Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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Chapter Four (with DVD): An Approach To Music Therapy With Adolescents 4.1 Introduction ..........................................................................................................75 4.2 Music therapy with adolescents ..........................................................................76 4.3 A theoretical framework.......................................................................................77 4.4 Characteristics of an approach to music therapy with adolescents ......................80 4.4.1 “Let’s just play it!” Improvising with adolescents................................81 4.4.1.1 Improvisation supported by familiar rhythmic structure ..............82 4.4.1.2 Improvisation supported by melodic structure..............................83 4.4.1.3 Improvisation encouraged by humour and playfulness.................83 4.4.1.4 Improvisation with a theme ..........................................................84 4.4.1.5 Free improvisation ........................................................................84 4.4.2 “That’s sick, bruv, listen!” Using pre-recorded music .........................85 4.4.2.1 Playing and singing along to pre-recorded music .......................86 4.4.2.2 Playing pre-composed music ......................................................89 4.4.3 “I’m gonna do the X-factor!” Using the video camera and performing 90 4.4.4 “This is my song, man!” Songs and songwriting ................................93 4.4.4.1 Rap .............................................................................................95 4.4.5 ”You’ve been mugged!” Using games and structured activities ..........96 4.4.6 ”I’ll tell you like this!” Conversation, art, props, drama and play ........98 4.5 Dealing with resistance .....................................................................................103 4.6 Conclusion .........................................................................................................106 Chapter Five: Methodology 5.1 Introduction .......................................................................................................107 5.2 The study design.................................................................................................108 5.2.1 Pilot study............................................................................................110 5.2.2 Control group ......................................................................................110 5.2.3 Ethics...................................................................................................111 5.2.4 Setting up the project...........................................................................112 5.3 Participants.........................................................................................................113 5.3.1 Eligibility criteria of participants .......................................................113 5.3.2 Referrals ............................................................................................113 ! #"!
5.3.3 Recruitment and grouping ..................................................................114 5.3.4 Sample size and power .......................................................................116 5.3.5 Clinical intervention ...........................................................................116 5.4 Quantitative data collection from students.........................................................117 5.4.1 Choice of questionnaires .....................................................................118 5.4.2 Administration of questionnaires .......................................................120 5.5 Quantitative data collection from teaching staff ................................................121 5.6 Missing data imputation ....................................................................................123 5.7 Quantitative data collection from school sources .............................................124 5.8 Statistical analysis .............................................................................................124 5.8.1 Multiplicity .........................................................................................126 5.8.2 Blinding ..............................................................................................127 5.9 Qualitative data collection from students ..........................................................127 5.9.1 Administration of interviews ..............................................................130 5.9.2 Thematic review of interviews ...........................................................131 5.9.3 Note-taking..........................................................................................131 5.10 Conclusion........................................................................................................132 ! Chapter Six: Key Findings From The Quantitative Data 6.1 Introduction ........................................................................................................133 6.1.1 Baseline data and groups.....................................................................134 6.1.2 Dropout................................................................................................135 6.2 Findings from the Beck Inventories for Youth: comparing results before and after music therapy ...........................................................................................................136 6.2.1 The Beck Self-Concept Inventory for Youth: descriptive statistics ...137 6.2.2 The Beck Anxiety Inventory for Youth: descriptive statistics ...........140 6.2.3 The Beck Disruptive Behaviour Inventory for Youth: descriptive statistics .........................................................................................................142 6.2.3.1 Correlation between perceived and actual disruptive behaviour .145 6.2.4 The Beck Inventories for Youth: inferential statistics .......................147 6.3 Findings from the Beck Inventories for Youth: comparing results between groups with and without music therapy ...............................................................................148 6.3.1 The Beck Self-Concept Inventory for Youth: descriptive statistics ...149 ! #""!
Page 1 and 2: ANGLIA RUSKIN UNIVERSITY MUSIC THER
Page 3 and 4: Marion Long Thank you for conductin
Page 5: 2.4 Arts therapies for adolescents
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 and 28: (Grimshaw, 1996). Although this ter
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
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school time and attendance was high
Page 65 and 66:
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
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
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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
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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
Page 239 and 240:
feelings of anxiety It is also poss
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Lastly, there is the possibility th
Page 243 and 244:
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
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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