Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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Nirensztein, S.K., 2003. The knight inside the armor: music therapy with a deprived teenager. In: S. Hadley, ed. 2003. Psychodynamic Music Therapy: Case Studies. Gilsum: Barcelona Publishers, pp. 225 – 241. Nöcker-Ribaupierre, M. and Wölfl, A., 2010. Music to counter-violence: a preventative approach for working with adolescents in schools. Nordic Journal of Music Therapy, 19 (2), pp.151-162. Nordoff, P. and Robbins, C., 1971. Therapy in music for handicapped children. London: Gollancz. Nordoff, P. and Robbins, C., 1977. Creative music therapy: individualized treatment for the handicapped child. New York: John Day. North, A.C., Hargreaves, D.J. and O'Neill, S.A., 2000. The importance of music to adolescents. British Journal of Educational Psychology, 70, pp.252-272. Oaklander, V., 1978. Windows to our children: a gestalt therapy approach to children and adolescents. California: Real People Press. Odell-Miller, H., 1995. Approaches to music therapy in psychiatry with specific emphasis upon a research project with the elderly mentally ill. In: T. Wigram, B. Saperston and R. West, eds. The art and science of music therapy: A handbook. Amsterdam: Harwood Academic Press. Chapter 4. Odell-Miller, H., Hughes, P. and Westacott, M., 2006. An investigation into the effectiveness of the arts therapies for adults with continuing mental health problems. Psychotherapy Research, 16 (1), pp.122-139. Oldfield, A., 2004. Music therapy with children on the autistic spectrum: approaches derived from clinical practice and research. PhD: Anglia Polytechnic University. Oldfield, A., 2006a. Interactive music therapy: a positive approach: music therapy at a child development centre. London; Philadelphia: Jessica Kingsley Publishers. Oldfield, A., 2006b. Interactive music therapy in child and family psychiatry: clinical practice, research and teaching. London; Philadelphia: Jessica Kingsley Publishers. Ottarsdottir, U., 2010. Art therapy in education for children with specific learning difficulties who have experienced stress and / or trauma. In: V. Karkou, ed. 2010. Arts therapies in schools. London: Jessica Kingsley Publishers. Chapter 8. Palmowski, W., 1979. Music therapy for students with behaviour problems. Zeitschrift für heilpaedagogik, 30 (8), pp.546-550. ! #&#!
Parsons, R., 2009. Teenagers! What Every Parent Has To Know. London: Hodder and Stoughton. Pavlicevic, M., 1997. Music therapy in context: music, meaning and relationship. London: London: Jessica Kingsley. Pavlicevic, M., 2004. The ripple effect. In: M. Pavlicevic and G. Ansdell, eds. Community Music Therapy. London: Jessica Kingsley Publishers, pp. 15-31. Pecoraro, E. P. 2006. The pleasure of being “differently able“: Integration through music therapy in primary schools. Music Therapy Today (Online) 7 (2) pp.413- 429 available at [Accessed 10 January 2012]. Perry M., 2003. Relating improvisational music therapy with severely and multiply disabled children to communication development. Journal of Music Therapy, 40 (3), pp. 227 – 246. Pethybridge, E. and Robertson, J., 2010. Educational music therapy: theoretical foundations explored in time-limited group work projects with children. In: V. Karkou, ed. 2010. Arts therapies in schools. London: Jessica Kingsley Publishers. Chapter 7. Pettiti, G.J., 1989. Video as an externalizing object in dramatherapy. The Arts in Psychotherapy, 16 (2). Pickles, T., 1992. Dealing with disaffection: Practical responses to school related issues. London: Longman. Plass, A., 1989. Broken Window, Broken Lives. London: Hodder and Stoughton. Pomerantz, K.A., 2007. Containing the emotional needs of adolescent boys 'at risk of exclusion' in mainstream schools. In: K.A. Pomerantz, M. Hughes and D. Thompson, eds. 2007. How to reach 'hard to reach' children. Chichester: John Wiley and Sons. Powell, H., 2004. A dream wedding: From community music to music therapy with a community. In: M. Pavlicevic and G. Ansdell eds., Community Music Therapy. London: Jessica Kingsley Publishers. Prickett, C., 2005. Principles of Quantitative Research. In: B. Wheeler, ed. 2005. Music Therapy Research. 2nd ed. Gilsum, NH: Barcelona Publishers, pp.45-59. Priestley, M., 1975. Music therapy in action. London: Constable. Priestley, M., 1994. Essays on analytical music therapy. Gilsum, NH: Barcelona. Procter, S., 2006. Music Therapy: why not in education In: A. Paterson and S. Zimmerman, eds. 2006. No Needs for Words: Special Needs in Music Education. Matlock: National Association of Music Educators. ! #&$!
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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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CHAPTER 8 CASE STUDIES 8.1 Introduc
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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
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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 and 268: S.Hadley and G. Yancy, eds. Therape
Page 269: Miller, A., 1997. The drama of bein
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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