Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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Hippel, N. and Laabs, F., 2006. Musiktherapie in der Schule - ein neues Arbeitsfeld für Musiktherapeuten Musiktherapeutische Umschau, 27 (3), pp.280-289. Hitch, Rebecca., 2010. Removing ‘Roadblocks’: What is the role of music therapy in mainstream schools in promoting inclusion of children with special educational needs And does this environment impact practice Unpublished Masters dissertation: Roehampton University. Hollander, E., 2002. Psychodramas with 'at risk' youth: a means of active engagement. In: A. Bannister and A. Huntington, eds. 2002. Communicating with children and adolescents. Action for change. London: Jessica Kingsley, pp.128. Holmes, J., Oldfield, A. and Polichroniadis, M. eds., 2011. Creating change for complex children and their families: a multi-disciplinary approach to multifamily work. London: Jessica Kingsley. Hooper, J., 1993. Developing interaction through shared musical experiences: a strategy to enhance and validate the descriptive approach. In: M. Heal and T. Wigram, eds. 1993. Music therapy in health and education. London: Jessica Kingsley Publishers. Chapter 18. Horton, M.M., 2005. The Effect of Stepping as a Group Music Therapy Intervention on Group Cohesion and Positive Oral Statements of African-American Female Adolescents Attending an Educational Treatment Center. Unpublished Masters dissertation: Florida State University. Howarth, R. and Fisher, P., 2005. Emotional and behavioural difficulties. London: Continuum. Howden, S., 2008. Music therapy with traumatized children and their families in mainstream primary schools: a case study with a six-year-old girl and her mother. In: Oldfield, A. and Flower, C., ed. 2008. Music therapy with children and their families London: Jessica Kingsley. Chapter 6. Howitt, D. and Cramer, D., 2011. Introduction to SPSS statistics in psychology: for version 19 and earlier. 5th ed. Harlow: Prentice Hall. Ierardi, F., Bottos, M. and O'Brien, M., 2007. Safe Expressions: A Community-based Creative Arts Therapy Program for At-Risk Youth. In: V.A. Camilleri, ed. 2007. Healing the Inner City Child. Creative arts therapies with at-risk youth. London: Jessica Kingsley Publishers, pp.254-268. ! #%%!
Ierardi, F. and Jenkins, N., 2012. Rap composition and improvisation in a short-term juvenile detention facility. In: S.Hadley and G. Yancy, eds. Therapeutic uses of rap and hip-hop. New York; Hove: Routledge. Chapter 13. Ings, R., 2004. Creating chances: arts interventions in Pupil Referral Units and Learning Support Units. London: Calouste Gulbenkian Foundation. Jenkins, C., 2006. Music therapy with adolescents with emotional and behavioural difficulties: a flexible approach. Postgraduate Diploma London: Guildhall School of Music and Drama. Jenkins, R., Meltzer, H., Bebbington, P., Brugha, T., Farrell, M., McManus, S. and Singleton, N., 2009. The British mental health survey programme: achievements and latest findings. Social Psychiatry and Psychiatric Epidemiology, 44 (11), pp.899-904. Jennings, S., 1987. Dramatherapy: theory and practice for teachers and clinicians. Hove: Routledge. Jennings, S. and Gersie, A., 1987. Dramatherapy with disturbed adolescents. In: S. Jennings, ed. 1987. Dramatherapy: theory and practice 1. Hove: Routledge, pp.162-182. Jolly, J.B., Wiesner, D., Wherry, J., Jolly, J. and Dykman, R., 1994. Gender and the comparison of self and observer ratings of anxiety and depression in adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 33 (9), pp.1284-1288. Jones, E., 2008. The use of words and music with a teenager with Duchen’s Muscular Dystrophy, and with adults with learning disabilities. Unpublished Masters dissertation: Anglia Ruskin University. Karkou, V. ed., 2010. Arts therapies in schools: research and practice. London: Jessica Kingsley. Karkou, V., Fullarton, A. and Scarth, S., 2010. Finding a way out of the labyrinth through dance movement psychotherapy. Collaborative work in a mental health promotion programme in mainstream secondary schools In: V. Karkou, ed. 2010. Arts therapies in schools: Research and Practice. London: Jessica Kingsley. Chapter 3. Karkou, V. and Glasman, J., 2004. Arts, education and society: the role of the arts in promoting the emotional well-being and social inclusion of young people. Support for Learning, 19 (2), pp.56-64. ! #%&!
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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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and control, and maybe explains why
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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 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 and 260: Fruchard, G. and Lecourt, E., 2003.
Page 261: Hallam, S. and MacDonald, R., 2009.
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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