Unleashing the potential of chaos: How music therapists and young people can engage chaos as a resource in short-term music therapy groups

References

• Anderson, S. M., & Proto, C. M. (2016). Ethical requirements and responsibilities in video methodologies: Considering confidentiality and representation in social justice research. Social and Personality Psychology Compass, 10(7), 377–389. https://doi.org/10.1111/spc3.12259
   Web of Science ®Google Scholar
• Ansdell, G. (2001). Music therapist’s dilemma. British Journal of Music Therapy, 15(1), 2–4. https://doi.org/10.1177/135945750101500101
   Google Scholar
• Baker, S., & Homan, S. (2007). Rap, recidivism and the creative self: A popular music programme for young offenders in detention. Journal of Youth Studies, 10(4), 459–476. https://doi.org/10.1080/13676260701262566
   Google Scholar
• Barrett, M. S., & Baker, J. S. (2012). Developing learning identities in and through music: A case study of the outcomes of a music programme in an Australian juvenile detention centre. International Journal of Music Education, 30(3), 244–259. https://doi.org/10.1177/0255761411433721
   Web of Science ®Google Scholar
• Barwick, N. (2015). Core concepts in group analysis: What goes on in groups (part 2). In A. Davies, E. Richards, & N. Barwick (Eds.), Group music therapy: A group analytic approach (pp. 36–47). Routledge.
   Google Scholar
• Becker, H. (2014). What about Mozart? What about murder? University of Chicago Press.
   Google Scholar
• Bergstrøm-Nielsen, C. (2010). Graphic notation – The simple sketch and beyond. Nordic Journal of Music Therapy, 19(2), 162–177. https://doi.org/10.1080/08098131.2010.497227
   Web of Science ®Google Scholar
• Bruscia, K. (1987). Improvisational models of music therapy. Charles C Thomas.
   Google Scholar
• Bryant, A. (2020). The grounded theory method. In P. Leavey (Ed.), The Oxford handbook of qualitative research (2nd ed., pp. 166–199). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190847388.013.15
   Google Scholar
• Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Sage.
   Google Scholar
• Crowe, B. (2004). Music and soul making: Towards a new theory of music therapy. Scarecrow Press.
   Google Scholar
• Doktor, D., Holloway, P., & Seebohm, H. (Eds.). (2011). Dramatherapy and destructiveness: Creating the evidence base, playing with Thanatos. Routledge. https://doi.org/10.4324/9780203807323
   Google Scholar
• Dos Santos, A. (2019). Group music therapy with adolescents referred for aggression. In K. McFerran, P. Derrington, & S. Saarikallio (Eds.), Handbook of music, adolescents and wellbeing (pp. 15–24). Oxford University Press.
   Google Scholar
• Ellingson, L. (2009). Engaging crystallization in qualitative research. Sage.
   Google Scholar
• Ellingson, L. (2015). Are you serious? Playing, performing, and producing an academic self. In N. Denzin & M. Giardina (Eds.), Qualitative inquiry past, present, and future: A critical review (pp. 423–437). Left Coast Press.
   Google Scholar
• Ferrara, L. (1984). Phenomenology as a tool for music analysis. Musical Quarterly, 70(3), 355–373. https://doi.org/10.1093/mq/LXX.3.355
   Web of Science ®Google Scholar
• Fouché, S. (2010). The music therapy community clinic. In M. Pavlicevic, A. Dos Santos, & H. Oosthuizen (Eds.), Taking music seriously: Stories from South African music therapy (pp. 67–78). The Music Therapy Community Clinic.
   Google Scholar
• Fouché, S., & Torrance, K. (2005). Lose yourself in the music, the moment, yo! Music therapy with an adolescent group involved in gangsterism. Voices: A World Forum for Music Therapy, 5(3). https://doi.org/10.15845/voices.v5i3.232
   Google Scholar
• Guerrero, N., Marcus, D., & Turry, A. (2015). Nordoff-Robbins music therapy. In B. Wheeler (Ed.), Music therapy handbook (pp. 183–195). Guilford.
   Google Scholar
• Hadley, S. (2013). Dominant narratives: Complicity and the need for vigilance in the creative arts therapies. The Arts in Psychotherapy, 40(4), 373–381. https://doi.org/10.1016/j.aip.2013.05.007
   Web of Science ®Google Scholar
• Hadley, S., & Norris, M. (2016). Musical multicultural competency in music therapy: The first step. Music Therapy Perspectives, 34(2), 129–137. https://doi.org/10.1093/mtp/miv045
   Web of Science ®Google Scholar
• Hay-Smith, E. J. C., Brown, M., Anderson, L., & Treharne, G. J. (2016). Once a clinician, always a clinician: A systematic review to develop a typology of clinician-researcher dual-role experiences in health research with patient-participants. BMC Medical Research Methodology, 16(1), 95. https://doi.org/10.1186/s12874-016-0203-6
   PubMedGoogle Scholar
• Jackson, N. (2010). Models of response to client anger in music therapy. The Arts in Psychotherapy, 37(1), 46–55. https://doi.org/10.1016/j.aip.2009.09.006
   Web of Science ®Google Scholar
• Layman, D., Hussey, D., & Reed, A. (2013). The beech brook group therapy assessment tool: A pilot study. Journal of Music Therapy, 50(3), 155–175. https://doi.org/10.1093/jmt/50.3.155
   PubMed Web of Science ®Google Scholar
• Lee, J., & McFerran, K. (2015). Applying interpretative phenomenological analysis to video data in music therapy. Qualitative Research in Psychology, 12(4), 367–381. https://doi.org/10.1080/14780887.2014.960985
   Web of Science ®Google Scholar
• Malekoff, A. (2014). Group work with adolescents (3rd ed.). Guildford.
   Google Scholar
• Mathews, S., & Gould, C. (2017). Preventing violence: From evidence to implementation. In L. Jamieson, L. Berry, & L. Lake (Eds.), South African child gauge 2017 (pp. 61–67). University of Cape Town.
   Google Scholar
• McIntyre, J. (2007). Creating order out of chaos: Music therapy with adolescent boys diagnosed with behaviour disorder and/or emotional disorder. Music Therapy Today, VIII(1), 56–79.
   Google Scholar
• Montello, L., & Coons, E. (1999). Effects of active versus passive group music therapy on preadolescents with emotional, learning, and behavioral disorders. Journal of Music Therapy, 35(1), 49–67. https://doi.org/10.1093/jmt/35.1.49
   PubMed Web of Science ®Google Scholar
• Mruck, K., & Mey, G. (2019). Grounded theory methodology and self-reflexivity in the qualitative research process. In A. Bryant & K. Charmaz (Eds.), The Sage handbook of current developments in grounded theory (pp. 470–489). Sage.
   Google Scholar
• Nitsun, M. (1996). The anti-group: Destructive forces in the group and their creative potential. Routledge.
   Google Scholar
• Nöcker-Ribaupierre, M., & Wölfl, A. (2010). Music to counter violence: A preventative approach for working with adolescents in schools. Nordic Journal of Music Therapy, 19(2), 151–161. https://doi.org/10.1080/08098131.2010.489997
   Web of Science ®Google Scholar
• Odell-Miller, H. (2002). One man’s journey and the importance of time: Music therapy in an NHS mental health day centre. In E. Richards & A. Davies (Eds.), Music therapy and group work: Sound company (pp. 63–76). Jessica Kingsley.
   Google Scholar
• Omar, S., Steenkamp, E., & Errington, S. (2012). Children who sexually abuse other children: A South African perspective. Sun Press.
   Google Scholar
• Oosthuizen, H. (2019). The potential of paradox: Chaos and order as interdependent resources within short-term music therapy groups with young offenders in South Africa. Qualitative Inquiries in Music Therapy, 14(2), 1–39. https://barcelonapublishers.com/resources/QIMT14/QIMT%202019_03%20Oosthuizen_The%20Potential%20of%20Paradox.pdf
   Google Scholar
• Oosthuizen, H. (2020). Exploring experiences of chaos as a resource within short-term music therapy groups with young South Africans who have committed offences [ Doctoral dissertation]. University of Melbourne. http://hdl.handle.net/11343/267630
   Google Scholar
• Oosthuizen, H., & McFerran, K. (2021). Playing with chaos: Broadening possibilities for how music therapist’s consider chaos in group work with young people. Music Therapy Perspectives, 39(1), 2–10. https://doi.org/10.1093/mtp/miaa024
   Web of Science ®Google Scholar
• Pavlicevic, M. (1994). Between chaos and creativity: Music therapy with ‘traumatised’ children in South Africa. Journal of British Music Therapy, 8(2), 4–9. https://doi.org/10.1177/135945759400800202
   Google Scholar
• Pavlicevic, M. (2016). Group music therapy reconsidered of musics, contexts, and discourses. In J. Edwards (Ed.), The Oxford handbook of music therapy (pp. 669–683). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199639755.013.9
   Google Scholar
• Pavlicevic, M., & Fouché, S. (2014). Reflections from the market place - Community music therapy in context. International Journal of Community Music, 7(1), 57–74. https://doi.org/10.1386/ijcm.7.1.57_1
   Google Scholar
• Pool, J., & Odell-Miller, H. (2011). Aggression in music therapy and its role in creativity with reference to personality disorder. The Arts in Psychotherapy, 38(3), 169–177. https://doi.org/10.1016/j.aip.2011.04.003
   Web of Science ®Google Scholar
• Prentky, R., Pimental, A., Cavanaugh, D., & Righthand, S. (2009). Understanding the treatment needs of adolescents. In A. R. Beech, L. A. Craig, & D. Kevin (Eds.), Assessment and treatment of sex offenders: A handbook (pp. 430–450). Wiley-Blackwell.
   Google Scholar
• Reineke, M. J. (2007). Transforming space: Creativity, destruction, and mimesis in Winnicott and Girard. Contagion: Journal of Violence, Mimesis, and Culture, 14(1), 79–95. https://doi.org/10.1353/ctn.2008.0007
   Google Scholar
• Rickson, D., & Watkins, W. (2003). Music therapy to promote prosocial behaviours in aggressive adolescent boys – A pilot study. Journal of Music Therapy, XI(4), 283–301. https://doi.org/10.1093/jmt/40.4.283
   Google Scholar
• Sausser, S., & Waller, R. (2006). A model for music therapy with students with emotional and behavioral disorders (Vol. 33). https://doi.org/10.1016/j.aip.2005.05.003
   Google Scholar
• Shafer, K., & Silverman, M. (2013). Applying a social learning theoretical framework to music therapy as a prevention and intervention for bullies and victims of bullying. The Arts in Psychotherapy, 40(5), 495–500. https://doi.org/10.1016/j.aip.2013.07.004
   Web of Science ®Google Scholar
• Skaggs, R. (1997). Music-centred creative arts in a sex offender treatment programme for male juveniles. Music Therapy Perspectives, 15(2), 73–78. https://doi.org/10.1093/mtp/15.2.73
   Google Scholar
• Smeijsters, H., Kil, J., Kurstjens, H., Welton, J., & Willemars, G. (2011). Arts therapies for young offenders in secure care—A practice-based research. The Arts in Psychotherapy, 38(1), 41–51. https://doi.org/10.1016/j.aip.2010.10.005
   Web of Science ®Google Scholar
• Smith, K., & Berg, D. (1987). Paradoxes of group life: Understanding conflict, paralysis and movement in group dynamics. Jossey-Bass.
   Google Scholar
• Snow, S., & D’Amico, M. (2010). The drumming circle project: A qualitative study with at-risk youth in a school setting. Canadian Journal of Music Therapy, 16(1), 12–39.
   Google Scholar
• Sparrman, A. (2005). Video recording as interaction: Participant observation of children’s everyday life. Qualitative Research in Psychology, 2(3), 241–255. https://doi.org/10.1191/1478088705qp041oa
   Google Scholar
• Stige, B. (2016). Culture-centred music therapy. In J. Edwards (Ed.), The Oxford handbook of music therapy (pp. 538–556). Oxford University Press.
   Google Scholar
• Stige, B., Malterud, K., & Midtgarden, T. (2009). Toward an agenda for evaluation of qualitative research. Qualitative Health Research, 19(10), 1504–1516. https://doi.org/10.1177/1049732309348501
   PubMed Web of Science ®Google Scholar
• Tekin, A., & Kotaman, H. (2013). The epistemological perspectives on action research. Journal of Educational and Social Research, 3(1), 81–91.
   Google Scholar
• Tervo, J. (2001). Music therapy for adolescents. Clinical Child Psychology and Psychiatry, 6(1), 79–91. https://doi.org/10.1177/1359104501006001007
   Google Scholar
• Timmermans, S., & Tavory, I. (2012). Theory construction in qualitative research: From grounded theory to abductive analysis. Sociological Theory, 30(3), 167–186. https://doi.org/10.1177/0735275112457914
   Web of Science ®Google Scholar
• Uhlig, S., Jansen, E., & Scherder, E. (2018). ‘Being a bully isn’t very cool…’: Rap & Sing music therapy for enhanced emotional self-regulation in an adolescent school setting—A randomised controlled trial. Psychology of Music, 46(4), 568–587. https://doi.org/10.1177/0305735617719154
   PubMed Web of Science ®Google Scholar
• Winnicott, D. W. (1975). Through paediatrics to psycho-analysis. Hogarth Press and the Institute of Psycho-Analysis.
   Google Scholar
• Winnicott, D. W., Winnicott, C., Shepherd, R., & Davis, M. (1986). Home is where we start from: Essays by a psychoanalyst. Norton.
   Google Scholar
• Woodward, S. C., Sloth-Nielsen, J., & Mathiti, V. (2007). South Africa, the arts, and youth in conflict with the law. International Journal of Community Music, 1(1), 69–88. https://doi.org/10.1386/ijcm.1.1.69_0
   Google Scholar
• Wyatt, J. (2002). From the field: Clinical resources for music therapy with juvenile offenders. Music Therapy Perspectives, 20(2), 80–88. https://doi.org/10.1093/mtp/20.2.80
   Google Scholar
• Zeal, E. (2011). Chaos, destruction and abuse: Dramatherapy in a school for excluded adolescents. In D. Doktor, P. Holloway, & H. Seebohm (Eds.), Dramatherapy and destructiveness: Creating the evidence base, playing with Thanatos (pp. 66–77). Routledge.
   Google Scholar