Definition of bibliotherapy
Bibliotherapy
is a form of mental health treatment. It involves the use of books to help
children cope with changes, emotional problems, or mental problems (Pardek,
1994). Bibliotherapy helping a pupil find a book that might help the pupil
solves personal problem, develop skills needed for living, and/or bolster
self-image.” (Shepherd and Iles, 1976). Bibliotherapy uses books as teaching
interventions in the classroom after careful matching betweenstudents and books
chosen to facilitate development and achievement (Cook et al, 2006). Baker’s
(1987) definition is more clinical; he suggests that bibliotherapy is the use
of literature and poetry in the treatment of people with emotional or mental
illness.
Main types of bibliotherapy
Generally
there are two main types of bibliotherapy which are developmental bibliotherapy
and clinical bibliotherapy. Developmental bibliotherapy helps children
understand normal health and developmental changes (Abdullah, 2002; Pardek
1994). Developmental bibliotherapy assist children in understanding problems
before they arise in the child’s life (Abdullah, 2002). Another point, clinical
bibliotherapy is aimed at helping children cope with serious emotional problems
(Abdullah, 2002). It occurs in a structured setting, supervised by a therapist,
counselor, or psychiatrist (Cook et al, 2006).
Goals of bibliotherapy
Bibliotherapy
has several goals. Providing children with factual information about the
problems they are experiencing or may experience in the future is an important
aspect. Additionally, reading about others with similar difficulties can give a
child new insight about his or her own problems. Reading a book can provoke
discussions between people, leading to therapeutic resolutions. Bibliotherapy
also develops new values and attitudes in readers. The resolutions that are
generally presented in a book may give a new outlook to a reader. Lastly,
through bibliotherapy, a child learn about the world, cope with stress and
provide insight into the problems.
Effectiveness of bibliotherapy
Riordan
and Wilson (1989), in a review of the literature of the effects of
bibliotherapy, concluded that bibliotherapy generally appears to be more
successful as an adjunctive therapy. They concluded that the explosion of
self-help programs during the past decade has contributed to the rise in the
use of bibliotherapy, in the form of popular self-help books, such as
"What Color Is Your Parachute" and "The Relaxation
Response." Books such as these are the prescriptive choice of most mental health
professionals for their clients, rather than fiction or poetry, according to
the two researchers.
Children
today are exposed to so much violence and issues they don’t understand through
the media, sometimes it is beyond their comprehension. Books provide a way for students to learn
about these issues in a much more open classroom environment at a slower
pace. Children learn about the world
around them and gain perspectives and compassion for people that are different
from themselves. In addition to meeting
personal problem solving needs, bibliotherapy increases reading skills. Students learn to appreciate literature and
become more motivated to read. They gain
richer insights about the book and have a greater depth of meaning if
bibliotherapy is applied productively with the use of discussion and follow-up
activities (Cornett et. al, 1980; Philpot, 1997; Abdullah, 2002).
On
the opposing side many studies have found negative effects of
bibliotherapy. One major drawback of
using books is that some people do not enjoy reading or have difficulty
reading. As a result the child may
project their own motives into the character and only reinforce the situation
they are enduring, therefore receiving negative results. Some participants may be defensive and
unwilling to discuss their problems because they feel uncomfortable with the
situation. Facilitators need to keep
these ideas in mind when implementing bibliotherapy, especially with
children. The child’s needs and desires
must be met sympathetically and the child must not be forced to share feelings
or situations they may be uncomfortable with (Joshua & DiMenna, 2000;
Abdullah, 2002).
Where to use bibliotherapy
Bibliotherapy
can be used for a variety of reasons to help children overcome problems or
situations they are facing or may face.
Children have many needs that should be addressed to help them develop a
positive self-concept. Physiological
needs are the most basic needs that must be met. Children also must feel safe, loved, and the
need to belong in a group (family, school, peer, or other). Bibliotherapy can
be used for children who are suffering emotionally, such as with family
problems or break-ups, death of a loved one (human or animal), or moving
house. This is a form of developmental
bibliotherapy. Other uses for
bibliotherapy include encouraging interests outside of one’s self, to relieve
pressure – mental and emotional, to encourage behavioural change, and to reduce
fear.
Particularly
for gifted and talented students, bibliotherapy is used to promote further
thought, and to challenge students when reading literature to use higher-order
thinking skills via the implementation of thought-provoking questions and
activities. Because of the high level of ability that gifted and talented
student posses, bibliotherapy gives these students a challenge to not only
helps the character/s of the book solve their problems, and thus solve their
own, but to use empathy to relate to the characters. In fact, many of us use
bibliotherapy without realizing it. Reading is a form of sense-making. In other
words, we read to understand more about the world and our place within it.
Friends, counselors, teachers, social workers, librarians, parents, and
ministers may all be bibliotherapists.
Ways bibliotherapy is used to heal
Bibliotherapy
may be used in various ways. Aiex (1982) states that bibliotherapy will help a
client to develop self-concept, increased understanding of human behaviors, and
reduce emotional or mental pressures. By allowing the reader to understand that
they are not the only ones with a particular problem they will be more willing
to discuss their problem more openly. A counselor can choose whether to conduct
bibliotherapy in a group setting or on a one to one basis with a client. The
counselor plays a key role when conducting bibliotherapy. They are responsible
to motivate the client, provide time to read the selected readings, and provide
follow up time to discuss the literature.
As stated before, bibliotherapy can be
conducted with individuals or groups. In
individual bibliotherapy, literature is assigned to a student for a specific
need. The student may read the material
or the literature may be read to him/her.
The activities that follow the reading are also conducted individually
with the student. The student discusses the literature with a teacher, writes a
report, talks into the tape recorder, or expresses his/her reaction artistically. Through this process she or he is able to
unblock emotions and relieve emotional pressures. Additionally, by examination and analysis of
moral values and the stimulation of critical thinking, she or he develops self
awareness, an enhanced self concept and improved personal and social
judgment. This outcome should result in
improved behavior, an ability to handle and understand important life issues,
and increased empathy, tolerance, respect and acceptance of others. When
bibliotherapy is use with groups, the students read literature orally or listen
while the adult reads to them. Group
discussion and activities follow.
Youngsters become aware that they are not alone in their feelings and
that perceived problems are shared by others.
The
process of bibliotherapy concludes four stages to be applied to the children.
The first is identification, which involves identifying with a character,
event, and ideas presented in the story. the youngster identifies with a book
character and events in the story, either real or fictitious. Sometimes
it is best to have a character of similar age to the youngster who faces similar
events. At other times, cartoon characters and stories are best. Following
identification is catharsis, where the client becomes emotionally involved in
the story and is able to release pent-up emotions. Lastly discussion of
thoughts, feelings, and emotions helps the client to gain insight. Clients are
often unaware of the factors that determine their behavior and emotions, it is
important for counselors who use psychoanalysis to know the benefits and uses
of bibliotherapy. Through the use of bibliotherapy, clients may become aware of
their underlying unconscious issues, and with the help of the counselor is able
to bring them to the conscious mind. This allows for issues to be discussed and
examined and for solutions to be developed.
Applying bibliotherapy in the classroom
Many
teachers practice bibliotherapy in some manner, often without giving their
practice a formal name. However, effective follow-up activities, thoughtful
questions, and focused discussion require that teachers are mindful about their
use of books to address individual and group issues. Bibliotherapy may be used
individually, with small groups, or even with an entire class, depending on the
need. Teachers may also consider involving parents in the reading and follow-up
activities.As with most teaching strategies, bibliotherapy is a tool to be
modified and adapted to a particular context. However, the process always
begins with identifying the need of the students and selecting appropriate
reading material. Teachers should take care to ensure that the books are
appropriate in terms of reading level, interest, and subject matter. It is
essential that teachers read the entire text and consider if any subjects
addressed might require parental input or consent. It may be helpful to compile
a written bibliography or classroom library of titles about common topics for
that grade level. Media specialists, librarians, and other grade-level teachers
may be useful collaborators!
Once
titles have been selected, teachers should plan how and when reading will occur
(individual/small group/read aloud) and what activities will help students
reflect on the text, gain insight, and apply new understanding to their own
situation. This process must be as carefully planned as any academic objective
or students may not benefit fully from the experience! It is important to
remember that bibliotherapy is not a cure-all, nor will it reach every student
in the same manner. Instead, it is just another tool in a teacher’s box to deal
with the varied emotional, behavioral, and social issues of her students.
Conclusion
Bibliotherapy
through four stages which are identification, catharsis, insight and
universalization could help children identifying their problem through the
character, and emotionally immersed into the character. Later on they trying to
solve their problems by observing that character. Bibliotherapy has been shown
to be effective in many areas for helping children cope with varying emotional
and developmental issues. Hopefully, methods of using works of fiction to
assist behaviorally challenged children will be developed to enact meaningful
changes in negative behaviors.
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