Bibliotherapy 2

Bibliotherapy 2LGA 3101

Using BibliotherapyCan be powerful and effective tool for addressing problems and concerns of young childrenNeeds planning to be more effectiveTeacher/Parent must be aware of several factors surrounding its use:a) developmental appropriatenessb) accuracy of content & effectiveness of stylec) strategies for presentationd) awareness of the limitations of bibliotherapy

Developmental AwarenessTeachers/Adults must understand & realise that:children have different developmental levelschildren have different concerns at different ageschildrens fears are very real to themthey must respond with honesty & empathychildrens fears need to be addressed without ridiculechildren need to be taught how to cope & manage fearsthey must always be accessible to the childthey need to assure & reinforce the concept that things are under control

Developmental AwarenessNational Association for the Education of Young Children (NAEYC) warns against seeing the concept as a polarising yes/no.There is no single characteristic that makes something developmentally appropriate or not.NAEYC suggests several guidelines in selection of books.

Developmental AwarenessNAEYC observes that children:develop their own individual understanding of the world & profit from teaching by peers & adultsbenefit by knowing their boundaries & from opportunities to make choices within those boundariesgrow through practising new skills & knowledge in realistically challenging situationsdevelop a sense of competence by being treated as individuals & by having opportunities to collaborate with their peersneed to develop a sense of respect for themselves & for others who may be different from themselves

Accuracy of Content & Effectiveness of StyleThe concept of reality is extremely important even though the books may be fictionalThere must be honest problem-solvingBooks that use animals or people can be appropriate as it allows the child to look at a problem through anothers eyesBooks must be able to communicate with children on their levelThe story should have a clear appealThe child must be able to relate to the character & the solutionThere must be a message and the book must be captivating

Strategies for PresentationResearch the Facts- use only facts & real information- information known ahead of time can be tailored for the audience- review books & articles on the topic for ideas on the best ways to introduce the subject & for how much to introduce at each levelBe Sensitive- let parents know how the problem is being addressed- anticipate all possible reactions children could have- ensure bibliotherapy is carried out in a non-threatening & supportive manner

Strategies for PresentationUse Good Timing- make sure trust has been established- ensure an adequate amount of time for fully exploring the issue- choose a time when the classroom is quiet- ensure enough time to talk, to listen & to internaliseIntegrate the Topic - no problem exists by itself- no solution exists in isolation- all the various parts of our existence are integrated in our life- integrate the use of bibliotherapy with other parts of the curriculum- by integrating the understandings & issues, the learning is reinforced for children

Strategies for PresentationPlan for the Long Term- plan bibliotherapy in a logical progression of steps (e.g. begin with self-concept, followed by family concerns, school concerns, & personal safety)- each topic should build on the previous one- a childs understanding increases when a logical order is followed

Remember the RoleCheryl Coon ((2004) provides a four-step approach to sharing a story for a bibliotherapy-related purpose:- Set the stage: Describe the time & place of the story- Read the book together: this may mean more than one reading- Reflect together: discuss story, ask open- ended questions (e.g. What do you think he means?)- Personalise the story: seek the childrens personal involvement (e.g. Have you ever?)

Strategies for PresentationMaintain Flexibility- shift gears when things take an unexpected turn or back up as the situation demands- restate any questions a child might ask so that everyone understands what is being asked- provide just enough information to answer the question- always respond to a question- allow children time to build up to discussing their real concerns

Awareness of the Limitations of Bibliotherapyavailability of materials on certain topicslack of childrens readiness and willingness to readchildren may also project their own motives onto characters and thus reinforce their own perceptions and solutionschildren may be defensive, thus discounting the actions of characters and failing to identify with them, or even end up using them as scapegoats.teachers may have limited knowledge of childrens development and developmental problems, and inadequate knowledge about appropriate literaturethe bibliotherapy process itself (e.g. children may be unwilling to discuss areas that are uncomfortable, or teachers may insist on making a point at the children's expense)the process is also limited if both the child and teacher stay on surface issues

Childrens Concerns that can be addressed via BibliotherapySelf- fitting in with the rest of the world- a sense of self and being competent- being true to ourselves- trying to do their best in their areas of interestFamily- changes in family unit (separation, divorce, single parenthood, extended families, mortality of family members, gay marriages, etc.)- stress in family (new babies, deaths, sibling rivalry, unemployment, poverty, homelessness, etc.)

Childrens Concerns that can be addressed via BibliotherapyFriends- being a part of a group- friendships- losing friends (e.g. moving away, quarrels)Other PeopleA grouping that refers to people who for one reason or another may cause stress and fear in a child- making sense of the world (tolerance & acceptance)- physical disabilities- different ethnicity

Childrens Concerns that can be addressed via BibliotherapyIllness and Death- Close family, friends, pets- Children who have less understanding of these events than adults, the anxiety is greaterThe World- Children often perceive the world differently- They have not developed the mental capacities to comprehend the intricacies of modern life

Childrens Concerns that can be addressed via BibliotherapyChildhood Fears- many children develop fears about the great unknowns of the world- adult explanations of the problems are very often too complex & sophisticated for young children to comprehend- they may turn to solutions offered in the media esp. television- some childrens toys encourage violent & warlike play

Childrens Concerns that can be addressed via BibliotherapyChildhood FearsDoug Lipman (storyteller) says there are 6 underlying emotional causes to superhero playsi. Children sometimes feel powerlessii. Children sometimes feel incompetentiii. Subtle societal understanding placed on boys that they may have to take command at any timeiv. Boys, more often than girls, will be the agents & objects of violencev. Children (esp. boys) are discouraged from dealing with their feelingsvi. Girls are often expected to remain dependent on males & that they will be treated as objects by males

Childrens Concerns that can be addressed via BibliotherapyBooks on World Stresses- the world can be a highly complex & frightening place- while children may not comprehend the complexity of the causes of violence, they can be aware of the concern felt by those who care for them- children can learn facts & begin to deal with those facts through discussions with caring & sensitive adults

ConclusionBibliotherapy - potentially powerful method for school teachers and counsellors to use on many levels and in every school grade. Practitioners must present the procedure as a non-threatening oneSolicit the input and advice of colleagues, parents, and administrators. Always be alert to the limitations of bibliotherapy.

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