Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

is critical that music therapy remains consistent as each end of term approaches.
Bombèr (2009) refers to the school’s role as holding everything together as
‘emotional scaffolding [from which these young people can grow in] confidence,
courage and curiosity to explore and attempt new tasks and learning’ (p.41). This
explains why school breaks are so difficult for many of the young people as well as
perhaps reminding them of other endings and breaks which have been abrupt and
difficult. Sometimes it is enough to talk about the break and the return to school. At
other times it is helpful to think about future projects which the student might like to
do on their return and think together about things they can do to prepare. School
breaks remind me how important it is for these students to know that they will be kept
in mind, as illustrated in vignette 3.1.
Vignette 3.1
Billy, who is 13, was referred because of his challenging behaviour. He
attended weekly sessions unstintingly and jammed for an entire year. He
either played the drum kit, electric guitar or piano and each time, usually
playing different instruments, we improvised together. It was difficult to
discern who was following who at times as the music felt intrinsically shared.
We usually got into a common groove before moving on to explore a range of
dynamics and styles. With most improvisations exhaustively covering a
multitude of moods the piece of music could sometimes last as long as 40
minutes, the length of the session itself. Billy hardly ever said a word and did
not respond to my reflections on the music. If he took time out in a session, he
liked to swivel on a chair or gaze out of the window. It was only as we
approached the end of the first term that the value and purpose of these
improvisations really became clear. “Is it gonna carry on after the holidays”
he asked. Knowing this student’s background it was only too clear that his
experience of good things often ended abruptly.
Although he seemed to hear my assurances that music therapy was not
finishing and that our work would continue, he still seemed agitated and,
unlike his usual quietness, talked about death and unexpected disasters such as
earthquakes and floods. We talked about looking ahead and the music we
would play when we were back and then, just before school broke up, he
! '#!