Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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Karkou, V. and Sanderson, P., 2006. Arts therapies: a research-based map of the field. Edinburgh; New York: Elsevier Churchill Livingstone. Kartz, B., 2000. Grenzen. Heilpädagogische Musiktherapie an einer Schule für Erziehungshilfe. Diploma in Music Therapy Germany: Enschede: Conservatory, Saxion Hogeschool. Katz, A., 2000. Promoting our well-being: A study of young people aged 13-19 in Britain. In: A. Buchanan and B.L. Hudson, eds. 2000. Promoting Children's Emotional Well-being. Oxford: Oxford University Press. Kay, J., 2007. Behavioural, emotional and social difficulties: a guide for the early years. London: Continuum. Kazdin, A.E., 1990. Assessment of childhood depression. In: A.M. La Greca, ed. 1990. Through the eyes of the child: Obtaining self-reports from children and adolescents. Boston: Allyn and Bacon. Kehily, M.J. ed., 2007. Understanding youth: perspectives, identities and practices. London: SAGE. Kenny, C., 2005. Narrative inquiry. In: B.L. Wheeler, ed. 2005. Music Therapy <strong>Research</strong>. 2nd ed. Gilsum, NH: Barcelona Publishers, pp.416-429. Kerfoot, M. and Butler, A. 1988. Problems of Childhood and Adolescence. Houndmills: Macmillan Education. Kimmel, D.C. and Weiner, I.B., 1995. Adolescence: Developmental Transition. New York: John Wiley and Sons. Kivland, M.J., 1986. The use of music to increase self-esteem in a conduct disordered adolescent. Journal of Music Therapy, 23 (1), pp.25-29. Klingman, A., Shalev, R. and Pearlman, A., 2000. Graffiti: A creative means of youth coping with collective trauma. The Arts in Psychotherapy, 27 (5), pp.299-208. Kobin, C. and Tyson, E., 2006. Thematic analysis of hip-hop music: can hip-hop therapy facilitate empathic connections when working with clients in urban settings The Arts in Psychotherapy, 33, pp.343-356. Koch-Temming, H., 1999. Von der Behandlung der Krankheit zur Sorge um die Gesundheit. Musiktherapie in integrativen Kindergärten. Musiktherapeutische Umschau, 20 (1), pp.5-13. Kok, M., 2006. Neue Wege der Musiktherapie an der Musikschule - Kooeration mit allgemein bildenden Schulen. Musiktherapeutische Umschau, 27 (3), pp.269- 274. ! #%'!
Koshland, L., 2010. PEACE through dance / movement therapy: The development and evaluation of a violence prevention programme in an elementary school. In: V. Karkou, ed. 2010. Arts therapies in schools. London: Jessica Kingsley Publishers. Chapter 2. Koshland, L. and Whittaker, J.B., 2004. Peace through dance / movement: evaluating a violence prevention programme. American Journal of Dance Therapy, 26 (2), pp.69-90. Kroger, J., 1996. Identity in adolescence: the balance between self and other Jane Kroger. 2nd ed. London: Routledge. Kroger, J., 2000. Identity development: adolescence through adulthood. Thousand Oaks, California; London: Sage Publications. Krout, R., 2005. The music therapist as singer- songwriter. Applications with bereaved teenagers. 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 10. Kruczek, T. and Zagelbaum, A., 2004. Increasing adolescent awareness of at risk behaviours via psychosocial drama. The Arts in Psychotherapy, 31 (1), pp.1-10. Krüger, V., 2000. The use of information technology in music therapy: behavioural problems in contemporary schools. Nordic Journal of Music Therapy, 9 (2). Kumar, G. and Steer, R.A., 1995. Psychosocial correlates of suicidal ideation in adolescent psychiatric inpatients. Suicide and Life-Threatening Behaviour, 25, pp.339-346. Laevers, F. and Heylen, L., 2003. Involvement of children and teacher style: insights from an international study on experiential education. Leuven: Leuven University Press. La Greca, A.M., 1990. Through the eyes of the child: Obtaining self-reports from children and adolescents. Boston: Allyn and Bacon. Laiho, S., 2004. The psychological functions of music in adolescence. Nordic Journal of music therapy, 13 (1), pp.47-63. Leafloor, S., <strong>2012</strong>. Therapeutic outreach through Bboying (break dancing) in Canada’s arctic and first nations communities: social work through hip-hop. In: S.Hadley and G. Yancy, eds. Therapeutic uses of rap and hip-hop. New York; Hove: Routledge. Chapter 8. ! #%(!
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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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year ten, which directly coincided
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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 and 262: Hallam, S. and MacDonald, R., 2009.
Page 263: Ierardi, F. and Jenkins, N., 2012.
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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