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Bibliotherapy Treatment through books ( Pardeck & Pardeck, 1998)

Bibliotherapy Treatment through books ( Pardeck & Pardeck, 1998). Winthrop April 2011. Outcomes. At the end of this class, you will: Have a increased understanding of bibliotherapy. Understand the benefits for educators and students. Know how to use bibliotherapy to help students.

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Bibliotherapy Treatment through books ( Pardeck & Pardeck, 1998)

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  1. BibliotherapyTreatment through books (Pardeck & Pardeck, 1998) Winthrop April 2011

  2. Outcomes At the end of this class, you will: • Have a increased understanding of bibliotherapy. • Understand the benefits for educators and students. • Know how to use bibliotherapy to help students.

  3. Alternative Terminology • Bibliocounseling • Bibliopsychology • Biblio-Linking • Biblio-Matching • Bookmatching • Literatherapy • Library therapeutics • Guided reading • Biblioguidance

  4. Bibliotherapy • A process or activity designed to help individuals solve problems or better understand themselves through their response to literature or media (Paisley & Borders, 1994). • Strategy that supports children as they cope with difficult situations (Heath, Leavy, Hansen, Ryan, Lawrence, Gerritsen, & Sonntag, 2008) • Explore self-understanding, self-esteem, and/or assist individuals in making adjustments to developmental issues (Haynes & Amer, 1999 • An approach or family of techniques for structuring interaction between a facilitator and a participant based on the mutual sharing of literature (Pardeck & Pardeck, 1989, 1990)

  5. Two Domains • Clinical Bibliotherapy is implemented by trained professionals dealing with significant emotional or behavioral problems. • Developmental Bibliotherapy may be used by teachers to facilitate normal development and self-actualization with an essentially healthy population

  6. Goals of Bibliotherapy (Pardeck, 1994) • To provide information about problems. • To provide insight into problems. • To stimulate discussion about problems. • To communicate new values and attitudes. • To create an awareness that others have dealt with similar problems. • To provide solutions to problems. • To increase empathy for and understanding of others.

  7. Contemporary Issues • Social and emotional skills (Anderson, 2000) • Bereavement (Ayyash-Abdo, 2001) • Child abuse (McDaniel, 2001) • Parental separation/divorce (Pehrsson, Allen, Folger, McMillen, & Lowe, 2007) • Aggression (Shechtman, 2006) • Anxiety (Rapee, Abbott, & Lyneham, 2006) • Tolerance • “Fitting in” • Bullying • Ethnic and cultural identity

  8. Stages of Interaction (Afolayan, 1992) • Identification • Students must identify with characters or situations similar to what they are experiencing • Characters should be similar in age as the student, display similar behaviors, and face events which the student can identify (Sridhar & Vaughn, 2000). • Book choice is critical

  9. 2. Catharsis • If child is emotionally involved, they develop meaningful ties to the main character, and doing so the literature facilitates a release of pent-up emotions. • The child is encouraged to express these feelings under safe conditions. • Encourage guided-discussion, journaling, painting, drawing, and dramatization.

  10. 3. Insight “Realization that occurs when readers become aware that the problem they are experiencing, like that of characters in the story, need not remain static” (Sridhar & Vaughn, 2000, p.75). • Children begin to analyze the decisions and actions of the main characters. • Through this analysis, insights are gained into how the child might develop his or her own problem-solving techniques.

  11. Book Selection **Catalyst** • General Format and Structure • Subject Matter • Reading Level • Developmental level • Identification with main character • Culturally authentic perspectives- validate and/or expand on young readers’ own experiences.

  12. Social Issue- Identity/Self-concept In groups, you will complete the following: • Read the text you have been given. • Discuss the main points as a group. • Write a summary of what you read. • Answer the following questions (when applicable) about the character(s): • What do we know about the character? • How is the character feeling at this point in the text? Why? • What do his/her actions say about who the character really is? • What pressures does the character face? How does he/she respond?

  13. Connection • Has something like this happened in your life? • Do we see this in the world around us? • In what ways does this connect to the classroom, home, community, and/or world? • What message could you take away? *Be prepared to discuss with your group after the presentations.

  14. Reaction Guide • Discussion • Questions/Comments

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