The Efficacy of Bibliotherapy 1

The Efficacy of Bibliotherapy 2

The Efficacy of Bibliotherapy in Helping Students Who Are Facing Social and Emotional Problems

Introduction
There are several factors (e.g. emotional, social, and behavioral) that play important roles in students academic success and

development or at least preventing them from school failure. Researchers and professionals agree that bibliotherapy is one of the effective tools that can be used to deal with these factors, and that by teaching problem solving to students, whether they are gifted, at-risk, and/or those with special needs. So, what is bibliotherapy? Bibliotherapy is simply defined as The use of books to help people solve problems (Aiex, 1993). It provides information and/or solution(s), provokes discussion, and exposes similar conditions about problems that students are experiencing. In fact, there are two types of bibliotherapy: First, clinical bibliotherapy, which takes place in a structured setting and is facilitated by counselor, therapist, or psychologist to treat individuals experiencing serious emotional or behavioral which problems. on Secondly, developmental cope with

bibliotherapy,

focuses

helping

children

developmental needs rather than relying on a clinical or individualized approach to bibliotherapy (Doll and Doll, 1997). This paper focuses on

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the latter, which is implemented by educators with the collaboration of librarian, and school counselor. It can occur individually, or in small or large groups in the classroom.

Statement of the Problem and Purpose of Study

If we go back in the timeline some 1500 years ago when the holy Prophet Mohammed (Peace be upon him) received his first message from Allah, we find that the first word revealed to him was "Iqra" or read in the form of an order and not a request. Therefore, in the Islamic era generally and in the Arab world specifically, reading was an essential part of human life, especially for those who were Muslims. In fact, the word Quran comes from the root word Iqra, and it means to read consistently. Unfortunately, todays researches and studies indicate that a huge shift happened in the Arab world, where Arabs, especially children disregard the importance of reading. According to recent statistics by Arab Knowledge Report 2009: Towards Productive Intercommunication of Knowledge, Arabs read very little, far less than international levels" (Elsayed, 2010).

Generally Arab countries are considered to be somewhat conservative; people do not like to talk about their social or emotional

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problems in public. Thus, most of these problems go unsolved and in return affects childrens personalities and stifles their academic achievements.

Research Questions
In this study I will seek the answer to the following five research sub questions: 1- What are the theoretical underpinnings of bibliotherapy? 2- What are the benefits of bibliotherapy? 3- How can bibliotherapy be implemented in schools?

What Are the Theoretical Underpinnings of Bibliotherapy?

The idea of bibliotherapy goes back in the 1272 when Al-Mansur Hospital in Cairo provided readings from The Koran as a part of their patients treatment (Sarah J. Jack and Ronan, 2008). Therefore, the use of books for treatment purposes initiated in assisting people to deal with mental and physical illnesses. After that, it had spread though ancient times when they used it to promote personality growth, specifically social and emotional development in 1916 (Jones, 2006). However,

bibliotherapy was not used to help children in their personal growth until later in 1946 (Myracle, 1995). Indeed, bibliotherapy is derived from various theories, therapy approaches, as well as instructional techniques,

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including psychodynamic theory, self-actualization, self-analysis, self-help, and problem-solving applications (Lenkowsky, 2001). All these theories and approaches focus on the relationship between the personality of a reader and the cognitive and affective experience offered through literature.

What Are the Benefits of Bibliotherapy?

There are numerous benefits of bibliotherapy to enhance not only academic achievement but also personal development. First, Orton (1997) and Penn (2003) agreed that bibliotherapy is an effective tool that helps students solve their problems and experience different solutions. These problems include: 1- Emotional problems, such as low self- esteem and self- confidence, anger, anxiety, and depression; 2- Social problems, such as peer pressure, lacking of communication skills, and child abuse; and 3- Behavioral problems, such as hitting, pushing, yelling, and fighting with peers. In addition, Goleman (1995) argued that with bibliotheraputic literature students, as children, become more aware of themselves, their needs and characteristics. Abdullah (2002) adds to Goleman by saying that bibliotherapy guides and prepares young students for the different

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needs and concerns they may have when they become adolescents. For example, adolescents may be concerned about changes in their physical appearance, making good connections with peers and friends, and drug and crime related problems. Another benefit that Orton and Goleman discussed is that bibliotherapy promotes students emotional and social development. It actually increases positive feelings, such as relaxation, and teaches social skills, including building friendship, and hard work, while decreasing disruptive and violent behaviors such as name-calling. Abdullah (2002) and Pardeck (1990) argued that although bibliotherapy has many advantages, it also has disadvantages: 1. It cannot be used alone, but with other interventions. 2. It should be guided with questions and discussions. 3. It is based on reading and some students do not develop reading readiness or love of reading. 4. Conservativeness of students or their parents about personal and familial problems.

How Can Bibliotherapy be Implemented in Schools?

Johnstun, Pardeck, and Forgan (2002 and 2006) agreed that there are four main processes, which needs to be done in practicing the use of bibliotherapy. First, an educator must identify the problem, situation, or

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behavior that the student is facing. Second, he/she selects an appropriate work of literature that deals with the problem. Third, the literature should be presented to the student. Fourth, after reading, a discussion should take place. However, Johnstun (2006) found that it is important that the following steps are met before the problem is identified. First, the teacher must develop a relationship with the student. Then, he/she should collaborate with other school personnel, such as a school counselor and librarian. After that, he/she involves and finds support from the students parents. In addition, he added that the final step of implementing bibliotherapy is that student should be evaluated. On the other hand, Halsted (2002), Some of My Best Friends Are Books described different stages of implementing bibliotherapy. The first stage is called Identification, where students Identify themselves with the character in the book (p.141). The second stage is catharsis, which helps students experience some difficulties that the character is facing. The following stage is called insight, where students realize how their experiences are similar to or different from the characters. Universalization is the final stage where students realize that their problems are not theirs alone (Hebert & Furner, p. 172). At this final stage students come through in order to relate the book to their own life (Stamps, 2003) In conclusion, after looking at the various literature and discourse about bibliotherapy, I believe it is safe to assume that using a combination

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of bibliotherapy and other methods can greatly assist students at various levels. In addition, I believe that classroom teachers should be trained to use bibliotherapy in the classroom with their students as a means of enhancing not only academic performance, but also personal growth. Furthermore, personally, I see two main overarching benefits of bibliotherapy. First, coming from a conservative cultural background can make it difficult for teachers to assist their students who are experiencing social or emotional difficulties. Parents can feel challenged by the teachers interference into students personal lives. Therefore, I see bibliotherapy as being a very successful tool in conservative setting, helping the students indirectly deal with difficulties they might be experiencing. However, teachers have to take precautions that using developmental bibliotherapy could pose problems if the books read address issues that parents do not want their children to know about. Secondly, unfortunately, is a known fact that people, especially children, are not encouraged to read in the Middle East. However, if they feel that reading can act as a therapy or assist them in personal growth, this will act as an intrinsic motivation to read and explore various literatures.

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References

Aquinta, A., & Hipsky, S. (2006). Practical Bibliotherapy Strategies for the Inclusive Elementary Classroom. Early Childhood Education Journal, 34(3), 209-213. Retrieved from Academic Search Premier database. Cook, K., Earles-Vollrath, T., & Ganz, J. (2006). Bibliotherapy. Intervention in School and Clinic, 42(2), 91-100. Retrieved from ERIC database. Elsayed, Amany M. (2010). Arab online book clubs: A survey. FLA Journal October 14, 2010 vol. 36 no. 3 235-250. Retrieved from http://ifl.sagepub.com/content/36/3/235.refs.html Jack, Sarah J., and Kevin R. Ronan. 2008. "Bibliotherapy: Practice and Research." School Psychology International 29, no. 2: 161-182. Academic Search Premier, EBSCOhost (accessed December 5, 2010). Forgan, J. (2002). Using Bibliotherapy To Teach Problem Solving. Intervention in School and Clinic, 38(2), 75-82. Retrieved from Academic Search Premier database. Prater, M., Johnstun, M., Dyches, T., & Johnstun, M. (2006). Using Children's Books as Bibliotherapy for At-Risk Students: A Guide for Teachers. Preventing School Failure, 50(4), 5-13. Retrieved from Academic Search Premier database. Regan, K., & Page, P. (2008). "Character" Building: Using Literature to Connect with Youth. Reclaiming Children and Youth: The Journal of Strength-based Interventions, 16(4), 37-43. Retrieved from ERIC database. Stamps, L. (2003). Bibliotherapy: How Books Can Help Students Cope With Concerns and Conflicts. Delta Kappa Gamma Bulletin, 70(1), 25-29. Retrieved from Academic Search Premier database.