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Incorporating Bibliotherapy Into the Classroom: a Handbook for Educators Melissa Mcencroe Regis University

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Incorporating Bibliotherapy Into the Classroom: a Handbook for Educators Melissa Mcencroe Regis University Regis University ePublications at Regis University All Regis University Theses Fall 2007 Incorporating Bibliotherapy Into the Classroom: a Handbook for Educators Melissa McEncroe Regis University Follow this and additional works at: https://epublications.regis.edu/theses Part of the Education Commons Recommended Citation McEncroe, Melissa, "Incorporating Bibliotherapy Into the Classroom: a Handbook for Educators" (2007). All Regis University Theses. 74. https://epublications.regis.edu/theses/74 This Thesis - Open Access is brought to you for free and open access by ePublications at Regis University. It has been accepted for inclusion in All Regis University Theses by an authorized administrator of ePublications at Regis University. For more information, please contact [email protected]. Regis University College for Professional Studies Graduate Programs Final Project/Thesis Disclaimer Use of the materials available in the Regis University Thesis Collection (“Collection”) is limited and restricted to those users who agree to comply with the following terms of use. Regis University reserves the right to deny access to the Collection to any person who violates these terms of use or who seeks to or does alter, avoid or supersede the functional conditions, restrictions and limitations of the Collection. The site may be used only for lawful purposes. The user is solely responsible for knowing and adhering to any and all applicable laws, rules, and regulations relating or pertaining to use of the Collection. All content in this Collection is owned by and subject to the exclusive control of Regis University and the authors of the materials. It is available only for research purposes and may not be used in violation of copyright laws or for unlawful purposes. The materials may not be downloaded in whole or in part without permission of the copyright holder or as otherwise authorized in the “fair use” standards of the U.S. copyright laws and regulations. INCORPORATING BIBLIOTHERAPY INTO THE CLASSROOM: A HANDBOOK FOR EDUCATORS by Melissa McEncroe A Research Project Presented in Partial Fulfillment of the Requirements for the Degree Master of Education REGIS UNIVERSITY August, 2007 ABSTRACT The focus of the following paper is bibliotherapy and its application in the classroom. Presented in the project are: (a) issues educators face today and the respective need for bibliotherapy; (b) history and previous research regarding bibliotherapy and its use; (c) a description of what procedures were taken to complete the research project; (d) a handbook for educators about bibliotherapy and the incorporation of strategies in the classroom; and (e) a reflection and synopsis of the entire research project. ii TABLE OF CONTENTS Chapter 1 Page 1. INTRODUCTION ........................................ 1 Statement of the Problem ................................. 1 Purpose of the Project ................................... 2 Chapter Summary ...................................... 2 Chapter 2 2. REVIEW OF LITERATURE ................................. 3 Bibliotherapy Defined ................................... 3 Goals of Bibliotherapy ................................ 4 History of Bibliotherapy.................................. 5 Changes in Children‘s and Adolescent Literature ............... 6 Bibliotherapy After Changes in Literature ................... 7 Bibliotherapy and Anxiety and Panic Disorder ................... 8 Effectiveness of Bibliotherapy ........................... 9 Bibliotherapy and Anxiety Disorder ..................... 9 Bibliotherapy and Panic Disorders ...................... 13 Bibliotherapy and Depression .............................. 15 Effectiveness of Bibliotherapy ........................... 15 Bibliotherapy and Bullying and Aggression ..................... 20 Effectiveness of Bibliotherapy ........................... 21 Bibliotherapy and Problem Solving .......................... 23 Bibliotherapy and Other Issues ............................. 24 Bibliotherapy and Body Image ........................... 25 Bibliotherapy for Suspended Students ...................... 26 Bibliotherapy and Issues of Gay and Lesbian Youth ............. 27 Bibliotherapy and Alcohol Issues ......................... 28 Classroom Application of Bibliotherapy ....................... 30 Steps to Implement Bibliotherapy ......................... 31 Chapter Summary ...................................... 34 Chapter 3 3. METHOD ............................................. 36 Targeted Audience ..................................... 36 Goals and Procedure of the Applied Project ..................... 36 Peer Assessment ....................................... 37 Chapter Summary ...................................... 37 iii Chapter 4 4. RESULTS ............................................. 38 Bibliotherapy: A Guide for Educators ........................ 39 Using Bibliotherapy in Your Classroom ....................... 40 What is Bibliotherapy? .................................. 40 How did the Use of Bibliotherapy Begin? ...................... 41 Why is Bibliotherapy Helpful? ............................. 43 Helpful Tips and Steps................................... 45 The Use of Bibliotherapy to Address Specific Disorders ............ 48 Depression .......................................... 49 Behaviors Indicative of Depression ........................ 49 Suggested Titles for Issues of Depression ...................52 Anxiety Disorders ...................................... 53 Behaviors Indicative of Anxiety Disorders ................... 53 Suggested Titles for Issues of Anxiety? .................... 56 Attention Deficit/Hyperactivity Disorder ....................... 57 Behaviors Indicative of ADD and ADHD ................... 57 Suggested Titles and Websites for Issues of ADD and ADHD ...... 60 Bullying and Aggression ................................. 61 Behaviors Indicative of Bullying/Aggression and Conduct Disorder .. 61 Suggested Titles and Websites for Issues of Bullying and Aggression . 63 Issues of Body Image and Eating Disorders ..................... 64 Behaviors Indicative of Eating Disorders .................... 64 Suggested Titles for Issues of Body Image and Eating Disorders .... 66 Other Issues .......................................... 68 Suggested Websites for Issues of Death and Dying ................ 68 Suggested Websites for Family Issues ...................... 69 Suggested Websites for Issues of Homosexuality ............... 69 Looking Forward ...................................... 70 References........................................... 71 Chapter Summary ...................................... 72 Chapter 5 5. DISCUSSION ........................................... 73 Contribution of the Project ................................ 73 Limitations to the Project ................................. 74 Recommendations for Future Study .......................... 75 Project Summary ...................................... 75 REFERENCES ............................................... 77 iv v Chapter 1 INTRODUCTION Bibliotherapy, the use of reading materials to address personal problems or for psychiatric therapy (Merriam-Webster, 2007) has been primarily used in conjunction with psychological therapy or school psychology. Traditionally, bibliotherapy was conducted by a therapist or psychologist as one aspect of treatment and was used only in the context of therapy. While bibliotherapy has indeed helped those people and students who have received it, the therapeutic benefits of bibliotherapy could be applied more broadly to include all students, not only those who see a school psychologist. Prater, Johnstun, Dyches, and Johnstun (2006) suggested that the use of bibliotherapy could be used to help students cope with a wide array of issues from loss and divorce to learning a new language and living in a different culture. Statement of the Problem Today, educators are challenged to address much more than the subjects of reading, writing, and arithmetic (Cook, Earles-Vollrath, & Ganz, 2006). Many children lack the emotional, social, or educational skills necessary for school success. Furthermore, increasing numbers of students come to school with: (a) a native language other than English, (b) a culturally or ethnically diverse background, (c) poverty in the home, (d) a divorce situation, or (e) a psychological disorder. Therefore, there is a need for educators to be aware of appropriate coping strategies that can be directly applied in the classroom. 1 Purpose of the Project The purpose of this project was to provide educators with strategies to address students‘ emotional, social, and academic issues through the use of bibliotherapy. Also, a history of bibliotherapy and its effectiveness are presented. The information about bibliotherapy and its application in the classroom are provided in a handbook for educators. Chapter Summary Because a growing number of students come to school with social, emotional, and/or academic issues, it is imperative for educators to be aware of coping strategies to help these students. Bibliotherapy is an excellent therapeutic strategy that can be used directly in the classroom. In Chapter 2, the Review of Literature, background information and research in regard to bibliotherapy is presented. Also presented are classroom application strategies for bibliotherapy. In Chapter 3, Methods, the procedures and goals for the project are presented. Chapter 4, Results, presents a handbook for educators about incorporating bibliotherapy
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