Bibliotherapy in Counseling Practice

CED 703

Dr. Dale-Elizabeth Pehrsson Dr. Paula McMillen

William Shakespeare, Titus Andronicus (Act IV, Sc1, 1.34)

Clinical Bibliotherapy is implemented by trained helping professionals dealing with significant emotional or behavioral problems.

Developmental Bibliotherapy may be used by teachers and other lay helpers to facilitate normal development and self-actualization with an essentially healthy population.

aggressiveness (Shechtman, 1999, 2000) adoption/ foster care (Pardeck, 1993; Sharkey, 1998) diversity awareness/ valuation (Pardeck & Pardeck, 1998a; Tway,

1989) death & dying (Meyer, 1994; Todahl, Smith, Barnes, & Pereira, 1998) chemical dependency (Pardeck, 1991) divorce (Early, 1993; Kramer & Smith, 1998; Meyer, 1991) obsessive-compulsive disorder (Fritzler, Hecker, & Losee, 1997) giftedness (Hebert, 1995), conflict resolution (Hodges, 1995) child abuse/ neglect (Jasmine-DeVias, 1995; Pardeck, 1990), nightmares (Barclay & Whittington, 1992), ethnic identity (Holman, 1996), depression (Ackerson, Scogin, McKendree-Smith, & Lyman, 1998) separation & loss (Bernstein & Rudman, 1989) family violence (Butterworth & Fulmer, 1991) homelessness (Farkas & Yorker, 1993) self-destructive behavior (Evans et al., 1999)

Increase self-awareness Clarification of emerging valuesDevelopment of one’s own ethnic/cultural

identityGreater empathic understanding of others Increased appreciation of different

cultures, viewpoints and lived experiences Improved coping skills as learn about

alternative responses to problems Reduction of negative emotions such as

stress, anxiety and loneliness Enhanced self-esteem, interpersonal skills

and emotional maturity

Relieving feelings of isolation by learning that others shared their experience (universalization)

Gaining comfort or reassurance Finding hope from hearing how others had

dealt with similar situations in a positive fashion (an expectation for a good outcome)

Being motivated to act differently Temporary escape from pressing problemsEmotional release or relief (catharsis)

Increasing understanding of their feelings and ideas (insight and integration).

Gaining knowledge such as facts, information, advice or recommendations which helped them make decisions and talk effectively with gatekeepers such as health care providers.

Zaccaria and Moses (1968) [Bibliotherapy] “is not a panacea… neither can it be used with all individuals.”

Shrodes (1950) emphasizes …“For no two persons can there be an absolute equivalence of symbols, for no two people have identical psychological fields.” (p.85)

Above all, the recommender must be well acquainted with the content of the materials they intend to recommend or use.

Helpers must be familiar enough with the reading materials and with the reader/listener to anticipate the state of reader/listener readiness.

Helpers are sensitive to cultural, ethnic and religious messages in material.

Helpers ensure factual material is accurate and up to date.

Helpers ensure that stories have characters and situations similar enough to facilitate some level of identification. increase empathy and understanding

for those from different backgrounds. to provide needed distance from

painful emotions.

General InfoGeneral Format and

StructureSubject MatterReading Level and

SuitabilityBook LengthText and PicturesDevelopmental level

Diversity FactorsUsage:

ContextEnvironment Situation

Therapeutic UseAdditional

ConsiderationsOverall

Impression

In this section the reviewer evaluates the material from an overall perspective—the “Gestalt” of the text.

If it is a fictional book, then the reviewer assesses factors such as plot cohesiveness, character development, universality of the story line, and general quality of the text.

In this section the reviewer evaluates the material from the perspective of subject matter. Whether it is fiction or non-fiction, there is usually a subject (or multiple subjects) addressed in the material.

Specific topics are identified. The reviewer assesses factors such as relevancy of material, ability to engage the reader, and fit between reader interests and subject.

The question posed-- “Is this a good subject fit for the client?”

In this section the reviewer evaluates the material from the perspective of reading level and suitability of the material. Some materials identify an appropriate reading or age level, some do not. So it is up to the counselor to make their “best guess” as to the appropriateness. It also depends on how the material will be applied.

If the clinician is reading to the client, it matters less if the material is an exact match to the client’s skills.

Rhyming and other stylistic devices may influence how the helper chooses to use the material.

In this section the reviewer evaluates the material from the perspective of how long will it take to use this material with a particular client.

Counselor looks at book format and length.

Counselor must decide how text is used.Session to session Home reading One time read etc.

Individual client characteristics will also influence how long it will take to use the book in certain ways.

In this section the reviewer evaluates the material from the perspective of print and illustrations.

Counselor looks at congruence between text and illustrations.

What is the mood created by the combination of print and pictures?

Counselor looks at quantity and quality of illustrations.

Once an implementation strategy is identified, ask, “Will this combination of text and images create a therapeutic effect for this particular client?”

In this section the reviewer evaluates the material from the perspective of developmental level; consider the client from a holistic perspective, including age and grade.

Additionally, the counselor looks at the therapeutic readiness and stage of counseling for the client .

The counselor evaluates fit or match of the text, character, subject matter with the client.

The counselor evaluates the appropriateness of the text’s usage with populations who may be at multiple developmental levels.

In this section the reviewer evaluates the material from the perspective of diversity and social issues.

The counselor looks at the factors of respectful presentation, cultural appropriateness, world view expansion, and needs of the client.

The counselor evaluates the text to ensure that stereotyping does not exist.

The counselor examines the relevancy and current nature of the material presented.

The counselor evaluates the administrative and political impact of literature usage.

In this section the reviewer evaluates the material from the perspective of the context, environment or situation in which it will be used.

The reviewer considers the setting Home Healthcare Mental health School-education Social services Library

The counselor considers the client population.

In this section the reviewer evaluates the material focusing on how the text will used.

The reviewer considers the application of the text: Choral reading, Reading to the client or the group or the class Reading with the client Reading and reacting

Art, writing, story telling Other interventions we discussed

The counselor considers the impact on client growth. The question considered might be “what will this do for the therapeutic movement of my client”?

In this section the reviewer takes a final look and evaluates the material from the retrospective stance.

The reviewer considers overall implications, benefits, trauma, administrative and political-cultural factors.

The reviewer offers advice to others who may consider this book for therapeutic use.

The reviewer gives a “ballpark” figure of the projected therapeutic value of the text.