Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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Vizard, D., 2009. Meeting the needs of disaffected students: engaging students with social, emotional and behavioural difficulties. London: Network Continuum. Vleioras, G. and Bosma, H.A., 2005. Are identity styles important for psychological well-being Journal of Adolescence, 28, pp.397-409. Vostanis, P., 2007. Mental health and mental disorders. In: J.H. Coleman A., ed. 2007. Adolescence, risk and resilience: against the odds. Chichester: John Wiley, pp.89-107. Waller, D., 1991. Becoming a Profession: The History of Art Therapy in Britain 1940 -1982. London and New York: Tavistock/ Routledge. Waller, D., 1993. Group interactive art therapy: its use in training and treatment. London: Routledge. Walsh, R., 1990. A creative arts program in social skills training for early adolescents - an exploratory study. Arts in Psychotherapy, 17 (2), pp.131-137. Warwick, A., 1995. Music therapy in the education service: research with autistic children and their mothers. In: T. Wigram, B. Saperston and R. West, eds. The art and science of music therapy. Amsterdam: Harwood Publishers. Chapter 12. Weare, K., 2000. Promoting mental, emotional, and social health: a whole school approach. London: Routledge. Weiner, H.B., 1981. Return from "splendid isolation": the uses of psychodrama, sociodrama and drama in the process of recovering from substance addiction. In: Schattner, G. and Courtney, R. eds. Drama in therapy, volume 2. 1st ed. New York: Drama book specialists (publishers), pp.129-156. Wheeler, B.L. ed., 2005. Music therapy research. 2nd ed. Gilsum, N.H.: Barcelona. Whitehead, A.M., Clark, S.L. and Spall, L.E., 2011. Indications and counterindications for electronic music technologies in a paediatric medical setting. Music and Medicine, 3 (3), pp.154. Wigram, T., 2002. Indications in music therapy: evidence form assessment that can identify the expectations of music therapy as a treatment for Autistic Spectrum Disorder (ASD); meeting the challenge of Evidence Based Practice. British Journal of Music Therapy, 16 (1), pp.11-28. Wigram, T., 2005a. Survey research. In: B. Wheeler, ed. 2005a. Music therapy research 2nd ed. Gilsum: Barcelona Publishers. Chapter 22. Wigram, T., 2005b. Music and sound vibration: testing hypotheses as a series of case studies. In: D. Aldridge, ed. 2005. Case study designs in music therapy. London: Jessica Kingsley Publishers, pp.163-190. Chapter 8. ! #'+!
Wigram, T., Lumley, J. and Steen, C., 2010. The Music Therapy Charity. Disenchanted Youth. Incorporated Society of Musicians (ISM) Music Journal, May. Winnicott, D.W., 1964. The child the family and the outside world. Harmondsworth: Penguin. Winnicott, D.W., 1971. Therapeutic consultations in child psychiatry. Hogarth Press. Winnicott, D.W., 1984. Deprivation and Delinquency. London: Tavistock. Wolf, T. and Franks, A. 2008. Get Out Of My Life: But First Take Me And Alex Into Town. London: Profile Books Wölfl, A., 2006. Gewaltprävention mit Musik und Improvisation - ein Pilotkonzept. Musiktherapeutische Umschau, 27 (3), pp.290-299. Woodward, A., 1999. The emotional experience of an autistic child explored through music therapy. Unpublished Masters dissertation: <strong>Anglia</strong> Polytechnic University. W3 Insights Ltd, 2003. W3 Insights assessment tools. Available at: www.w3insights.pass-survey [accessed 4 April 2011]. ! #'"!
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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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8.6 Case study 5: David David’s s
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
Page 237 and 238: All the students’ responses to th
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 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: Triangle and Coram, 2011. Music The
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