Bibliotherapy Bibliotherapy Education Project Education Project Paula McMillen & Dale-Elizabeth Paula McMillen & Dale-Elizabeth Pehrsson Pehrsson Oregon State University Oregon State University Hawaii International Conference on Arts Hawaii International Conference on Arts & Humanities & Humanities Honolulu, HI: Jan 16, 2005 Honolulu, HI: Jan 16, 2005
Bibliotherapy Education Project. Paula McMillen & Dale-Elizabeth Pehrsson Oregon State University Hawaii International Conference on Arts & Humanities Honolulu, HI: Jan 16, 2005. Bibliotherapy Education Project. - PowerPoint PPT Presentation
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The birth of this four year project began with a cup of coffee and a simple conversation. We pondered on the use of books by various helping professionals . Spontaneously, we posed two questions to each other,“How do therapists, teachers, etc. know what books to recommend?” and “How do they choose and evaluate materials?”…
…the project was born.
BibliotherapyBibliotherapy “a rose by any other name…”“a rose by any other name…”
• (AKA) Known by many names:
• Bilbio-counseling• Biblio-guidance• Biblio-psychology• Book matching• Literatherapy• Library Therapeutics• Literapeutics• Reading Therapy• And many more…
DefiningDefining BibliotheraBibliothera
pypy
Use of reading materials for help in solving personal problems or for psychiatric therapy
• Webster’s Collegiate 10th Ed., 1997
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
BenefitsBenefitsof of
BibliotheraBibliotherapypy
• Increases Empathetic Understanding of Others (cultures, lifestyles and lived experiences)
• Enhances Insight and Integration• Promotes Coping Skills• Provides Information and Alternatives• Stimulates Discussion of Feelings and Ideas• Increases Enjoyment of Literature and Reading
-Problem -Problem Statement-Statement-
• Books are widely used in clinical settings
• Limited training, tools or strategies for emerging or practicing clinicians
• Limited funds/materials for graduate students
• Criteria for selecting materials for a working collection
• Criteria for selecting materials for clients
The The Learning Learning ObjectiveObjectivess
• To increase understanding of the uses of literature in therapy• To provide a tool to help practitioners consistently evaluate materials• To offer supervision in evaluating materials & use in therapeutic settings• To build a library collection to support curriculum and research• To increase the availability of evaluated books to subsequent students• To increase the number of book evaluations available by making the
evaluation tool more widely available• To organize resources for learning about Bibliotherapy & finding books
Process: Web RelocationProcess: Web Relocation1. Reformatting the Evaluation Tool
– Paper & pencil Web based– Narrative categories,
ratings, short answers– Library school intern
2. Tooling Up to Technology– Web design– Database design
3. Usability testingGraduate counseling
students4. Communication
Regular team meetings Project E-mail list Other “stakeholders”
5. Sponsorship of the Web site Page appearance Ongoing funding mechanisms Administrative Support
ProjectProject
MethodMethodss
• Literature review• Articulate clinical criteria• Expert face validity• Learning module• Student involvement• Survey research• Cross-disciplinary
consultation • Regular communication,
feedback, input • Mutual respect for
unique contributions
Research Research DiscoveriDiscoveri
eses
• Literature Review– Widespread use– Years of research– Specific topics and populations– Few practice and evaluation
guidelines• Electronic development
– Complex– Plan infrastructure to
accommodate future research• Graduate Counseling students
tested pre- and post-learning module (self-report survey)– Significant increase in
knowledge of Bibliotherapy benefits and uses
– Significant increase in comfort level with using literature in therapy reported
• Clinical Supervision – Practice and teaching lead to
competence
Future Future DirectionsDirections
• Continued usability testing of overall Web site design
• Further development of database search options
• Increase flexibility of site and database structure for ease of maintenance
• Establish ongoing funding mechanisms
• Promote use to librarians and helping professionals to build database of evaluated literature
Phone 541.737-8551Phone 541.737-8551New School of EducationNew School of Education311 Education Hall311 Education HallOregon State UniversityOregon State UniversityCorvallis, Oregon 97331Corvallis, Oregon 97331