Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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CHAPTER 3 THE CONTEXT AND SETTING 3.1 Introduction This chapter describes the background to music therapy at The Cottenham Academy and its development in line with the many changes made in the school over the last ten years. It sets out the context for the research project, the reasons some students are referred to music therapy and a description of the monitoring system and other evaluative tools. Some case vignettes illustrate how music therapy fits into this educational system and examples are given of the practical issues of providing music therapy in a special and mainstream school. It requires a flexible approach by the music therapist to meet students’ needs, fit within the short school day and work around the busy schedule of secondary schools. The impact of the school environment and how it can affect the student having therapy is also considered. Music therapy was first introduced to Cottenham when it was a mainstream school for students aged 11 -16 with a Learning Support Unit. It is now known as The Cottenham Academy 13 and consists of two schools: a mainstream secondary school for pupils aged 11 -18 (Cottenham Village College with a Sixth Form Centre) and a special school for students with emotional and behavioural difficulties (The Centre School). When the Learning Support Unit’s status changed into a school it was a significant development and the two schools, sharing one site, became federated 14 in 2008. This means that they share a governing body, senior leadership team and many teaching resources. Learning at Cottenham is centred round the individual which means there is as much emphasis put on vocational training as there is on academic achievement. The different avenues for learning demonstrate proactive inclusion and the school’s efforts to meet the needs of all its students. Inclusion, defined in section 3.2.2, has !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! "$ !The school agreed to be named but it is still difficult to identify individual students involved in the project and names have been changed in all cases.! "% !A federation is a formal arrangement between two or more schools to work together under a single governing body and usually share a head teacher.! ! &+!
had an impact on music therapy and other services provided for students in education, particularly in mainstream. The school’s openness to new ideas, and crucially its focus on supporting and including children with special needs, was evident from day one. Throughout the research, I continued to be employed by The Centre School (two days a week) and for one day a week by Cambridgeshire’s hearing support service, whose only unit for secondary-aged deaf pupils is based at Cottenham Village College (<strong>Derrington</strong>, 2010). These two employers oversee all referrals to music therapy, most of which are for students in The Centre School or the hearing support service and this study includes both populations. Some referrals may relate to students who do not come under their remit but whose referral they may still recommend. For example, students in the mainstream school have been referred in the past for reasons such as bereavement, following an incident of severe bullying or for ongoing emotional stress as a young carer. This illustrates how the teams and the schools collaborate and support each other. 3.2 The mainstream school: Cottenham Village College (CVC) Cottenham Village College is a large campus mainstream school with about a thousand pupils aged between 11 and 16 (Key stages 3 - 5) and is situated in a semirural village six kilometres outside Cambridge. Mainstream means it a school for all children, not just those with special educational needs (SEN). The catchment area includes an army base and a Travellers’ site so the registration of some pupils can be fluid, with many pupils leaving and joining school at different times. Traveller students should be registered at a school but many grow up outside educational systems (Garrett, 2004). Cultural differences can make Traveller students feel isolated and, since their schooling is frequently interrupted, it can be difficult for them to make friends and be well integrated at school. Due to the lack of continuity in education they may be of lower ability in their age group. This can lead to ‘acting out’ behaviours in order to mask their difficulties or to gain peer approval, or they may even challenge or be challenged to fight to determine the pecking order (<strong>Derrington</strong> and Kendall, 2004). Throughout their schooling students are supported ! &"!
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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
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
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Page 29 and 30: start. However, school files which
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: are, whatever educational setting t
Page 71 and 72: 3.2.1 Inclusion The Government Gree
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Page 75 and 76: The school focuses on individual le
Page 77 and 78: alcohol or drug addictions, many ar
Page 79 and 80: all students in music therapy is to
Page 81 and 82: asked if he could take one of the w
Page 83 and 84: Figure 3.4.2 After the bike worksho
Page 85 and 86: 3.5 Music therapy and the education
Page 87 and 88: 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
Page 93 and 94: CHAPTER 4 (WITH DVD) AN APPROACH TO
Page 95 and 96: particularly well with adolescents
Page 97 and 98: Rogers’ methods, and the form of
Page 99 and 100: my approach has been shaped by the
Page 101 and 102: time!” he shouts and I react “T
Page 103 and 104: a free-flowing stream of expression
Page 105 and 106: Music is often related to on an emo
Page 107 and 108: Subsequently he was able to share h
Page 109 and 110: Adolescents who are not sure of the
Page 111 and 112: It is important to address the use
Page 113 and 114: Vignette 4.5 Gary, 15, wanted to si
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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
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CHAPTER 9 DISCUSSION AND CONCLUSION
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7. Positive effects of music therap
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how they raise difficult issues rel
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9.3 Reflections on the method The c
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esults because this was my instinct
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All the students’ responses to th
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feelings of anxiety It is also poss
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Lastly, there is the possibility th
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caution. These young people with an
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9.7 Looking Ahead Collaboration wit
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REFERENCES Aasgaard, T., 2005. Assi
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Baker, F. and Jones, C., 2005. Hold
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Breslow, N., 1981. Odds ratio estim
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Cole, T., 1998. Understanding chall
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DCSF, 2010. Pupil absence in school
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Dowling, E. and Osbourne, E. 1994.
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Fruchard, G. and Lecourt, E., 2003.
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Hallam, S. and MacDonald, R., 2009.
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Ierardi, F. and Jenkins, N., 2012.
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Koshland, L., 2010. PEACE through d
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S.Hadley and G. Yancy, eds. Therape
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Miller, A., 1997. The drama of bein
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Parsons, R., 2009. Teenagers! What
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Bruscia, ed. 1991. Case studies in
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Children and Adolescents. Preventio
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Triangle and Coram, 2011. Music The
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Wigram, T., Lumley, J. and Steen, C
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