Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

When there is emotional distress, the student can become withdrawn, find
concentration difficult and therefore lose the ability to stay on task and learn. The
work of Laevers and Heylen (2003) demonstrates that children cannot learn
successfully unless their emotional well-being is assured and Rutter et al. (1979)
stressed the impact that schools and teachers make on a student’s development and
emotional well-being as well as achievement. Most students who have emotional
difficulties have very low self-esteem which Oaklander (1978) explains is not
unexpected, ‘since how we perceive and value ourselves determines to a great extent
how we behave, how we cope with life, how we manage ourselves’ (ibid. p.281).
Low self-esteem can lead to antisocial behaviour such as fighting, stealing and
bullying, as well as being highly anxious, afraid or indecisive. Whether students are
diagnosed with emotional and/or behavioural difficulties, are classed as disaffected or
deemed ‘naughty’, they are all youth at risk of underachievement and potential
exclusion, and are therefore in need of extra support.
1.4.2 Youth at risk and music therapy
Young people at risk of exclusion from school can benefit from a creative and safe
outlet to express themselves, be themselves and work through difficult feelings and
ideas in the way that they choose. Exploring self-expression through live music, using
methods such as songwriting (Goldstein, 1990; McFerran, 2003; Robarts, 2003) and
improvisation (Bruscia, 1987; Round 2001), is a relevant and effective means because
most young people identify with music easily. They are already familiar with it and
can relate to one another through it: ‘Music is often the only tool that enhances
communication with this population’ (McIntyre, 2007, p.62). For students who find
any verbal communication difficult, other than beyond a defensive and often
aggressive language, communicating through music can be easier. Making music
enables them to articulate their fluctuating moods and allows me to hear and respond
to their voice.
‘Music is a cultural material (as is language) that provides a kind of semiotic and
affective ‘power’ which individuals use in the social construction of emotional
feelings and displays’ (Sloboda and O’Neill, 2001, p.415). This assertion helps to
explain why adolescents can identify themselves through music. Social experiences,
! "$!