Bibliotherapy

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Bibliotherapy
Intervention
MeSH D001638

Bibliotherapy is an expressive therapy that uses an individual's relationship to the content of books and poetry and other written words as therapy. Bibliotherapy is often combined with writing therapy. Bibliotherapy has been shown to be effective in the treatment of depression.[1] These results have been shown to be long lasting.[2]

Contents

[edit] History

Bibliotherapy is an old concept in library science. The ancient Greeks put great faith in the power of literature, posting a sign above their library doors descrbing itself as a "healing place for the soul"[3] In the US it is documented as dating back to the 1930s.[4] The basic concept behind bibliotherapy is that reading is a healing experience. Literary sources can assist with the resolution of complex problems [5]. It was applied to both general practice and medical care, especially after WWII, because the soldiers had a lot of time on their hands while recuperating. Also, the soldiers felt that reading was healing and helpful. In psychiatric institutions bibliotherapeutic groups flourished during this time. The books kept the patients busy, and they seemed to be good for their general sense of well being for a variety of reasons. Today, healthcare workers and institutions recognise the wide and varied use of bibliotherapy within a range of scenarios.

Bibliotherapy can give children the confidence they need to deal with anything that comes their way. It attempts to normalize a child's world by offering coping skills and reducing their feelings of isolation, reinforcing creativity, and problem solving [6]. It also gives parents an opportunity to discuss it with their children and find out what is going on.

[edit] Changing definitions

At its most basic form, bibliotherapy is using books to aid people in solving the issues that they may be facing at a particular time. [7] It consists of the selection of reading material, for a client that has relevance to that person's life situation. Bibliotherapy has also been explained as “a process of dynamic interaction between the personality of the reader and literature-interaction which may be utilized for personal assessment, adjustment, and growth.” [8] The idea of bibliotherapy seems to have grown naturally from the human inclination to identify with others through their expressions in literature and art. For instance, a grieving child who reads (or is read to) a story about another child who has lost a parent will naturally feel less alone in the world.

The concept of bibliotherapy has widened over time, to include self help manuals without therapeutic intervention, or a therapist "prescribing" a movie that might provide needed catharsis to a client.

[edit] Advantages and Disadvantages of Bibliotherapy

Bibliotherapy does not have vast amounts of research to ensure that it will be successful for all students. It has many drawbacks that include: unavailable literature on certain topics that students may be struggling with, many students are not ready to face their issues and read, and students and parents may before defensive implementing the therapy. [9] The resistance of using bibliotherapy is based on the lack of assertiveness, negative attitudes, anxiety, depression, sexual dysfunctions, and negative behaviors. [10] The major issue that lies behind bibliotherapy is the lack of research that has been conducted on this therapy device.

Advantages of bibliotherapy have also been shown though. Bibliotherapy has noted success in teaching students to solve problems, help students cope with teasing, name calling, mockery, fears, sexuality changes, anxiety, and death. [11] Although there is not much research about bibliotherapy and its effects, many teachers have shown improved achievement and self-concept.

[edit] Implementing the therapy

Bibliotherapy can consist solely of reading, or it can be complemented with discussion or play activity. A child might be asked to draw a scene from the book or asked whether commonality is felt with a particular character in the book. The book can be used to draw out a child on a subject (s)he has been hesitant to discuss.

Of necessity, bibliotherapy originally used existing texts. Literature that touched on the particular subject relevant to the child provided the source material. (For example, why is "Romeo & Juliet" usually read in 8th or 9th grade? Romeo is 15, Juliet is 13—students at that age can identify with them.) It is now possible, of course, to find texts targeted to the situation. For instance, many of The Berenstain Bears books seem sole and explicit purpose seems to be to target particular behaviors and responses to certain situations.

There seems to be a division of opinion as to whether bibliotherapy need take place in a therapeutic environment, with therapists specially trained in bibliotherapy at the far end of the spectrum taking the position that this technique should take place only in their skilled hands for fear of the damage that could be done even by the selection of the wrong text.[citation needed] Other psychologists see no reason why children can't benefit merely by their parents selecting meaningful reading material.[citation needed]

[edit] In the Classroom

Implementing Bibliotherapy in an elementary classroom, can be very beneficial to both the students and the teacher. Teachers who use bibliotherapy in their classroom also learn much about the children they teach [12]. Teachers as practitioners of bibliotherapy select appropriate reading materials and match them to the needs of individual students to assist them in the development of self-awareness, problem-solving skills, perspective-taking, and understanding of problems[13]. The materials may include “any literacy activity, including reading (fiction, nonfiction, or poetry), creative writing, or storytelling”[14]. Teachers that select appropriate literature for their classroom needs may provide a child with a “character in a story to help the child understand himself”[15]. Classroom story time and a guided discussion allows students to “become aware of problems of other children and develop empathy”[16]. “Classroom teachers using this approach hold a fundamental belief that reading will influence thinking and behaviour”[17].

In the article “Read two books and write me in the morning”[18] the authors highlight the fact that teachers are integral part of a student’s therapeutic team. It is the teacher who may be the first person to notice that something is troubling a child. They also remind us that teachers have been referred to as carryover agents, who carry out recommendations from other professionals who have suggested accommodations necessary to ensure a particular student’s well-being or success in their classroom. In inclusive classrooms the teacher and the whole class play a role in meeting the needs directly or indirectly of students with exceptionalities. Bibliotherapy can help all the students in the class to learn coping skills that will help them deal with the social and emotional challenges that may occur[19]. Books and reading are an integral part of classroom life. Through books, “children are able to see reflections of themselves, their times, their country, their concerns…well-written realistic fiction will always help readers gain a deeper understanding of themselves and others.”[20]

[edit] Stages for Teachers

Bibliotherapy has three recognized stages: (1) identification, (2) catharsis, and (3) insight[21]. Identification is when a reader associates themselves with the character or situation in the literary work. Catharsis is when the reader shares many of the same thoughts and feelings of the characters in the literary work. Insight is when the reader realizes that they relate to the character or situation and learn to deal more effectively with their own personal issues. [22]. Literary pieces allow teachers to identify for their class, or an individual student, a particular issue which they are dealing with directly or indirectly. In a class with a special needs student for example, books featuring a character with the same needs will help students experience living with a chronic condition; through a guided discussion they will able to verbalize their thoughts and concerns[23]. This exercise will offer insight into the issue of how to help their classmate without mothering them or ignoring them[24]. Teachers should understand that “bibliotherapy does not prescribe meanings, nor is it a form of direct teaching; it is more an invitation and permission giving to children to unveil wisdom and insight that might otherwise be squelched”[25]. It can be used “to help young people understand themselves and cope with problems by providing literature relevant to their personal situations and developmental needs at appropriate times”[26]. Finally, bibliotherapy is a useful technique for prevention and remediation and “is not intended to be a cure for all children, but rather one possible way to encourage students to relate to certain aspects of his/her life ”[27].

Teachers who practice or need to use bibliotherapy can find connections to their state or provincial guidelines. In an already busy day a teacher does not want to see bibliotherapeutic interventions as more work. The greatest challenge to the classroom teacher is finding the right book and although some annotated bibliographies are available online and in curriculum publications, not all issues are touched upon[28]. A teacher may have to find his or her own book. The following evaluation framework is suggested:

Is the story simple, clear, brief, non repetitious, and believable? Is it at an appropriate reading level and developmental level? Does the story fit with relevant feelings, needs, interests, and goals? Does it demonstrate cultural diversity, gender inclusivity, and sensitivity to aggression? Do characters show coping skills and does the problem situation show resolution?[29]

[edit] Steps for Using Bibliotherapy

There are ten steps that make bibliotherapy a more effective solution for dealing with the issues that a student may be facing. The ten steps include: developing support, trust, and confidence with the student that is suffering from an issue, identify other school personnel that could aid in implementing the therapy, seek support from the student’s parents or guardians, define the issue that the student is facing and why the teacher wants to help solve it, create goals that may help the student overcome the issue, research books that may help with the specific problem, introduce the book to all people that will be involved, incorporate reading activities, and evaluate the effects and successes that the book may have had on the student. [30]. It is important to keep the student’s needs in mind when implementing the therapy. Parents and staff can also provide valuable information to aid in the success of the therapy, but the student’s needs are key. It is crucial to ensure that the therapy is being used in an effective way that will ensure success and not hinder the student’s improvement.

[edit] References

  1. ^ David Burns, Feeling Good Introduction, pxvi-xxxii, (1999)
  2. ^ Smith, N.M., Floyd, M.R., Jamison, C., & Scogin, F. (1997). Three year follow up of bibliotherapy for depression. Journal of Consulting and Clinical Psychology, 65(2), 324-327
  3. ^ Sullivan, A. K. & Strang, H. R. (2002). Bibliotherapy in the classroom: Using literature to promote the development of emotional intelligence. Childhood Education, 79(2), 74-80.
  4. ^ Mardziah Hayati Abdullah (2002) "What is Bibliotherapy?" ERIC Clearinghouse on Reading, English, and Communication Digest #177, EDO-CS-02-08 [1]
  5. ^ Sullivan, A. K. & Strang, H. R. (2002). Bibliotherapy in the classroom: Using literature to promote the development of emotional intelligence. Childhood Education, 79(2), 74-80.
  6. ^ Berns, C. F. (2004). Bibliotherapy: Using books to help bereaved children. OMEGA—Journal of Death and Dying, 48(4), 321-336.
  7. ^ Lehr, Fran. (1981). Bibliotherapy. “Journal of Reading,” 25(1), 76-79
  8. ^ Lehr, Fran. (1981). Bibliotherapy. “Journal of Reading,” 25(1), 76-79
  9. ^ Prater, Mary Anne, Johnstun, Marissa, Dyches, Tina Taylor, & Johnstun Marion. (2006). Using Children’s Books as Bibliotherapy for At-Risk Students: A Guide for Teachers. “Preventing School Failure,” 50(4), 5-13
  10. ^ Prater, Mary Anne, Johnstun, Marissa, Dyches, Tina Taylor, & Johnstun Marion. (2006). Using Children’s Books as Bibliotherapy for At-Risk Students: A Guide for Teachers. “Preventing School Failure,” 50(4), 5-13
  11. ^ Prater, Mary Anne, Johnstun, Marissa, Dyches, Tina Taylor, & Johnstun Marion. (2006). Using Children’s Books as Bibliotherapy for At-Risk Students: A Guide for Teachers. “Preventing School Failure,” 50(4), 5-13
  12. ^ Ouzts, D. T. & Mastrion, K. J (1999, May) Bibliotherapy: Changing attitudes with Literature
  13. ^ Johnson, C. E., Wan, G., Templeton, R. A., Graham, L. P., & Sattler, J. L. (2001). “Booking it” to peace: Bibliotherapy quidelines for teachers. Academic Exchange Quarterly, 5(3), 172-176.
  14. ^ Berns, C. F. (2004). Bibliotherapy: Using books to help bereaved children. OMEGA—Journal of Death and Dying, 48(4), 321-336.
  15. ^ Ouzts, D. T. & Mastrion, K. J (1999, May) Bibliotherapy: Changing attitudes with Literature
  16. ^ Ouzts, D. T. & Mastrion, K. J (1999, May) Bibliotherapy: Changing attitudes with Literature
  17. ^ Furner, J. M. (2004). Using bibliotherapy to overcome math anxiety. Academic Exchange Quarterly, 8(2), 209-213.
  18. ^ Maich, K., & Kean, S. (2004). Read two books and write me in the morning! bibliotherapy for social emotional intervention in the inclusive classroom. TEACHING Exceptional Children Plus, 1(2)
  19. ^ Maich, K., & Kean, S. (2004). Read two books and write me in the morning! bibliotherapy for social emotional intervention in the inclusive classroom. TEACHING Exceptional Children Plus, 1(2)
  20. ^ Maich, K., & Kean, S. (2004). Read two books and write me in the morning! bibliotherapy for social emotional intervention in the inclusive classroom. TEACHING Exceptional Children Plus, 1(2)
  21. ^ Furner, J. M. (2004). Using bibliotherapy to overcome math anxiety. Academic Exchange Quarterly, 8(2), 209-213.
  22. ^ Lehr, Fran. (1981). Bibliotherapy. “Journal of Reading,” 25(1), 76-79
  23. ^ Amer, K. (1999). Bibliotherapy: Using fiction to help children in two populations discuss feelings. Pediatric Nursing, 25(1), 91.
  24. ^ Iaquinta, A. & Hipsky, S. (2006). Practical bibliotherapy strategies for the inclusive elementary school classroom. Early Childhood Education Journal, 4(3), 209-213.
  25. ^ Berns, C. F. (2004). Bibliotherapy: Using books to help bereaved children. OMEGA—Journal of Death and Dying, 48(4), 321-336.
  26. ^ Furner, J. M. (2004). Using bibliotherapy to overcome math anxiety. Academic Exchange Quarterly, 8(2), 209-213.
  27. ^ Inman, D., Bloss, K, Marlow, L., & Bernard, D. (2000, May). Encouraging self-reflection and awareness through the use of children’s books. Bibliotherapy & Reading, 11(1), 1-4.
  28. ^ Maich, K., & Kean, S. (2004). Read two books and write me in the morning! bibliotherapy for social emotional intervention in the inclusive classroom. TEACHING Exceptional Children Plus, 1(2)
  29. ^ Maich, K., & Kean, S. (2004). Read two books and write me in the morning! bibliotherapy for social emotional intervention in the inclusive classroom. TEACHING Exceptional Children Plus, 1(2)
  30. ^ Prater, Mary Anne, Johnstun, Marissa, Dyches, Tina Taylor, & Johnstun Marion. (2006). Using Children’s Books as Bibliotherapy for At-Risk Students: A Guide for Teachers. “Preventing School Failure,” 50(4), 5-13
  • Crothers, S.McC., "A Literary Clinic", The Atlantic Monthly, Vol.118, No.3, (September 1916), pp. 291–301. (Crothers was the first to use the term, and he used it in this article]

[edit] Bibliography

  • 1978 : Doll, Beth and Carol Doll. Bibliotherapy with Young People: Librarians and Mental Health Professionals Working Together. Englewood, Colo.: Libraries Unlimited.

[edit] External links

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