Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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When antisocial behaviour in the school environment becomes increasingly difficult to control, students are often excluded. Their subsequent educational input varies depending on the student’s needs but units with smaller class sizes and more activitybased learning is one solution. One way of addressing the problem is The National Care Farming Initiative where commercial farms work together with health and social care agencies to provide farming activities for adolescents as an alternative to school. There are about 50 care farms in the UK which aim to improve the physical and mental health and well-being of young people with various educational and mental health needs (Davis, 2008). Students undertake a programme of activities, including mechanics, art, equestrian skills and cooking, which are designed to lead them to a qualification from The National Open College Network (NOCN) 7 . Similarly, The Centre School in Cottenham, for students with emotional and behavioural difficulties who have all been excluded or been subject to a managed move from a mainstream school, provides such vocational training and qualifications. In chapter three, The Centre School and its federated mainstream college Cottenham Village College, as well as the specific needs of the students who are referred to music therapy, are explained in greater detail. It is often considered that ‘the troubled adolescent can do much for himself’ (Oaklander, 1978, p.291) because they have accumulated resources from experiences, memories and feelings to cope well with difficult situations that arise, such as incidents of bullying or family separation. If the school gives pupils a positive sense of self by providing a structure which includes curriculum, pastoral support, discipline and good relations between the staff and pupils, coined by Cooper as ‘the triumvirate of respite, relationships and opportunities’ (1993, p.241), the adolescent in need has much more than his own bank of experience on which to rely. Although adolescents require opportunity for independence and autonomy, they also need direction for the future, solid teaching and regular affirmation from adults. This last point in particular forms the central tenet of The Centre School: it is vital that staff show that not only each day is a new day but each new lesson can be a new !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ( !Through the Qualifications and Credit Framework (QCF), organized by National Open College Network (NOCN), students can achieve a qualification (a certificate or diploma) by amassing credits from the completion of small units.! ! "+!
start. However, school files which follow students from setting to setting do not necessarily allow this. In a semi-autobiographical account by a housefather in a home for maladjusted boys, Plass (1989) wrote: ‘You may recall that in our last meeting I suggested that our boys are, as it were, trapped in a hall of distorting mirrors. Each mirror – family, friends, school, staff – throws back a different reflection. The file is a dangerous mirror for disturbed children. They know it is there, but they are not allowed to see it. They fear it may be inaccurate, and sometimes because it tells the truth. Tom would dearly love to burn his file. I would like to lend him the matches, but I have my own responsibilities…’ (p.155). 1.4.1 Adolescents with emotional and behavioural difficulties Since 2001, students with emotional and behavioural difficulties are recognised as having special needs (DfES, 2001b). According to the Special Educational Needs Code of Practice (DfES, 2001a) students with behavioural, emotional and social difficulties can be withdrawn or isolated, disruptive and disturbing, hyperactive, lack concentration, have immature social skills and present challenging behaviours. Sometimes the term challenging behaviour is used as a euphemism for social and emotional difficulties (Farrell, 2006). Typically, these students may demonstrate outbursts of temper, verbal and physical aggression, non-compliance, difficulties working with others, an inability to focus and cause damage to school property. There can be several reasons for emotional and behavioural difficulties. There may be causal factors, such as traumatic childhood experiences, a fractured or very insecure family background, poor models of behaviour such as family violence, or a family history of emotional and behavioural difficulties (Farrell, 2006). The first report on children with emotional and behavioural difficulties 8 commissioned by the UK government described the child as ‘one who is disturbed by or disturbs a normal situation’ (Underwood, 1955). In 1989 pupils with emotional !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ) The children were defined as maladjusted. ! ! ""!
Page 1 and 2: ANGLIA RUSKIN UNIVERSITY MUSIC THER
Page 3 and 4: Marion Long Thank you for conductin
Page 5 and 6: 2.4 Arts therapies for adolescents
Page 7 and 8: 5.3.3 Recruitment and grouping ....
Page 9 and 10: 7.7.2 On talking, playing and being
Page 11 and 12: COPYRIGHT Music Therapy for Youth a
Page 13 and 14: LIST OF FIGURES Chapter 3 Figure 3.
Page 15 and 16: Figure 7.5.3 Do you think you get e
Page 17 and 18: LIST OF TABLES Chapter 5 Table 5.2
Page 19 and 20: CHAPTER 1 INTRODUCTION 1.1 Introduc
Page 21 and 22: 1.2 Adolescence and adolescent cult
Page 23 and 24: Comments on an article concerning t
Page 25 and 26: week. He was quite happy to have th
Page 27: (Grimshaw, 1996). Although this ter
Page 31 and 32: When there is emotional distress, t
Page 33 and 34: and counter-transference. In chapte
Page 35 and 36: 1.5.2 Overview of methodology In or
Page 37 and 38: CHAPTER 2 LITERATURE REVIEW 2.1 Int
Page 39 and 40: 2.2.1 Literature on adolescents and
Page 41 and 42: influence or impress others as a me
Page 43 and 44: how it can ‘enhance a variety of
Page 45 and 46: 2.3.1 Descriptive articles In a pub
Page 47 and 48: De Backer (1993), in his account of
Page 49 and 50: with authority figures, even gangin
Page 51 and 52: threatening for the adolescents who
Page 53 and 54: Recurring themes in drama therapy a
Page 55 and 56: In the UK, a randomised, controlled
Page 57 and 58: acquire musical skill. ‘First and
Page 59 and 60: 2.7.1 Descriptive articles There ar
Page 61 and 62: emotional and behavioural problems
Page 63 and 64: school time and attendance was high
Page 65 and 66: The sessions aimed to increase the
Page 67 and 68: are, whatever educational setting t
Page 69 and 70: had an impact on music therapy and
Page 71 and 72: 3.2.1 Inclusion The Government Gree
Page 73 and 74: The Learning Support Unit at Cotten
Page 75 and 76: The school focuses on individual le
Page 77 and 78: 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
Page 83 and 84:
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
Page 89 and 90:
many of these students can seem dir
Page 91 and 92:
others to hear what is being played
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CHAPTER 4 (WITH DVD) AN APPROACH TO
Page 95 and 96:
particularly well with adolescents
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Rogers’ methods, and the form of
Page 99 and 100:
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
Page 157 and 158:
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
Page 181 and 182:
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
Page 187 and 188:
CHAPTER 7 KEY FINDINGS FROM THE QUA
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Table 7.1 Themes from the predeterm
Page 191 and 192:
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
Page 223 and 224:
John’s results were remarkable fo
Page 225 and 226:
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
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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 and 278:
Triangle and Coram, 2011. Music The
Page 279:
Wigram, T., Lumley, J. and Steen, C
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