Bibliotherapy: Books as

therapy
AGENDA
3. Developing language through
bibliotherapy: Using literature to
heal
• Types of books
• Benefits of bibliotherapy
• Addressing children’s concern
• Design activities to explore
bibliotherapy
⦿ Bibliocounseling
⦿ Bibliopsychology
⦿ Bookmatching
⦿ Literatherapy
⦿ Library therapeutics
⦿ Guided reading
⦿ Biblioguidance
⦿ Bibliotherapy is a combination of
the Greek words for therapy and
books

⦿ Stamps (2003) defined bibliotherapy

as, “a strategy that helps students
overcome or deal with a current
problem or issue in their lives”
(p.26).
⦿ Bibliotherapy Literally involves treatment
through books - Pardeck & Pardeck, 1998

⦿ Guided reading of written materials to

help the reader grow in self awareness -
Harris & Hodges, 1995

⦿ Process of dynamic interaction between

the personality of the reader and
literature under the guidance of a trained
helper – (Shrodes, 1950)
Bibliotherapy is the sharing of carefully
selected literature with a child for the
purpose of helping the child work through
a tough situation.

Children will be able to identify with the

problems of the characters and can work
through those problems by connecting to the
text. They can then see how they are not
alone and work towards understanding and
resolving the problem or situation.

Sources can be any form of text including

books, magazines, and poetry.
Clinical Bibliotherapy:
⦿ The use of literature and facilitative
processes by skilled mental health or
medical clinicians in meeting a deliberate
therapeutic goal for the purpose of
assisting individuals in dealing with severe
disorders and traumatic life experiences

Developmental Bibliotherapy
⦿ The use of literature and facilitative
processes by skilled helpers (teachers) to
assist individuals in dealing with life
transitional and normal developmental
issues
⦿ Mental health professionals (Counsellors / Therapists)
⦿ Teachers
⦿ Librarians
⦿ Social workers
⦿ Parents/relatives/friends
CAUTION:
Bibliotherapy must be handled with great care, and not
every practitioner possesses the personal qualifications
to be a facilitator in the process. Those who are
interested, however, should possess personal stability;
a genuine interest in working with others; and the ability
to empathise with others without moralising,
threatening, or commanding
⦿ Although traditional bibliotherapy may be carried out
by a therapist, using fiction to help children isn't
limited to that setting.

⦿ As children read fiction and observe the behaviour of

the characters, they learn how to solve problems or
at least that problems can be solved.

⦿ A parent, a teacher, a librarian or a counselor who

knows a particular child need not shy away from
finding an appropriate fiction book for that child.

⦿ Reserving bibliotherapy to specialists means

foregoing a valuable tool to help kids with resources
available to all of us.
⦿ Shrodes (1950) emphasizes …“For no two persons can
there be an absolute equivalence of symbols, for no
two people have identical psychological fields.”
(p.85)
◉ Above all, the recommender must be well acquainted
with the content of the materials they intend to
recommend or use.
◉ Helpers must be familiar enough with the
reader/listener, to anticipate the state of
reader/listener readiness for the reading materials.
◉ Helpers are sensitive to cultural, ethnic and religious
messages in material.
◉ Helpers ensure that factual material is accurate and up
to date.
◉ Helpers ensure that stories deal with characters and
situations similar enough to facilitate some level of
identification.
⦿ 1. To show an individual that he or she is not
the first or only person to encounter such a
problem.
⦿ 2. To show an individual that there is more
than one solution to a problem.
⦿ 3. To help a person discuss a problem more
freely.
⦿ 4. To help an individual plan a constructive
course of action to solve a problem.
⦿ 5. To develop an individual's self-concept.
⦿ 6. To relieve emotional or mental pressure.
⦿ 7. To foster an individual's honest self-
appraisal.
⦿ 8. To provide a way for a person to find
interests outside of him- or herself.
⦿ 9. To increase an individual's
understanding of human behaviour or
motivations.
⦿ Builds Self-esteem, Self-reliance and
resilience skills. “Bailey hates his
new school. His tummy aches. He
has no friends. His dog Fuzzy
slobbers all over him. BLAH! How
can Bailey change his BLAH to
HA-HA-HA? EMPOWERS children to
overcome worry thoughts and sad
days. Bailey is an empowering
mental health picture book for
spring-boarding discussion on
emotions and action plans on how to
lift a child's mood. Self-esteem and
resilience skills for children, families,
teachers, parents and counsellors.
⦿ These absolutely charming stories help
kids understand - and handle - difficult
emotions, including anger, jealousy,
sadness, and fear. What makes them
special is that they feature familiar
situations that kids relate to and offer
simple solutions that children can
actually implement.
⦿ Helps kids deal with some of life's
unpleasant feelings, using an engaging
storybook format
⦿ Written by therapist Cornelia Maude
Spelman, M.S.W. Jealous, Sad, and
Scared are charmingly illustrated by
Kathy Parkinson and Angry by Nancy
Cote.
No one likes Josh the Tattler because
he tattles way too much. He tattles on
his classmates, his brother, and even
his dog! But one night he wakes up to
find his tongue is very long, yellow,
and covered in bright purple spots.
Will a bad case of Tattle Tongue help
him learn the difference between
tattling and telling? This book gives
teachers and counsellors a humorous,
cleverly creative way to address the
time-consuming tattling-related issues
that often sap classroom energy and
thwart teaching opportunities.
⦿ A Terrible Thing Happened: A Story for
Children Who Have Witnessed Violence
or Trauma
⦿ Sherman Smith saw the most terrible
thing happen. At first he
tried to forget about it, but soon
something inside him started to bother
him. He felt nervous for no reason.
Sometimes his stomach hurt. He had
bad
dreams. And he started to feel angry
and do mean things, which got him in
trouble. Then he met Ms. Maple, who
helped him talk about the terrible
thing
that he had tried to forget. Now
Sherman is feeling much better.
(Continued)
⦿ This gently told and tenderly illustrated
story is for children who have
witnessed any kind of violent or
traumatic episode, including physical
abuse, school or gang violence,
accidents, homicide, suicide, and
natural disasters such as floods or fire.
An afterward for parents and other
caregivers offers extensive suggestions
for helping traumatized children,
including a list of other sources that
focus on specific events.
18
Benefits to Individual
⦿ Releases emotions and relieves emotional
pressures
⦿ Helps to develop self awareness and an
enhanced self concept
⦿ Encourages examination of moral values and
stimulation of critical thinking
⦿ Fosters awareness that we are not alone in
our feelings or the first/only one to encounter
a particular problem
Benefits to Group
⦿ Increases sense of belonging and reduces
anxiety through the sharing of common
experiences
⦿ Provides an outlet for students who are
reluctant to seek help individually
⦿ Increases empathy and the ability to take the
perspectives of others
⦿ Leads to better understanding of group norms
and expectations
⦿ Extends awareness beyond one's own family,
community, and background
Positive Behavioural Outcomes
⦿ Improved ability to understand and cope
with problems and issues
⦿ Increased social sensitivity, empathy, and
respect for others
⦿ Improved personal and social judgment
⦿ Increased understanding of human
behaviour and motivations
⦿ Increased ability to transcend or seek
help for personal challenges and problems
⦿ Using books that address a particular problem – enables the children to
gather accurate and reliable information subtle, non-threatening
manner.
⦿ Provide a base of knowledge they can rely on- avoid the child’s anxiety.
⦿ Mutuality - refers to the experience of sharing. – makes the child feel
less lonely
⦿ Empathy – refers to the ability to share the feelings of another individual
⦿ Children can be both cruel and thoughtless towards those they perceive
to be different – through books – learn not only their worth but the worth
of others too.
⦿ Through books – children come to realize that there are alternative ways
for dealing with a problem.
⦿ In discussing a story with an adult – children can learn that choices can
be made in regard to most things in life.
⦿ It is an important and healthy life skills to be able to cultivate options in
problem solving.
Anytime a child is dealing with a tough
situation!
⦿ Divorce/remarriage/adoption
⦿ Death
⦿ Moving
⦿ Bullying
⦿ Special health needs
⦿ Feeling different
⦿ Prejudice/Understanding different cultures
⦿ Developmental appropriateness.
- be aware of the understanding children have
at different developmental levels when
choosing a book for bibliotherapy.
- be aware also of the types of concerns they
at different ages.
⦿ choice of books.
⦿ strategies for presentation.
 Issues? Rudman, (1995)

Families Life Cycle

•Siblings •Sexuality
•The new baby •Younger children
•Sibling rivalry •Older children
•The new Baby •Ageing
•Twins •Death
•Cooperation and Love •Suicide
•Facing Responsibility •Immortality and the Supernatural
•Adoption/Foster care •Books in which death is incidental
•Divorce-Aftermath, Managing
•Single parent families
•Blended families
•Extended Families

Societal

Portrayal of men and boys Cultural Heritage

Portrayal of women and girls Special Needs
Sexual Abuse
•Neurological conditions Physical and Emotional Abuse
•Intellect Substance Abuse
•Physical War and Peace
•Emotions
•Other categories
⦿ There are four stages in the process of
bibliotherapy (Pardeck, 1993).
◼ 1) Readiness, in which a child’s readiness is
determined and needs are identified.
◼ 2) Selection, when a book is selected that will
match a client’s needs.
◼ 3) Introduction to the book, or Presentation, the
sharing of the text.
◼ 4) Follow-up, at which point the therapist and
student engage in a discussion about the book.
⦿ There are four stages that the student is believed to
experience during bibliotherapy (Stamps, 2003).
◼ 1) Identification, when a student identifies with a
character
◼ 2) Catharsis, in which the student experiences a
release of emotions as he/she “follows” the
character
◼ 3) Insight, at which point students connect their
lives to the lives of the characters in the book
◼ 4) Universalisation, the stage in which students
realize people all over the world face similar life
changes
⦿ Identify youngster's needs. This task is done through
observation, parent conferences, student writing
assignments, and the review of school/facility records.
⦿ Match the youngster(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 youngster's reading ability level.
b.   The text must be at an interest level appropriate to the
maturity of the youngster.
c.   The theme of the readings should match the identified
needs of the youngster.
d.   The characters should be believable so that the youngster
can empathise with their predicaments.
e.   The plot of the story should be realistic and involve
creativity in problem solving.
⦿ Decide on the setting and time for sessions, and
how sessions will be introduced to the student.
⦿ Design follow-up activities for the reading (e.g.,
discussion, paper writing, drawing, drama).
⦿ Motivate the youngster with introductory
activities (e.g., asking questions to get a
discussion going on the topic).
⦿ Engage in the reading, viewing, or listening
phase.  Ask leading questions and start short
discussions throughout the reading.  Periodically,
summarise what has occurred 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 youngster to reflect
on the material.
⦿ 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)
⦿ Assist the student in achieving closure through discussion and a
listing of possible-solutions, or some other activity.
BIBLIOTHERAPY MIND MAP
E-learning Task (Group work):
- Source for an article on the topic of
Bibliotherapy.
- Read the article and identify the main ideas.
- Transfer the main ideas into a Graphic Organiser
(GO).
- Upload the article and your GO onto the main
stream on GC.
- The article should be from the last five years.
⦿ In pairs, select a children’s storybook that you
can use to explore bibliotherapy.
⦿ Examine some books which are suitable to help
children with issues like divorce, death, trauma,
bullying, moving to new environment etc.
⦿ Identify the concerns in the story and show how
you would present it to your students.

Note: This task is to be completed in Week 4

(01112021-05112021).