Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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Lefebvre, C., 1991. All her yesterdays: an adolescent's search for a better today through music. In: K.E. Bruscia, ed. 1991. Case Studies in music therapy. Phoenixville: Barcelona Publishers, pp.219-230. Leigh, L., 2001. Taking dramatherapy and emotional support into London secondary schools. Journal of the British Association of Dramatherapists. Vol. 23 (1), pp.9 -16. Levene, H., 1960. Robust tests for equality of variants. In: I. Olkin, et al., eds. 1960. Contributions to Probability and Statistics: Essays in Honour of Harold Hotelling Stanford, California: Stanford University Press, pp.278-293. Liebmann, M. ed., 1994. Art Therapy with Offenders. London: Jessica Kingsley Publishers. Lightstone, A.J., 2012. Yo, can ya flow! Research findings on hip-hop aesthetics and rap therapy in an urban youth shelter. In: S.Hadley and G. Yancy, eds. Therapeutic Uses of Rap and Hip-Hop. New York; Hove: Routledge. Chapter 12. Lindberg, K.A., 1995. Songs of healing: Songwriting with an abused adolescent. Music Therapy, 13 (1), pp.93-108. Lindeck, J., 2012. The Outcomes Star. A published tool for music therapists working with children. Unpublished paper at Key Changes Annual Conference: ‘Music Therapy - proving the case’, Winchester. Linesch, D.G., 1988. Adolescent art therapy. New York: Brunner-Mazel. Loi, W. M., 2010. Effects of songs and improvisations used in music therapy on the communication skills for children diagnosed with autism spectrum disorder. Unpublished Masters dissertation: Anglia Ruskin University. Long, M., 2007. The effect of a music intervention on the temporal organisation of teaching skills. PhD. London: Institute of Education, University of London. Long, J.K. and Soble, L., 1999. Report: An arts-based violence prevention project for sixth-grade students. The Arts in Psychotherapy, 26 (5), pp.329-344. Lorenzato, K., 2005. Filling a need while making some noise: a music therapist's guide to pediatrics. London; Philadelphia: Jessica Kingsley Publishers. Loth, H., 2002. There's no Getting Away From Anything in Here: a music therapy group within an inpatient programme for adults with eating disorders. In: A. Davies, A. and E. Richards, eds., 2002. Music therapy and group work: sound company. London: Jessica Kingsley. MacDonald, S. and Viega, M., 2012. Hear our voices: a music therapy songwriting program and the message of the little saints through the medium of rap. In: ! #%)!
S.Hadley and G. Yancy, eds. Therapeutic Uses of Rap and Hip-Hop. New York; Hove: Routledge. Chapter 9. MacGregor, H., 2005. Bingo lingo: supporting literacy with songs and rhymes. 2nd ed. London: A. and C. Black. Madsen, C.K., Cotter, V. and Madsen, C.H., 1968. A Behavioural Approach to Music Therapy. Journal of Music Therapy, 5 (3), pp.69-71. Mahns, W., 2002. The psychodynamic function of music in analytical music therapy with children. In: T.J. Eschen, ed. 2002. Analytical Music Therapy. London: Jessica Kingsley Publishers. Marcia, J., 1980. Identity in Adolescence. In: J. Adelson, ed. 1980. Handbook of adolescent psychology. New York: John Wiley and Sons. Mark, A., 1986. Adolescents discuss themselves and drugs through music. Journal of Substance Abuse Treatment, 3 (4), pp.243-249. McArdle, P., Moseley, P., Quibell, T., Johnson, R., Allen, A., Hammal, D. and LeCouteur, A., 2002. School-based indicated prevention: a randomized trial of group therapy. Journal of Child Psychology and Psychiatry, 43 (6), pp.705-712. McFerran, K., 2003. Active methods for working with adolescents: A comparison of songwriting and improvisation. Paper presented at the 4th Nordic Music Therapy Conference: Bergen. McFerran, K., 2010. Tipping the scales: A substantive theory on the value of group music therapy for supporting grieving teenagers. Qualitative Inquiries in Music Therapy (A Monograph Series), 5, pp.2-49. McFerran, K., 2012. “Just so you know, I miss you so bad”: the expression of life and loss in the raps of two adolescents in music therapy. In: S.Hadley and G. Yancy, eds. Therapeutic uses of rap and hip-hop. New York; Hove: Routledge. Chapter 10. McFerran, K..Baker, F., Kildea, C. and Sawyer, S., 2008. Avoiding conflict: what do adolescents with disordered eating say about their mothers in music therapy British Journal of Music Therapy, 22 (1), pp.16-24. McFerran, K. and Hunt, M., 2008. Learning from experiences in action: music in schools to promote health coping with grief and loss. Educational Action Research, 16 (1), pp.43-54. McFerran, K. and Stephenson, J., 2006. Music Therapy in Special Education: Do we Need More Evidence British Journal of Music Therapy, 20 (2), pp.121-128. ! #%*!
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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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7.7.5 On the impact of music therap
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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
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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 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 and 264: Ierardi, F. and Jenkins, N., 2012.
Page 265: Koshland, L., 2010. PEACE through d
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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