By Beth Doll
Drawing on their respective roles as a college library media professional and a psychologist, those authors current a entire five-step version of bibliotherapy. They discover the way it can be utilized to compare the character and occurrence of the psychological healthiness wishes of youngsters and teenagers. in the 5 steps, actions that include diversified bibliotherapy courses are defined and knowledge priceless for bibliotherapy perform are tested. broad references to the pro literature and a pattern application that displays the team-based making plans strategy endorsed by way of the authors finish this beneficial source.
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Additional resources for Bibliotherapy with Young People: Librarians and Mental Health Professionals Working Together
Who Should Practice Bibliotherapy? This question, too, depends heavily upon what is meant by the term bibliotherapy. Is bibliotherapy simply an opportunity for adults to provide guidance to youth? In that case, there are many adult professionals who have the training and expertise to interact with children and young adults in all types of settings. Indeed, advising and sharing insight are natural parts of supportive adult-child relationships and are expected skills for adult professionals working with youth.
In each case, children's hypotheses about another person's behaviors and motivations rely on their understanding of themselves and what they might do in the same situation (Stein and Goldman 1979). Consequently, children's social understanding develops first for scenes familiar to the child and for characters most like the child (Cairns 1986; Selman and Byrne 1974). These will be the easiest characters for them to understand and use as guides. Page 15 Problem solving. Child psychologists have broken problem solving into several smaller steps: describing the problem clearly, thinking of more than one solution to the problem, guessing what the consequences of different solutions might be, and choosing the solution that is most likely to work (Spivack, Platt, and Shure 1976).
1. 1. Activities Comprising Each Step in Developmental and Clinical BibliotherapyStepDevelopmental BibiotherapyClinical BibliotherapyPresentation of Materials Suggesting the book in a way that enhances the young person's interest in it Suggesting the book in a way that enhances the young person's interest in it Perhaps punctuating the reading with interrupting activities designed to enhance comprehension Perhaps punctuating the reading with interrupting activities designed to enhance comprehension Monitoring and defusing excessive distress or unhealthy emotional responses to the bookComprehension- Building Assisting young readers in examining the principal characters and problems of the book Assisting young readers in examining the principal characters and problems of the book Giving special attention to the motivations that lead characters to act in certain ways Giving special attention to the motivations that lead characters to act in certain ways Pointing out the problems that are examined within the book's plot, the solutions that are posed, and the consequences of different solutions Pointing out the problems that are examined within the book's plot, the solutions that are posed, and the consequences of different solutions Helping participants see similarities between the book's characters and themselves or people they know Helping participants see similarities between the book's characters and themselves or people they knowFollow-Up and Evaluation This step is not included in developmental bibliotherapy Prompting the young person's decision to take action Assisting young readers in developing a reasonable action plan that is likely to be successful Monitoring the action plan over time to ensure that it is being followed Revising and reattempting action plans as often as needed to see effects Readiness activities represent one of two steps that set clinical bibliotherapy apart from developmental bibliotherapy.