Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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McFerran-Skewes, K. and Erdonmez Grocke, D., 2000. Group music therapy for young bereaved teenagers. European Journal of Palliative Care, 7 (6), pp.227- 229. McIntyre, J., 2007. Creating order out of chaos: Music therapy with adolescent boys diagnosed with a behaviour disorder and / or emotional disorder. Music Therapy Today. VIII (1). Mclaughlin, C., Clark, P. and Chisholm, M., 1996. Counselling and guidance in schools. London: David Fulton. Mclaughlin, C. and Rouse, M., 1991. Supporting schools. David Fulton. McNamara, S., 2000. Stress in young people: what's new and what can we do London Continuum. McSherry, J., 1996. A re-integration programme for pupils with emotional and behavioural difficulties. London: SENJIT, Institute of Education. McSherry, J., 2001. Challenging behaviours in mainstream schools: practical strategies for effective intervention and reintegration. London: David Fulton. McSherry, J., 2004. Learning support units: principles, practice and evaluation. London: David Fulton. McTier, I., 2012. Music therapy in a special school for children with autistic spectrum disorder, focusing particularly on the use of the double bass. In: J. Tomlinson, P. Derrington and A. Oldfield, eds. Music Therapy in Schools. Working with children of all ages in mainstream and special education. London: Jessica Kingsley. Chapter 10. McWhirter, J.J., McWhirter, B.T., McWhirter, A.M. and McWhirter, E.H., 2006. At- Risk Youth: A Comprehensive Response. 4th ed. Belmont, California: Wadsworth Publishing Co. Inc. Meadows, A., 2005. Computer Programs for Quantitative Data Analysis. In: B. Wheeler, ed. 2005. Music Therapy Research. Second ed. Gilsum, NH: Barcelona Publishers, pp.168-179. Meeus, W., Iedema, J., Maassen, G. and Engels, R., 2005. Separation-individuation revisited: on the interplay of parent-adolescent relations, identity and emotional adjustment in adolescence. Journal of Adolescence, 28, pp. 89-106. Meyer, K., 2010. Dramatherapy with adolescents living with HIV: story making, drama and body mapping. In: P. Jones, ed. 2010. Drama as Therapy Volume 2: clinical work and research into practice. Hove: Routledge, pp.126-151. ! #&+!
Miller, A., 1997. The drama of being a child: the search for the true self. London: Virago. Mishler, E.G., 1986. Research Interviewing: context and narrative. Cambridge, MA: Harvard University Press. Mitchell, C. E., 2002. Music Therapy in adolescent psychiatry: Evaluation of a six month pilot project in an inpatient adolescent unit. Unpublished Masters dissertation: Anglia Polytechnic University. Molyneux, J., 2005. Music Therapy as a short-term intervention with individuals and families in a child and adolescent mental health service. British Journal of Music Therapy, 19 (2), pp.59-66. Moneta, I. and Rousseau, C., 2008. Emotional expression and regulation in a schoolbased drama workshop for immigrant adolescents with behavioral and learning difficulties. The Arts in Psychotherapy, 35 (5), pp.329-341. Montello, L. and Coons, E.E., 1999. Effects of active versus passive group music therapy on preadolescents with emotional, learning, and behavioral disorders. Journal of Music Therapy, 35 (1), pp.49-67. Naitove, C., E., 1981. A multi-arts approach to drama therapy with adolescents and young adults. In: Schattner, Gertrud and Courtney, Richard, ed. 1981. Drama in therapy, volume 2. New York: Drama book specialists, pp.243-262. Neale, L., 2009. How can we play Music Therapy with children excluded or at risk of exclusion from school: An investigation into the use of different techniques. Unpublished Masters dissertation, Anglia Ruskin University. Neels, M., Lang, S. and Wegener, W., 1998. Therapeutisches Musizieren an der Musikschule. Musiktherapeutische Umschau, 19 (3), pp.216-217. Newburn, T., Shiner, M. and Young, T., 2005. Dealing with disaffection: young people, mentoring and social inclusion. Cullompton: Willan. Newham, P., 1999. Using voice and song in therapy: the practical application of voice movement therapy. London: Jessica Kingsley. Newton, C., Taylor, G. and Wilson, D., 1996. Circles of friends. Educational Psychology in Practice, 11 (4), pp.41-48. Nicholls, T., 2002. 'Could I play a different role' Group music therapy with severely learning disabled adolescents. In: A. Davies and E. Richards, eds. 2002. Music Therapy and Group Work: Sound Company. London: Jessica Kingsley, pp.231- 249. ! #&"!
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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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therapy does, it really does open u
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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 and 266: Koshland, L., 2010. PEACE through d
Page 267: S.Hadley and G. Yancy, eds. Therape
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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