness of music therapy for children and adolescents with psychopathology: a quasi-experimental study. Psychotherapy Research, 17 (3), pp.289-296. Goldstein, S.L., 1990. A songwriting assessment for hopelessness in depressed adolescents: a review of the literature and pilots study. The Arts in Psychotherapy, 17, pp.117-124. Goleman, D., 1995. Emotional intelligence. New York: Bantam Books. Gordon, J. and Grant, G. eds., 1997. How we feel: an insight into the emotional world of teenagers. London: Jessica Kingsley. Gravetter, F.J. and Forzano, L.B., 2003. Research Methods for the Behavioural Sciences. Belmont, CA: Thomson-Wadsworth. ! #%"!
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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
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7.7.1 On improvising “Yeah lettin
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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
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 and 254: Cole, T., 1998. Understanding chall
Page 255 and 256: DCSF, 2010. Pupil absence in school
Page 257: Dowling, E. and Osbourne, E. 1994.
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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