Article: Bibliotherapy in the classroom: using literature to promote the development of emotional intelligence. In HighBeam Research http://www.highbeam.com/doc/1G1-96193633.

html Jan is a bright, enthusiastic 2nd-grade student who nevertheless has trouble making friends and maintaining social relationships. Jan frequently misunderstands others' intentions, and responds by displaying aggressive behavior toward her classmates. In addition, Jan is unable to manage her emotions, as demonstrated through her unpredictable conduct disturbances. These socially inept manners, and the lack of opportunities to learn necessary skills, have led to a perpetual cycle of peer rejection, social isolation, and further difficulties. Ms. Partridge, Jan's teacher, is very concerned about Jan and wants to help her develop more socially competent behaviors. In a conference with Jan's parents, Ms. Partridge discovers that Jan displays the same behavior patterns outside of school. Our schools are flooded with increasing numbers of students who, like Jan, have socio-emotional difficulties. Such difficulties often are associated with aggression or other overt behaviors (Crick, 1996). This harmful trend is confirmed by the following statistics on youth behavior: every day in the United States, 4,879 children are arrested, 17,297 students are suspended from school, and 6 students under the age of 20 commit suicide (Children's Defense Fund, 2001). In attempting to help students with socio-emotional difficulties, school professionals are searching for ways to promote the skills and cognitive strengths necessary for successful adjustment, both inside and outside the classroom. Bibliotherapy As an Effective Psychological Tool Bibliotherapy is a technique that uses literary sources to help individuals resolve complex problems. Historical records from centuries ago point to the longstanding application of bibliotherapy. The people of ancient Greece, for instance, acclaimed the power of literature by inscribing a sign above a library, stating it to be the healing place for the soul (Zaccaria & Moses, 1968).

The first documented use of bibliotherapy as an intervention technique was recorded in 1840 (Afolayan, 1992). In 1916, the term "bibliotherapy" was used in a published article to describe the process of presenting books to medical patients who needed help understanding their problems (Crothers, 1916). Initially, bibliotherapy primarily was used for the remediation of emotional difficulties in adults (Ouzts, 1991). During the second half of the 19th century, the theoretical background and practical applications of bibliotherapy greatly expanded. Presently, bibliotherapy is considered "an emerging strategy that can be used not only for clinical problems but also as a technique for helping children handle developmental needs" (Pardeck, 1986, p. i). To that end, bibliotherapy involves a child reading about a character who successfully resolves a problem similar to the one the child is experiencing. Currently, bibliotherapy is successfully practiced in a variety of settings. Religious teachers and advisers rely upon sacred texts to guide the spiritual and emotional health of communities. Clinical psychologists, counselors, and librarians often assign literary resources to help individuals with psychological needs. Health professionals frequently provide books, leaflets, and case-study brochures to help patients cope with emotional stress associated with office visits or surgical procedures. In addition, interest is growing in the use of bibliotherapy as a resource for professionals working with school-age children in the classroom setting (Doll & Doll, 1997). This application is particularly compelling in that books are an inexpensive and easily obtained resource. Successful use of the bibliotherapy technique contains three sequential and essential elements: 1) identification, 2) catharsis, and 3) insight (Morawski, 1997; Pardeck & Pardeck, 1993; Riordan & Wilson, 1989). Identification entails recognizing the thoughts and behaviors of others. In this initial step, print or other media helps an individual form a connection with a story's main character, and then internalize the skills the character employs to successfully resolve a particular dilemma (Morawski, 1997). Catharsis builds upon identification. Experiencing the feelings of the character, and finding familiarity, brings about catharsis. One's own emotional tensions can be released as the character successfully works through a problem (Doll & Doll, 1997). After releasing emotional tensions, individuals become better able to apply what they have learned to their own similar situations, resulting in

insight. Colville (1990) describes such insight as "an arrow to the heart" (p. 35). Insight targets an individual's specific problem and brings issues to the surface so they can be addressed. Professionals working with children have differing opinions on the exact role and use of bibliotherapy. Some experts believe that bibliotherapy should be reserved for the clinical psychologist. However, due to the perceived effectiveness of this approach, others believe that school psychologists and counselors should train