Bibliography

“. . .a process of dynamic interaction between the personality of the reader and literature- interaction which may be utilized for

– personality assessment

– Adjustment and

– Growth “

(Rusell and Shrodes,1950)

Bibliography

• Provides a sensitive way for a practitioner or educator, especially for children, to guide reading to help an individual understand themselves and the environment, learn from others, and possibly find solutions to their problems.

Reasons of Bibliotherapy

• To develop a more positive sense of themselves

• To learn about the world

• To cope with stress

• to provide insight into problems

• To affirm thoughts and feelings

• To stimulate discussions about problems

• To create an awareness of others that have similar problems

• To provide solutions to problems

• To communicate new values and attitudes

• To find meaning in life

The Stages of Bibliotherapy

1. Identification - a reader associates themselves with the character or situation in the literary work.

2. Catharsis - the reader shares many of the same thoughts and feelings of the characters in the literary work.

3. insight - the reader realizes that they relate to the character or situation and learn to deal more effectively with their own personal issues

How To Use Bibliotherapy

1. Identify 's needs. This task is done through observation, parent conferences, student writing assignments, and the review of school/facility records.

2. Match the learner(s) with appropriate materials. Find books that deal with divorce, a death in the family, or whatever needs have been identified. Keep the following in mind:

a. The book must be at the learner's reading ability level.

b. The text must be at an interest level appropriate to the maturity of the learner.

c. The theme of the readings should match the identified needs of the learner.

d. The characters should be believable so that the learner can empathize with their predicaments.

e. The plot of the story should be realistic and involve creativity in problem solving.

3. Decide on the setting and time for sessions, and how sessions will be introduced to the student.

4. Design follow-up activities for the reading (e.g., discussion, paper writing, drawing,drama).

5. Motivate the learner with introductory activities (e.g., asking questions to get a discussion going on the topic).

6. Engage in the reading, viewing, or listening phase. Ask leading questions and start short discussions throughout the reading.

7. Periodically, summarize what has occured thus far (to be sure that "the message" does not get lost in the trivial points).

Take a break or allow a few minutes for the learner to reflect on the material.

8. Introduce the follow-up activities:

-Retelling of the story

-In depth discussion of the book (e.g., discussing right and wrong, morals, the law,strong and weak points of the main character, etc.)

-Art activities (e.g., drawing map illustrating story events, creating collage from magazine

photos and headlines to illustrate events in the story, draw pictures of events)

-Creative writing (e.g., resolving the story in a different way, analyzing decisions of characters)

-Drama (e.g., role playing, reconstructing story with puppets made during art activity, enacting a trial for the characters)

9. Assist the student in achieving closure through discussion and a listing of possible-solutions, or some other activity.

Cautions 1. Avoid topics (e.g., abortion, drug use, crime) which might draw concerns from parents, community, etc. unless approved with the administration or those parties.

2. Be familiar with the book. Read it and understand it before using it.

The Applications of Bibliotherapy

1. To develop the individual’s self concept

2. To increase an individual’s understanding of human behavior or motivations

3. To foster an honest self- appraisal

4. To provide a way for a person to find interest outside of self

5. To relieve emotional or mental pressure

6. To show the person that he is not the only one with a problem

7. To show a person that there is more than one solution to a problem.

8. To help a person discuss a problem more freely

9. To help a person plan a constructive course of action to solve a problem.