Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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Tarrant, M., North, A.C. and Hargreaves, D.J., 2000. English and American adolescents' reasons for listening to music. Psychology of Music, 28, pp.166-173. Tashakkori, A. and Teddlie, C., 1998. Mixed methodology: combining qualitative and quantitative approaches. Thousand Oaks, Calif. London: Sage. Tashakkori, A. and Teddlie, C., 2003. Handbook of mixed methods in social and behavioural research. Thousand Oaks, CA: Sage. Taylor, G., 1996. Creating a Circle of Friends: a case study. In: H. Cowie and S. Sharp, eds. 1996. Peer counselling in schools. A time to listen. London: David Fulton Publishers. Taylor, A.M., 2003. Responding to adolescents: helping relationship skills for youth workers, mentors and other advisers. Lyme Regis: Russell House. Tervo, J., 2001. Music Therapy for adolescents. Clinical child psychology and psychiatry, 6 (1), pp.79-91. Thomas, B., 2010. Creative expression activities for teens: exploring identity through art, craft and journaling. London: Jessica Kingsley Publishers. Tillie Allen, N.M., 2005. Exploring hip-hop therapy with high-risk youth. Praxis, 5, pp.30-36. Tomlinson, J., 2010. Music therapy for children wtih autism in an educational context. In: V. Karkou, ed. 2010. Arts therapies in schools. London: Jessica Kingsley Publishers. Chapter 13. Tomlinson, J., Derrington, P. and Oldfield, A. eds., 2012. Music therapy in schools: working with children of all ages in mainstream and special education. London: Jessica Kingsley. Tortora, S., 2010. From the dance studio to the classroom: translating the clinical dance movement psychotherapy experience into a school context. In: V. Karkou, ed. 2010. Arts therapies in schools. London: Jessica Kingsley Publishers. Chapter 1. Tourangeau, R., 2000. Remembering What Happened: Memory Errors and Survey Reports. In: A. Stone, et al., eds. The science of self-report. Implications for research and practice. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers, pp.29-49. Tourangeau, R. and Yan, T., 2007. Sensitive questions in surveys. Psychological bulletin, 133 (5), pp.859- 864. Trevarthen, C., 2000. Musicality and the intrinsic motive pulse: evidence from human psychobiology and infant communication. Musicae Scientiae, 2 (2), pp.155-215. ! #&)!
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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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John’s results were remarkable fo
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Page 235 and 236: esults because this was my instinct
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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 and 274: Bruscia, ed. 1991. Case studies in
Page 275: Children and Adolescents. Preventio
Page 279: Wigram, T., Lumley, J. and Steen, C
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