Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

influence or impress others as a means of asserting their identity. North, Hargreaves
and O’Neill (2000) found that adolescents might typically listen to almost three hours
of music a day. It is therefore not surprising that music is often mentioned in studies
that address adolescent culture (Corrigan, 1979; Gordon and Grant, 1997;
Csikszentmihalyi, Rathunde and Whalen, 1997; North, Hargreaves and O’Neill,
2000; Taylor, 2003; Frydenberg, 2008). The importance of listening to music with
students in therapy sessions is discussed in chapter four (4.4.2) but these surveys
confirm my belief that using pre-recorded music and attention to lyrics is crucial in
therapeutic work with this age group.
Much of the literature mentions the use of music with groups and how it can bring
young people together. Frydenberg’s study in Australia of how adolescents cope with
stress and anxiety (2008) referred to music. A 16-year old pupil who took part
described music as something which was important to him. “It’s important to all my
friends. It’s unbelievable how important music is to us if it’s looked at closely
because it gives us a feeling like nothing else. Everyone relates to it” (p. 204). This
was the only reference made to music in the study but does not lessen its impact.
Laiho (2004) had also reviewed how playing and listening to music contributed to an
adolescent’s development and mental health in four different areas of psychological
functions: interpersonal relationships, identity, agency and emotional field.
Taylor (2003) addresses the importance of music when young people gather together
at youth groups because of its vital role in helping to form friendships. Peer
relationships ‘may provide security in an unfamiliar environment, be a source of
emotional support, give shape to social identity and provide a launching pad from
which to meet others’ (p.63). These relationships are crucial for healthy development.
Peer groups which young people join are social systems where individuals share
interests, attitudes, and often abilities and personal characteristics as well (Brown,
Mory and Kinney, 1994; Tarrant, North and Hargreaves, 2000). A shared taste in
music can help teenagers to bond and help create a way of social networking and
fitting in (Cotterell, Coleman and Cotterell, 2007).
In an interview for a study by The Open University (Garrett, Roche and Tucker,
1997), one young person said that music and drugs ‘definitely go hand in hand’ (p.9).
The importance of music was reflected in another comment later: ‘The first thing I
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