Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

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6.3.2 The Beck Anxiety Inventory for Youth: descriptive statistics............150 6.3.3 The Beck Disruptive Behaviour Inventory for Youth: descriptive statistics .....................................................................................................................150 6.3.4 Reflection ...........................................................................................151 6.3.5 The Beck Inventories for Youth: inferential statistics .......................152 6.4 Findings from the Beck Inventories for Youth: follow-up data ........................152 6.4.1 The Beck Self-Concept Inventory for Youth: descriptive statistics ...153 6.4.2 The Beck Anxiety Inventory for Youth: descriptive statistics ...........154 6.4.3 The Beck Disruptive Behaviour Inventory for Youth: descriptive statistics ........................................................................................................ 155 6.4.4 Long-term follow-up data ..................................................................155 6.5 Findings from the music therapy project questionnaire: comparing results before and after music therapy ............................................................................................157 6.5.1 Statements on anger: descriptive statistics..........................................157 6.5.2 Statements on school: descriptive statistics .......................................159 6.5.3 The music therapy project questionnaire: inferential statistics ..........163 6.6 Findings from the teachers’ questionnaire: comparing results before and after music therapy ............................................................................................................163 6.6.1 The teachers’ questionnaire: descriptive statistics .............................164 6.6.2 The teachers’ questionnaire: inferential statistics ..............................166 6.7 Findings from school attendance records ..........................................................167 6.8 Conclusion .........................................................................................................167 ! ! Chapter Seven: Key Findings from the Qualitative Data 7.1 Introduction .......................................................................................................169 7.1.1 The main findings from a thematic review of the interviews ...........170 7.2 Students’ interests and means of self-expression ..............................................172 7.3 The importance and meaning of friendships for students .................................175 7.3.1 Reflection ............................................................................................176 7.4 Students’ attitudes to school and the issue of respect .......................................177 7.5 Students’ feelings about the present and the future ...........................................180 7.6 Students’ views on their world ..........................................................................184 7.7 Student’s thoughts on music therapy ................................................................185 7.7.1 On improvising ...................................................................................187 ! #"""!
7.7.2 On talking, playing and being listened to ...........................................188 7.7.3 On describing the difference between music therapy and other lessons ..........................................................................................................190 7.7.4 On the impact of music therapy: CVC students..................................191 7.7.5 On the impact of music therapy: The Centre School students ............195 7.7.6 On telling other people about music therapy .....................................196 7.8 Conclusion .........................................................................................................197 Chapter Eight: Case Studies 8.1 Introduction ........................................................................................................199 8.2 Case study 1: Clare.............................................................................................199 8.3 Case study 2: Joe................................................................................................201 8.4 Case study 3: John..............................................................................................204 8.5 Case study 4: Harry............................................................................................205 8.6 Case study 5: David............................................................................................207 8.7 Conclusion..........................................................................................................207 Chapter Nine: Discussion ! 9.1 The main findings...............................................................................................209 9.2 Reflections on the findings.................................................................................211 9.2.1 The interviews.....................................................................................211 9.2.2 The Centre School students.................................................................212 9.2.3 CVC students.......................................................................................214 9.3 Reflections on the method..................................................................................215 9.3.1 Method limitations ..............................................................................215 9.3.2 Discussion of time and timings ...........................................................216 9.3.3 Issues of asking students to self-report ...............................................217 9.3.3.1 Self-reporting anxiety .................................................................220 9.3.3.2 Self-reporting disruptive behaviour ............................................221 9.3.4 Issues of asking teachers to report on students ...................................222 9.4 Reflections on the mixed methods study............................................................223 9.5 The study’s contribution.....................................................................................224 9.6 <strong>Research</strong> project spin-offs .................................................................................226 ! "$!
Page 1 and 2: ANGLIA RUSKIN UNIVERSITY MUSIC THER
Page 3 and 4: Marion Long Thank you for conductin
Page 5 and 6: 2.4 Arts therapies for adolescents
Page 7: 5.3.3 Recruitment and grouping ....
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
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2.7.1 Descriptive articles There ar
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emotional and behavioural problems
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school time and attendance was high
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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
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others to hear what is being played
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CHAPTER 4 (WITH DVD) AN APPROACH TO
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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
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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
Page 253 and 254:
Cole, T., 1998. Understanding chall
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DCSF, 2010. Pupil absence in school
Page 257 and 258:
Dowling, E. and Osbourne, E. 1994.
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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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