Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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Schaeffer, N.C., 2000. Asking questions about threatening topics: a selective overview. In: A. Stone, et al., eds. 2000. The science of self-report. Implications for research and practice. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers, pp.105-122. Schönfeld, V., 2003. 'Promise to take good care of it!' Therapy with Ira. In: S. Hadley, ed. 2003. Psychodynamic Music Therapy: Case Studies. Gilsum, NH: Barcelona Publishers, pp. 207 - 225. Sechrest, L. and Sidani, S., 1995. Quantitative and qualitative methods: Is there an alternative Evaluation and Program Planning, 18 (1), pp.77-87. Secondary SEAL 2008. Social and Emotional Aspects of Learning for Secondary School (SEAL). Secondary National Strategy for School Improvement UK. Shao, J. and Zhong, B., 2003. Last observation carry-forward and last observation analysis. Statistics in medicine, 22 (15), pp. 2429-2441. Sharp, S. and Cowie, H., 1998. Counselling and supporting children in distress. London SAGE. Shaw, J.I., Bergen, J.E., Brown, C.A. and Gallagher, M.E., 2000. Centrality preferences in choices among similar options. The Journal of general psychology, 127 (2), pp.157-164. Shipley, A., 2008. The role of music therapy for anxious, adolescent school refusers: identity and the self. Unpublished Masters dissertation: Anglia Ruskin University. Shipley, A. and Odell-Miller, H., 2012. The role of music therapy for anxious adolescent school refusers: the importance of identity. British Journal of Music Therapy 26 (1), pp.38-53. Shuler, S.C., 1991. Music, at-risk students, and the missing piece. Music Educators Journal, 78 (3), pp.21-29. Shuttleworth, R., 1975. Psychodrama with disturbed adolescents. In: S. Jennings, ed. 1975. Creative Therapy. Banbury: Kemble Press. Shuttleworth, R.E., 1981. Adolescent drama therapy. In: Schattner, Gertrud and Courtney, Richard, ed. 1981. Drama in therapy, volume 2. 1st ed. New York: Drama book specialists, pp.157-174. Singh, I., 2008. Beyond polemics: science and ethics of ADHD. Nature Reviews Neuroscience, 9 (9), pp.957-964. Singh, N.N. and Oswald, D.P., 2004. Evaluation issues in evidence-based practice. In: P.M. Barrett and T.H. Ollendick, eds. 2004. Interventions that Work with ! #&'!
Children and Adolescents. Prevention and Treatment. Chichester, England: John Wiley and Sons. Sloboda, A., 1994. Individual music therapy with anorexic and bulimic patients. In: D. Dokter, ed. 1994. Arts Therapies and Clients with Eating Disorders. Fragile Board. London: Jessica Kingsley Publishers, pp.247-261. Smeijsters, H., Kil, J., Kurstjens, H. and Welten, J., 2011. Arts therapies for young offenders in secure care - a practice-based research. The Arts in Psychotherapy, 38 (1), pp.41-52. Spychiger, M. 1993. Does more music teaching lead to a better social climate In: R. Olechowski and G. Svik, eds. 1993. Experimental research in teaching and learning. Bern: Peter Lang. Stern, D.N., 1985. The interpersonal world of the infant: a view from psychoanalysis and developmental psychology. London: Karnac Books. Storey, J., 1998. Music therapy with children with Autism and Asperger's syndrome within the context of special needs schools. Unpublished Masters dissertation: Anglia Polytechnic University. Strange, J., 1999. Client-centred music therapy for emotionally disturbed teenagers having moderate learning disability. In: T. Wigram and J. de Backer, eds. 1999. Clinical applications of music therapy in developmental disability, paediatrics and neurology. London: Jessica Kingsley Publishers. Chapter 7. Strange, J., 2012. Psychodynamically-informed Music Therapy Groups with Teenagers with Severe Special Needs in a College Setting: Working Jointly with Teaching Assistants. In: J. Tomlinson, P. Derrington and A. Oldfield, eds. 2012. Music Therapy in Schools. Working with children of all ages in mainstream and special education. London: Jessica Kingsley. Chapter 12. Stratton, V.N. and Zalanowski, A., 1989. The effects of music and painting on mood. Journal of Music Therapy 26 (1), pp.30-41. Street, C., Stapelkamp, C., Taylor, E., Malek, M. and Kurtz, Z., 2005. Minority voices: research into the access and acceptability of service for the mental health of young people from black and ethnic groups. London: Young Minds. Summer, D., 2007. Honouring Timothy's Spirit: Mural Making to Express, Process and Overcome Grief and Loss. In: V.A. Camilleri, ed. 2007. Healing the Inner City Child. Creative arts therapies with at-risk youth. London: Jessica Kingsley Publishers, pp.119-131. ! #&(!
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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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way, were able to comment with unde
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He started to be more honest in ses
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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
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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 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 and 270: Miller, A., 1997. The drama of bein
Page 271 and 272: Parsons, R., 2009. Teenagers! What
Page 273: Bruscia, ed. 1991. Case studies in
Page 277 and 278: Triangle and Coram, 2011. Music The
Page 279: Wigram, T., Lumley, J. and Steen, C
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