Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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Greenhalgh, P., 1994. Emotional growth and learning. Routledge. Greenland, S., Schwartzbaum, J.A. and Finkle, W.D., 2000. Problems due to small samples and sparse data in conditional logistic regression analysis. American Journal of Epidemiology, 151 (5), pp.531-539. Gresham, F.M. and Elliott, S.N., 2008. Social Skills Improvement System. Minneapolis, MN: NCS Pearson, Inc. Grießmeier, B. and Bossinger, W., 1994. Musiktherapie mit krebskranken Kindern. Stuttgart: Gustav Fischer. Grimshaw, D., 1996. Dramatherapy with children in an educational unit: the more you look, the more you see. In: S. Mitchell, ed. 1996. Dramatherapy: clinical studies. London: Jessica Kingsley Publishers, pp.50-70. Hadley, S. and Yancy, G. eds., 2012. Therapeutic Uses of Rap and Hip-Hop. New York; London: Routledge. Haen, C., 2007. "Make me wanna holler" Dramatic encounters with boys from the inner city. In: V.A. Camilleri, ed. 2007. Healing the Inner City Child. Creative Arts Therapies with At-Risk Youth. London: Jessica Kingsley Publishers, pp.212-228. Hagood, M., 1994. Group Art Therapy with Adolescent Sex Offenders: An American Experience. In: M. Liebmann, ed. 1994. Art Therapy with Offenders. London: Jessica Kingsley Publishers, pp.197-219. Haines, J.H., 1989. The effects of music therapy on the self-esteem of emotionally disturbed adolescents. Music Therapy, 8 (1), pp.78-97. Haire, N., 2008. An exploration of the role of humour in music therapy with children in the psychiatric setting. Unpublished Masters dissertation: Anglia Ruskin University. Haire, N. and Oldfield, A., 2009. Adding humour to the music therapist's tool-kit: reflections on its role in child psychiatry. British Journal of Music Therapy, 23 (1), pp.27-34. Hald, Soren. , 2010. The effect of active music therapy on interpersonal competences in persons with acquired brain injury (ABI). Unpublished paper presented at PhD Seminar, Aalborg University. Hall, J., 2012. The school challenge: Combining the roles of music therapist and music teacher. 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 Publishers. Chapter 5. ! #%#!
Hallam, S. and MacDonald, R., 2009. The effects of music in community and educational settings. In: S. Hallam, I. Cross and M. Thaut, eds. 2009. The Oxford Handbook of Music Psychology. Oxford: Oxford University Press, pp.471-480. Hallam, S. and Price, J., 1998. Can the use of background music improve the behaviour and academic performance of children with emotional and behavioural difficulties British Journal of Special Education, 25 (2), pp.87-90. Hallam, S., Price, J. and Katsarou, G., 2002. The effects of background music on primary school pupils' task performance. Educational studies, 28 (2), pp.111- 122. Hallam, S. and Rogers, L., 2008. Improving behaviour and attendance at school. Maidenhead: McGraw-Hill Open University Press. Hamilton, M., 1960. A rating scale for depression. Journal of Neurology, Neurosurgery and Psychiatry. 23, pp. 53-62. Hanser, S.B. and Wheeler, B.L., 2005. Experimental research. In: B. Wheeler, ed. 2005. Music Therapy Research. Second ed. Gilsum, NH: Barcelona Publishers, pp.261-271. Hasler, J., 2008. A piece of the puzzle. Music therapy with looked-after children and their carers. In: Oldfield, A. and Flower, C., ed. 2008. Music therapy with children and their families. London: Jessica Kingsley. Chapter 9. Hayden, C., 2007. Children in trouble: the role of families, schools and communities. Basingstoke: Palgrave Macmillan. Henderson, H., 1991. Improvised song stories in the treatment of a 13-year old sexually abused girl from the Xhosa tribe in South Africa. In: K.E. Bruscia, ed. 1991. Case Studies in music therapy. Phoenixville: Barcelona Publishers, pp.207-218. Hendricks, C.B., 2001. A study of the use of music therapy techniques in a group for the treatment of adolescent depression. Available at: http://esr.lib.ttu.edu/dissertations/AAI3005267 Accessed: 4 March 2012. Hendricks, C.B., Robinson, B., Bradley, L.J. and Davis, K., 1999. Using music techniques to treat adolescent depression. Journal of Humanistic Counseling, Education and Development, 38 (1), pp.39-46. Herbert, M. and Harper-Dorton, K., 2000. Working with children, adolescents and their families Working with children, adolescents and their families: a psychosocial perspective. 3rd ed. Oxford: BPS Books. Hinds, D., 2004. A listening post. Times Education Supplement, September, pp.8 -9. ! #%$!
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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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went on: “It’s like let the str
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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 and 258: Dowling, E. and Osbourne, E. 1994.
Page 259: Fruchard, G. and Lecourt, E., 2003.
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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