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Dissertations / Theses on the topic 'Bibliotherapy'
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Lloyd, Andrew P. "Enhancing Army values training through bibliotherapy." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3275837.
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Syverson, Cynthia M. "Bibliotherapy a review of the literature /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999syversonc.pdf.
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Langenbrunner, Mary R., and Stacy Larsen. "Bibliotherapy: The Healing Power of Books." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/3498.
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Horton, LuAnn K. "The effects of bibliotherapy on self-esteem /." View online, 1996. http://repository.eiu.edu/theses/docs/32211998826310.pdf.
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Glaman, Juley A. "A meta-analysis of the literature on the use of bibliotherapy in conjunction with short-term therapy in a university counseling center setting." Online version, 1998. http://www.uwstout.edu/lib/thesis/1999/1999glamanj.pdf.
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Olsen, Marci A. "Bibliotherapy : school psychologists' report of use and efficacy /." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1274.pdf.
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Newman, Kari. "Bibliotherapy as an Intervention for Aggressive Elementary Children." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5779.
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This study investigated the effect of bibliotherapy as an intervention for aggressive elementary children at a residential treatment center in the western United States. Bibliotherapy was provided for six children, three boys and three girls, ages 9 to 11, Caucasian and Hispanic, who took part in one of two groups. The study involved a multi-baseline design, beginning with a baseline phase, followed by two separate intervention phases comprised of eight sessions of bibliotherapy. Data gathered from almost daily observations along with pre- and post-intervention ratings of aggressive behaviors indicated that four of the six students demonstrated notable decreases in observed aggressive behaviors as well as decreases in teachers' ratings of aggression and/or social problems. Social validity for bibliotherapy as a viable and enjoyable intervention for aggressive behaviors was supported through interviews of students, teachers, and therapists. This study supports the potential for bibliotherapy to be a viable intervention to implement in the public school setting to decrease the observed aggressive behaviors of elementary school students.
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McEncroe, Melissa. "Incorporating bibliotherapy into the classroom a handbook for educators /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/MMcEncroe2007.pdf.
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Bigerton, Michael John. "Distant voices on fiction and therapy /." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
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Sakadakis, Venes. "Bibliotherapy : a mental health approach with institutionalized elderly people." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59436.
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Bibliotherapy is an innovative therapeutic technique that uses reading as a helping process for dealing with stress. It has been proposed as a mental health approach for individuals facing social, psychological or developmental problems. As reading tends to be a non-threatening method of sharing problems, a bibliotherapy group was implemented for 12 weeks with eight alert elderly people who had difficulties coping with their current life situation in a long-term care institution. The effectiveness of a bibliotherapeutic approach with this population is evaluated and implications for social work policy, practice and research are discussed.
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Scanlan, Mike. "Read yourself well : a qualitative exploration of Prescribed Bibliotherapy." Thesis, University of Essex, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522099.
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Quigley, A. "Barriers to engaging with assisted bibliotherapy in primary care." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1325644/.
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Volume 1 of this thesis is presented in three parts. Part 1 is a review of outcome studies on text-based guided self-help for depression and anxiety in primary care, specifically focusing on satisfaction, adherence and attrition. Part 2 is a qualitative interview study examining the views and experiences of 13 people (plus two more who gave details via email) who attended a guided self-help service and did not engage or did not benefit. Part 3 is a critical appraisal of the research process, which considers some of the conceptual and methodological issues encountered, before concluding with a discussion of personal reflections on the impact of the research on the participants and researcher.
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Townsend, Karen Moore. "Bibliotherapy an examination of school counselors' attitudes and use /." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/2161.
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Wilson, Sue Anne. "Bibliotherapy to address mathematics anxiety in primary pre-service teachers." Phd thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/7853d849faff896114cc31962b0ea34c7f8882be2b18ce3772f3f961e883496a/3683656/Wilson_2019_Bibliotherapy_to_address_mathematics_anxiety_in.pdf.
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This thesis contributes to the understanding of an important ongoing issue in mathematics education and adds to the literature on ways to address this issue. The study is located against a social and historical background of issues of exclusion from participation in opportunities that are afforded by competence in mathematics.
Mathematics anxiety (maths anxiety) in primary pre-service teachers has been reported in the research literature as an ongoing issue. This anxiety can lead to high levels of stress and poor performance and can impact on confidence and emotional and academic wellbeing. Often, proposed solutions have focussed on how pre-service teachers might better learn mathematics. However, research addressing affect has indicated the need for greater emphasis on understanding their emotional responses and anxieties.
This thesis reports a descriptive and interpretive sequential mixed method study within the affective domain which investigated the effectiveness of bibliotherapy to better understand and address maths anxiety. The purpose was to understand the impacts of maths anxiety on the mathematical identity of primary pre-service teachers, and how these impacts might be ameliorated. The study investigated questions concerning the range and extent of maths anxiety in pre-service teachers at the start of their teacher education course, their perceptions of the influences that had stimulated this anxiety, and the effectiveness of bibliotherapy in better understanding and/or addressing maths anxiety in pre-service teachers.
Data were collected through quantitative and qualitative methods, using the Revised Mathematics Anxiety Rating Scale (Alexander & Martray, 1989) to identify the range and extent of participants’ maths anxiety, and the narrative device of Critical Incident Technique (CIT) to investigate the experiences to which they attributed this anxiety. Participants’ views provided their perceptions of their mathematical identity. The study investigated the effectiveness of bibliotherapy in two different contexts, Cognitive bibliotherapy in existing classes and Interactive bibliotherapy in a small-group workshop developed in collaboration with the student counsellor. The study employed a multi-scope analysis which used a range of methods – descriptive and inferential statistics (t-tests, confirmatory and exploratory factor analyses), and analysis of themes identified by the CIT and bibliotherapy in the two different contexts.
The study found that pre-service teachers begin their teacher education course with existing levels of maths anxiety, which are largely associated with the negative effects of testing and evaluation. The findings also confirmed the major contribution of former teachers to the development of pre-service teachers’ maths anxiety, drawing attention to the consequences of blame and humiliation reported by participants and to the importance of the concept of pedagogical tact. The study emphasised the benefits of including in this research pre-service teachers who did not identify with maths anxiety in this research.
The workshop provided a transformative experience, as participants showed increased understanding and revision of their maths anxiety and identified alternative conceptions of their previous mathematical experiences. Insight was identified as a major factor in the development of participants’ future mathematical identity. This led to evaluations of their future effectiveness as teachers of mathematics, thus illustrating the development of a more positive projective identity.
Contributions of the study included the modification of the bibliotherapy stages, development of a key of ideal types for responses and development of a new concept of “biblioperception.” It provided a model for professional collaboration with the student counsellor in the form of the workshop protocol.
This thesis argues for a paradigm shift in the way researchers, teacher educators and policy makers view maths anxiety in pre-service teachers. There is a need to identify and celebrate the positive influences that past experiences of maths anxiety can have on evolving more effective teachers in our classrooms, potentially enabling a wider range of students to develop more positive relationships with mathematics.
In recognising the potential for pre-service primary teachers’ experiences and understanding of maths anxiety to increase their effectiveness teachers of mathematics, this thesis not only posits a new way of thinking about maths anxiety in pre-service teachers, but also provides insights into how it might be addressed, which would be of interest to both researchers and teacher educators. It also discusses implications and recommendations for future research, education practice and policy.
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Schoch, Nate L. "Bibliotherapy and underrepresented issues in young adult literature a reference guide /." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005schochn.pdf.
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Wang, Ching-Huang Peter. "Self-guided bibliotherapeutic experiences related to identity issues case studies of Taiwanese graduate students in American university settings /." online access from Digital Dissertation Consortium access full-text, 2002. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3076072.
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Davis, Bowman Jennifer. "Parent Experiences with Child Social Interventions and their Perception of Bibliotherapy." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367937741.
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Pearson, Lucy Jackson. "A comparison of two bibliotherapeutic strategies to reduce the fears of young children." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/505143.
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The purpose of this study was to compare two bibliotherapeutic strategies (audio-only and audio-visual) as a means of reducing the reported fears of young children. Books and audio-visual materials selected for use were based on content related to young children's fears.The following null hypothesis was tested:There is no significant difference between the mean posttest scores on the Children's Fear Survey Schedule for:1. A group of children 3, 4, and 5 years of age in a selected child care center who have received 4 weeks of biweekly sessions of bibliotherapeutic intervention to reduce fears through hearing selected stories read aloud.2. A group of children 3, 4, and 5 years of age in a selected child care center who have received 4 weeks of biweekly sessions of bibliotherapeutic intervention to reduce fears through an audio-visual mode.3. A comparison group of children 3, 4, and 5 years of age in a selected child care received no intervention.The sample numbered 65 children who completed both significantly different, thus a one-way analysis of variance was used to test the hypothesis.Findings1. Results of the posttest (Children's Fear Survey Schedule) indicated a reduction in fear level by children in both bibliotherapeutic intervention strategies.2. The reduction was most notable in the group receiving bibliotherapy through the audio-only mode.3. Differences between the audio-only group and the comparison group were statistically significant at the .05 level of confidence.Children who participated in bibliotherapy through an audio-visual mode also showed a reduction in fear level but not to a significant degree. Children in the comparison group who received no intervention showed an increase in reported fears.Conclusions and RecommendationsIt would appear that there are beneficial effects of reading aloud to children to reduce children's fears. Further study was recommended in the following areas:Development of a more precise instrument, application of the strategies to different age groups, and analysis of results to identify possible differences between gender of subjects.
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Meier-Jensen, Wendy. "The effects of bibliotherapy on reducing stress/worry in inner-city first grade students." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001meier-jensenw.pdf.
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Mitchell-Kamalie, Lilian. "The application of bibliotherapy with primary school children in a violent society." Thesis, University of the Western Cape, 2002. http://etd.uwc.ac.za/index.php?module=etd&.
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The problem upon which this study is based, is to determine the importance of bibliotherapy to children who are exposed to daily violence in society. Exposure to daily violence have detrimental consequences for these children which result in that it is a traumatic experience for them, that could affect personality development and interpersonal relations. This reseach is done within the context of a school situated in a violence society which provide the ideal oppurtunity to reach such children. The school provides an atmosphere which is conducive to reading and verbalisation.
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Leasure, Vickey Ann Houseman. "A survey of high school counselors' perceptions and actual practice of bibliotherapy." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1341848697.
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Naylor, Elizabeth V. "A five-minute bibliotherapy prescription as a physician-delivered treatment for depression." abstract and full text PDF (free order & download UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3307735.
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Oser, Megan L. "Evaluation of a bibliotherapy intervention for improving patients' adherence to antihypertensive medications." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3339133.
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Krieger, Angelina C. "Facilitating the Generalization of Social Skills with Bibliotherapy and Positive Peer Reporting." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3328.pdf.
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Laurent, Steven Julian. "The development and initial trial of a cognitive bibliotherapy treatment for anger." Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/13840.
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Anger is a ubiquitous and potentially destructive emotion, and problem anger is at least as common across community, clinical and forensic contexts as mood or anxiety disorders. Yet anger has been relatively neglected in the world of psychology—it is strangely overlooked in abnormal psychology courses and in current psychopathology classification systems; and current anger treatments, while promising, lag behind comparable treatments for mood or anxiety disorders in terms of their theoretical rationales, evidence base and effectiveness. Cognitive appraisal models of anger are well supported by emotion research as well as gaining support in clinical treatment studies. However, very few current cognitive treatments for anger adequately target the appraisals hypothesised to be driving anger, namely construals of external blame and illegitimacy. A new, more theoretically robust treatment for anger is therefore sorely needed. In the broader clinical world, there has been an increasing trend toward flexibly-delivered self-help treatment modalities, developed to improve dissemination and reduce treatment costs. Such pragmatic advantages are especially relevant for an anger treatment because current mental health practitioners frequently lack training and experience in this area, and very few specialized services exist for angry populations. Self-help treatments, predominantly in the medium of bibliotherapy, have been shown to be effective across a wide range of treatments and disorders, but are untested for anger. To remedy this, with the help of Associate Professor Ross Menzies, I have developed a new cognitive treatment for anger. self-help book for anger, a 155-page treatment manual entitled The Anger Fallacy (which has since been published, Laurent & Menzies, 2013). In addition to cognitively challenging anger-provoking appraisals, this book also attempts to challenge positive meta-beliefs about anger’s utility, and strong image identification with anger. This thesis presents the rationale for and development of this treatment, as well as its initial trial. Participants: 24 adults from around Australia were recruited via social media announcements of a treatment trial for anger. They were found to be largely in the “high” or “very high” ranges on measures of trait anger at pre-assessment. Pre/post measures: Trait anger, as well as indices of anger expression and control, were measured at pre and post-intervention and at nine-month follow-up using the State-Trait Anger Expression Inventory, 2nd Edition (STAXI-2) and the Novaco Anger Scale and Provocation Inventory (NAS-PI). Procedure: After pre-assessment, all participants were sent a hard copy of the bibliotherapy anger program to read at their own pace. They reported reading progress as well as weekly anger Likert ratings and Depression, Anxiety and Stress Scale (DASS) scores in response to weekly email prompts. “Post” was defined as immediately after the participant completed the book, or at three months (whichever came first). Follow-up assessment was taken at nine months after completion. Results: A linear mixed models analysis was run to compare pre- and post- scores, as well as preand follow-up scores. Participants showed a high rate of book completion (average pages read was 108 of 155). There were marked pre-post improvements on almost all measures, with effect sizes of 1.42 and 1.68 on Trait Anger and NAS total scores respectively. At follow-up, improvements were maintained on the whole, with some slight regression on some measures. DASS scores also improved slightly over the course of reading, suggesting that there was no unintended distress occasioned by the book. Exploratory analyses of chapter-by-chapter change scores, as well as changes in anger ratings examined at various intermediary parts of the book additionally suggested there were no subsections of the book that significantly aggravated or disturbed the readers.
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Spånberger, Emmie. "Biblioterapi i bokcirklar : Ett sätt för folkbiblioteken att motverka psykisk ohälsa." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-93380.
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The purpose of this thesis was to, in a selected municipality, examine the position of bibliotherapy in reading groups in public libraries. To attain the purpose of the thesis the following questions were asked; What opinions does the librarians in the existing reading groups have on bibliotherapy? What kind of bibliotherapeutic elements exist in the investigated reading groups? Can the reading groups have bibliotherapeutic elements regardless if they were planned for such purposes? Could bibliotherapy be relevant to the public libraries work with the target group mental disabilities in accordance to library law? As a method seven semi-structured qualitative scientific interviews were conducted alongside one web survey. Six of the interviews were implemented with librarians in public libraries and one with two trained bibliotherapists at a hospital library. The theory used was Elizabeth Brewster’s development of Caroline Shrode’s three phases identification, catharsis and insight, where bibliotherapy is divided into four overlapping kinds of bibliotherapy: emotive bibliotherapy, informative bibliotherapy, social bibliotherapy and escapist bibliotherapy. The results show that there are distinct observations of Shrodes three phases in one of the reading groups that fit the description of Brewsters emotive bibliotherapy. In the librarians’ description of the rest of the reading groups, several elements of social, informative and escapist bibliotherapy can also be found. However, in those groups a clear identification of Shrodes theoretical phases are much more elusive, even if there are some similarities. The reading groups’ content of bibliotherapeutic elements appears to be, to some extent, independent of the librarians’ knowledge of bibliotherapeutic terms and denominations. Bibliotherapeutic work seems to be close to unknowingly performed by the librarians in the reading groups, which none the less does not seem to affect its efficiency. Further knowledge about bibliotherapy is assessed to be beneficial to the reading groups in public libraries, which in turn would contribute to the fulfilling of the goals in library law.
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Vermaas, Shanna Maureen. "An investigation into the promotion and development of awareness intergenerational transmission of prejudice in adolescents." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/7211.
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South Africa is a country where those who were oppressed in the past are trying to live in a society with their former oppressors. The youth of today appear to be carrying the anger, fears and uncertainties of the past. This could be the result of intergenerational transmission of prejudice, whereby memories of experiences, fears, anger and levels of anxiety may be absorbed by the next generation. The purpose of this study was to develop and implement an intervention programme that could assist adolescent learners in making their own informed decisions, despite the influences of the intergenerational transmission of prejudice. This was achieved by combining three theories, namely the transgenerational theory, historical trauma and social learning theory, with the principles of bibliotherapy. The research conducted was based in the interpretive paradigm, with the study methodology being qualitative in nature. The research design implemented was a case study. Data generation was achieved by utilising a variety of methods, namely open-ended questions, small focus groups and reflection journals. Analysis of the data was accomplished by applying a thematic analysis approach. The sample for this study was selected from a local, government high school and the participants consisted of a group of Grade 10 learners, who all held leadership positions in the school. The purpose of this study was achieved by utilising the principles of bibliotherapy to inform a programme to develop awareness of intergenerational transmission of prejudice. This was then combined with the principles of bibliotherapy, with scenarios taken from the animated film, The Land Before Time, to further assist in creating awareness and a better understanding of the intergenerational transmission of knowledge. Finally, the programme was used to equip the participants with the tools needed, to transfer what they had learnt from the programme to decisions they would need to make in their daily lives. This study has shown that the principles of bibliotherapy can be used to promote and develop awareness of intergenerational transmission of prejudice in adolescent learners.
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Joubert, Carmen. "The Read-me-to-Resilience intervention : an exemplar of the resilience-promoting value of providing Educators-as-lay-counsellors with ready-made interventions / Carmen Joubert." Thesis, North-West University, 2013. http://hdl.handle.net/10394/10166.
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The study reported in this thesis explores the experiences of Educators-As-Lay-Counsellors (EALCs) of the Read-me-to-Resilience (Rm2R) intervention strategy with black South African orphans in order to theorise about the value of providing EALCs with a ready-made intervention tool in the interest of supporting their resilience. EALCs are educators who are assigned the role of pastoral carer or are voluntarily fulfilling this role. Most educators who fulfil lay counselling roles are not formally equipped to be skilled helpers. Not only are educators in general poorly trained to cope with the social and emotional needs of orphaned and other vulnerable children, but working as an EALC has additional challenges. One possible way of supporting EALCs to be resilient in the face of the challenges endemic to being a lay counsellor in South Africa in the 21st century is to support EALC access to counselling tools and resilience-supporting interventions. However, existing resilience and other literature does not document how valuable providing EALCs with ready-made counselling tools/intervention programmes might be. Thus, the purpose of this study was to theorise about the value of providing EALCs with ready-made intervention tools. A secondary, but related purpose was to explore EALCs‟ experiences of the Rm2R intervention strategy as a pathway to resilience for orphaned South African learners and for the EALCs themselves.
To achieve this purpose, 16 South African educators voluntarily implemented the Rm2R (as an example of a ready-made intervention) for 11 weeks with orphaned learners. Its usefulness was investigated using a pre-intervention/post-intervention design and qualitative data generation techniques (the draw-and-write technique, focus group interviews and research diaries). Participating educators reported that using the Rm2R intervention promoted their positive adjustment to the challenges of lay counselling. This included the development of a positive attitude towards lay counselling roles, and greater counselling competence and cultural awareness. Four resilience-supporting pathways were reported for orphaned learners, including the promotion of life skills, positive distraction, constructive attachments and an appreciation of cultural resources. Although the Rm2R intervention was useful as a ready-made intervention, refinements were suggested to address frustrations experienced during implementation. These findings allowed theorisation about the usefulness of providing EALCs with ready-made interventions. The study concluded that there is limited value in providing EALCs with a ready-made intervention tool in the interest of supporting EALC resilience.PhD (Educational Psychology), North-West University, Vaal Triangle Campus, 2013
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Thorpe, Kelly Beus. "Latino Immigrant Children’s Perspectives on Homesicknessin Bilingual Picture Books." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8541.
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When Latino children immigrate to the United States, they encounter challenges and opportunities associated with immigration (Alba & Foner, 2015; Arbona et al., 2010). Although there were nearly 2.5 million foreign-born children living in the United States in 2016 (U.S. CensusBureau, 2016), little is known about these children’s perspectives on immigration, particularly their perspectives on homesickness. The current research study investigated Latino immigrant children’s perspectives on homesickness and bilingual picture books containing stories of homesick Latino immigrant children. The children’s experiences were compared with current theories ofacculturative stress.Through semi-structured interviews using the hermeneutic method, the researchers interviewed 12 Latino children, aged 8-12, who immigrated to the United States within the current school year. Contributions to homesickness included missing family, friends, and the familiarity of their home countries as well as difficulty learning English. The children reported feeling safer in the United States and recognized greater opportunities for their future because of immigration. Subjects identified with the books in which characters’ experiences were similar to their own. Like current theories of acculturative stress, the children have found relief in homesickness through socialsupport.It is recommended that future mental health practitioners and educators working with Latino immigrant children help them recognize and express their feelings about immigration, provide reassurance, and tailor response strategies to the needs of each individual child. Additional research is needed to better understand Latino immigrant children’s perspectives on homesickness and other challenges and opportunities that accompany immigration.
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Kum, Young JIn. "An Assessment of Bibliotherapy Centered Growth Group | A Ministry to Korean Pastors' Wives." Thesis, Biola University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3701194.
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The Researcher has coordinated and attended a Bibliotherapy Centered Growth Pilot Group with eight Korean minister’s wives a few years ago, hosted and mentored by Dr. Sunny Song. The experience with Korean ministers’ wives with the Pilot Group gave conviction of the possibility of small group dynamics for change and upgrade of transformation of women in leadership. This research discovered several factors why a Bibliotherapy Centered Growth Group could work well. All the members were continuously reminded and reshaped with new understanding about emotional aspects of inner being, relationship, and spirituality. The researcher believes that the Bibliotherapy Centered Growth Group can be an advanced ministry model besides other small group dynamics for pastors’ wives to healthier and deeper relationship with God and among church members.
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Watson, Cortland L. "Very Young Child Survivors of Parent Suicide: Perspectives on Children's Literature for Bibliotherapy." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9005.
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The death of a parent by suicide is especially traumatic. Researchers estimate the number of children in the United States annually who experience their parent's suicide ranges from 7,000 to 30,000. These child survivors experience more complicated grief as compared to children bereaved by a parent's non-suicidal death. In particular, very young children have difficulty understanding that their parent completed suicide. Across time they struggle with confusion and intense emotions associated with their parent's suicide. Due to the stigma associated with suicide, feelings of guilt, and intense grief, surviving family members avoid talking about the suicide. Young children are often confused and suffer in silence with limited understanding about who the deceased parent was and why the parent completed suicide. Individual semi-structured interviews were conducted with seven adults, who as young children experienced the death of their father by suicide. All participants reported being five years old or younger at the time of the suicide. Participants explained how they found out about the suicide; how they developed an understanding of their deceased father across the years; and how they developed memories of their father, largely dependent on others' stories and reported details. At the conclusion of the interviews, participants were offered nine children's picture books. Participants self-selected books from these nine books and offered their impressions about how these books may or may not be helpful for young child survivors of parent suicide. Their reactions to the books are discussed in relationship to their personal stories and lived experiences. Their reactions have implications for how potential books must be carefully selected, making considerations in light of the child's unique experiences. Participants' responses highlighted the importance of attachment issues, the challenges of forming a connection to the deceased loved one with limited memories of their parent. Ultimately, survivors' perceptions and experiences are tied to the challenges of navigating Worden's (1996) tasks of grief. Implications for applied practice include considering how to use children's literature to open and encourage communication, allowing children to ask questions about the suicide; supporting young children in accepting the reality of their parent's death; facing the grief and pain with the support of loved ones; adapting to changes in their life's trajectory due to their father's suicide and adapting to altered family relationships; and building memories of the deceased loved one, and when possible, ensuring healthy attachment to the deceased parent.
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Spencer, Rebecca Lyn. "Bibliotherapy and Bullying: Teaching Young Childrento Utilize Peer Group Power to Combat Bullying." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3727.
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Bullying is a major concern for school-age children. This study compares the use of bibliotherapy and didactic instruction techniques for teaching anti-bullying strategies to young children. The study explores 36 first graders' perceptions of bullying and their perceptions of their roles and responsibilities in bullying situations. In comparison to the control group, students who were taught specific bully intervention skills, both through didactic instruction and bibliotherapy, reflected an increased understanding of bullying, used a larger bully vocabulary, and demonstrated more specific and varied actions in response to bullying from pre-test to post-test conditions. Participants in the group who received didactic instruction demonstrated more positive change in both describing the concept of bullying (77.2%) and providing adaptive responses to a hypothetical bullying situation (144%) than the bibliotherapy (33.3%, 44%) and control groups (13.4%, -15%), possibly due to the explicit instruction and repetition of concepts students received in the didactic group. These data suggest that children benefit from explicit instruction and rehearsal about how to combat bullying. Recommendations for practice are to schedule more time when planning to use bibliotherapy, to simplify concepts and use repetition, and to integrate social/emotional concepts into regular class activities.
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Dufour, Monique S. "Reading for Health: Bibliotherapy and the Medicalized Humanities in the United States, 1930-1965." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/65149.
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In this dissertation, I tell the story of midcentury attempts to establish, develop, and study bibliotherapy in the US. I follow three groups-hospital librarians, psychologists and psychiatrists, and language arts educators-from the 1930s to the 1960s, when each in its own ways expressed belief in the therapeutic power of reading and set out to enact that belief as a legitimate practice in the evolving contexts of its profession and in the broader culture. These professionals tried to learn what happened within people during and after reading, and they attempted to use what they learned to apply reading toward healthy ends.
Today, therapeutic reading has become commonplace to the extent that it seems natural. In this dissertation, I aim to recover and explore the midcentury processes by which therapeutic reading came to seem at once natural, medical, and scientific. I argue that midcentury bibliotherapy functioned in concert with an evolving cultural narrative that I call "reading for health." The reading for health narrative gathers up into a coherent story various and deep beliefs and commonplaces about the power of books over our minds and our bodies. In midcentury bibliotherapy, reading for health was reinvigorated as a story about the marriage of science and culture, a unity narrative that claimed the iconic book-capable of swaying minds and societies alike, and burnished with all that
western civilization signified-for the professions that applied reading toward their healthy
ends. As I demonstrate, however, these narratives were not confined to discrete
professions, but functioned as a part of a larger cultural movement set upon the shifting fault lines of the humanities and science.
Each of the groups I follow took an avid interest in what I have called the embodied reader. Rather than viewing reading as an act of a disembodied mind, they understood the practice as a psychosomatic experience in which mind and body could not be disconnected. Moreover, they believed that reading could capitalize on the embodied nature of thought and affect, and engender healthy effects. In this way, the embodied reader was constructed as a new, modern locus of both the literary experience and the therapeutic ethos.
By valuing above all else how reading could be used to achieve health, advocates of bibliotherapy fashioned a form of applied humanities, one that defined the meaning and judged the value of books in terms of their utility and efficacy. In so doing, they contributed to the development of a form of the medicalized humanities that now resonates in three contemporary sites: (1.) the study and use of bibliotherapy in clinical psychology; (2.) the dominant and naturalized approach to books known as therapeutic reading; and (3.) the medical humanities.Ph. D.
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Gomm, Robert Jeffrey. "Content Analysis of 50 Picture Books for Latino Immigrant Children: Implications for Supportive Bibliotherapy." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/2940.
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This study analyzed the content of 50 children's picture books, specifically award-winning picture books created for and/or about Latino immigrant children. Familiar artwork, situations, and characters help Latino immigrant children identify with the stories. Information from this analysis will help parents, teachers, and school mental health professions select appropriate books for bibliotherapy aligned with Latino immigrant children's needs. Based on this study's analyses, two resources are included: (a) a list of 20 children's picture books that address four or more Latino immigrant challenges and (b) a handout with common challenges facing immigrant children and books to specifically meet each of those challenges. Additionally, the information from this analysis will inform and encourage authors and illustrators to consider more adequately addressing specific challenges faced by Latino immigrant children.
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Mosco, Elizabeth Anne. "Development and preliminary evaluation of a bibliotherapy approach for interpersonal distress due to Axis II psychopathology." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3275832.
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Seehaver, Melissa A. "Bibliotherapy and anger management an examination of children's books recommended by Mister Rogers' Neighborhood Childcare Partnership /." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004seehaverm.pdf.
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Lynch, Andrea. "Twilight, true love and you: a bibliotherapy approach to preventing dating abuse in adolescent girls." Thesis, University of Surrey, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658852.
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Background: Intimate Partner Violence affects an estimated one in four women in their lifetime. The negative consequences on wellbeing as well as economic impact demonstrate the importance of finding ways to alleviate this widespread concern. An opportune time to intervene is in adolescence as people start forming romantic relationships. This is particularly pertinent with girls who often experience more harm from abusive relationships. Aims: To evaluate whether a bibliotherapy approach, using the book 'Twilight, True Love and You' (Deacon 2011), was effective in altering beliefs about romantic relationships that underlie dating abuse in adolescent girls. Methods: A cluster-randomised trial design was used. Eight A-level Psychology classes from different schools were randomly allocated to the control or intervention group. Participants were 16-19 year old females and those in the intervention group received the book. Measures were completed at baseline and follow-up (eight weeks) and included indicators of agreement with romantic myths, knowledge of warning signs, violent-tolerant attitudes, behavioural intentions and reported dating abuse. The intervention acceptability was also explored. Results: Participants in the intervention group were significantly more likely to disagree with romantic myths after the intervention, (p=.02; Cohen's d=.45), although this effect was not significant after adjustment for clustering. No significant differences between groups were found for knowledge of warning signs, violent-tolerant attitudes or behavioural intentions. Participants in the intervention group reported significantly more 'controlling behaviour' after the intervention compared to the control group (p=.003, Cohen's d=.95 for individual analysis & p=.03, Cohen's d=l after adjusting for clustering). Over halfthe participants read at least half the book indicating acceptability. 7 Conclusions: The bibliotherapy approach was acceptable to the participants. The intervention did not demonstrate clear effects on the study variables but there was some indication of change in attitudes regarding romantic myths and identification of controlling behaviours in relationships.
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Curry, Matthew. "A Trip Through the Divine Comedy: An Allegory for Depression and its Role in Bibliotherapy." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/honors/574.
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Dante the Pilgrim, the main character of Dante Alighieri’s La Divina Commedia, has his journey through Hell, Purgatory, and Heaven recorded by Dante the Poet in poetic form. In the literal sense of things, readers follow Dante the Pilgrim’s journey downward into the infernal hellscape, upward onto a mountain of purgation and atonement, and into the metaphysical world of the divine. Allegorically, however, readers can also choose to view Dante the Pilgrim’s journey through The Divine Comedy as that of a person experiencing the hopelessness of depression, the challenging climb upward and outward of healing after spiraling deeply inward and, then, upon the journey’s conclusion, rejoicing in streams of light as the heavy weight of the darkness—of depression—is lifted. Throughout this thesis, I isolate instances scattered throughout Dante’s poetry that can allegorically represent the journey one undertakes as the fog of depression settles in and the valid possibility of including the medieval work into the practice of bibliotherapy.
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Harper, Elaine. "Bibliotherapy Intervention Exposure and Level of Emotional Awareness Among Students with Emotional and Behavioral Disorders." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1274995826.
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Rivers, Vivian Lynne. "Effects of a bibliotherapy based intervention on literacy, behaviour and self-efficacy of disaffected adolescents." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27941.
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This thesis examines the effects of a Bibliotherapy based intervention on literacy, behaviour, and self-efficacy of disaffected adolescents. This exploratory study sought to understand how the intervention was experienced by disaffected adolescents (RQ1/RQ2) and whether it revealed any changes in their responses to the texts (RQ3). It contributes to the existing knowledge and literature by demonstrating how Bibliotherapy, implemented in an educational context, can be a useful tool in designing an intervention for disaffected students at the secondary level by linking emotional development to development in literacy and overall learning. To begin, the purpose and study aims were to develop an intervention based on the principles of Bibliotherapy in order to address the challenges of literacy and behaviour among disaffected adolescents; to evaluate the various outcomes, which may influence the design or effective implementation of the programme; to revise and make changes based on the evaluation to produce a usable programme. From this, the study aimed to answer the following research questions: how useful is Bibliotherapy and/or its principles as a tool in designing a literacy programme for re-engaging disaffected adolescents? What is the perspective of the students in undertaking the programme in means of the process involved? What changes follow this programme in regards to the improvement of literacy and enhancement of attitude and interest in reading amongst disaffected adolescents? This study used a longitudinal mixed methods approach, taking place over three cohorts (school terms), and involving thirty two Year 9 students from five secondary schools in the United Kingdom. The design and evaluation of the Bibliotherapy intervention was underpinned by both a concurrent triangulation model and action research. The evaluation of the programme involved the collection of both qualitative and quantitative data; therefore, a pragmatic stance to the research was adopted that was positioned as mixed-methods. Qualitative data was analysed using a thematic approach and merged to complement the Quantitative findings offering a more thorough and valid interpretation. The qualitative analysis revealed four overarching themes from the participation in the programme: positive developments in Power Over Learning, Emotional Intelligence, Peer Impact to Learning, and New Reader Identities. The quantitative findings, for the most part, did not reveal any statistically significant changes in reading, self-efficacy, or behaviour; however, there were isolated cases among individual cohorts where the findings did reveal significant changes in fluency, reading, reading difficulty perception, behaviour, and with personal resiliency such as increased optimism, tolerance, and adaptability. This study supports findings from earlier studies suggesting that disaffected adolescents at secondary school levels can benefit from reading and behavioural intervention. It offers new knowledge regarding the effectiveness and use of Bibliotherapy as a tool to design an intervention for re-engagement, social and emotional growth through peer support, development of a deeper understanding of self, and reinforcement of reading skills necessary to achieve literacy.
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Mikalauskis, Vytautas. "Biblioterapijos taikymas dirbant su neįgaliųjų grupe psichikos sveikatos centre." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20090113_102850-05785.
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Tyrimo tikslas – sukurti ir taikyti naują socialinio grupinio darbo metodą.
Tyrimo uždaviniai: apibūdinti problemą, sudaryti informacinę – teorinę bazę, sukurti socialinio grupinio darbo metodą, taikyti metodą dirbant su neįgaliųjų grupe psichikos sveikatos centre, atskleisti metodo pranašumus ir trūkumus, atlikti metodo trūkumų korekciją ir įvertinti darbo rezultatą.
Tyrimo metodai – veiksmo (veiklos) tyrimas, mokslo šaltinių analizė, fokus interviu.
Tyrimas, laikantis etinių reikalavimų atliktas N. Psichikos sveikatos centre 2008-04-01 – 2008-05-21 panaudojant atskleidžiamąjį pokalbį, atliekant stebėjimą, įrašant fokus interviu. Tyrime dalyvavo 7 asmenys. 5 moterys ir 2 vyrai. N. miesto neįgaliųjų draugijos nariai, amžiaus vidurkis 50m.
Naujas socialinio grupinio darbo metodas sąlyginiu Eklektiškos biblioterapijos pavadinimu leido spręsti klientų išsakytus pageidavimus.
Pagrindinės išvados: socialiniame darbe nėra ir negali būti iš anksto paruoštų sprendimo būdų; kūrybiškai derindamas įgūdžius, vertybes, žinias socialinis darbuotojas turi susikurti jam reikalingą socialinio grupinio darbo metodą, kurdamas socialinio grupinio darbo metodą socialinis darbuotojas turi atsižvelgti į klientų pageidavimus, galimybes ir grupinio darbo metodams keliamus reikalavimus: efektyvumą, pagrindimą psichologijos žiniomis, etiškumą; kuriant socialinio grupinio darbo metodą galima derinti įvairias pagalbines psichoterapines priemones, šiuo atveju biblioterapijos, susitikimų... [toliau žr. visą tekstą]The aim of the work is to create and practise a new social group work method. The objectives of the work: to discribe the problem, to create informatike – theoretical base, to create social group work method, to practise this method working with a disabled group of people in the Psichic Health Centre, to educe benefits and drawbacks of method, to fulfill thr correction of the method drawbacks and evaluate the result of the work. The methods used in the research: action research, observation, conversation, interview. The research was implemented in the N Psichic Health Centre from 01/04/2008 to 21/05/2008 under ethic requirements, using revealing conversation, performing observation and recording focus interview. Seven people of whom five women and two men (N members of the disabled association of the town) participated in the research. The average age of participants is 50. This new social group work method, tiled provisory Eclectic Bibliotherapy, let us tackle clients, wishes witch were said by them. Main outcomes: an advanced decision does not exist and cannot be prepared in social work; combining skills, values and knoweledge creatively, a social worker should create his needful social group work method; creating social group work method a social worker should consider clients preferences, abilites and requirements of group work method such as efficiency, reasoning psychological knowledge and ethic; creating social group work method, diferent supporting means of... [to full text]
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Chung, Mo-lan Maureen, and 鍾慕蘭. "A practice model of using literature as a healing mode for helping cancer patients to attain rehabilitation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31250841.
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Lewis, Danielle Kirsten. "Grief and Loss: Supportive Stories for Children with Autism." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8478.
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The effect of grief on children with autism is an under-researched area of study. Until recently, it was often assumed that individuals with autism did not have the capacity to grieve. Because of deficits in social skills, interpersonal relationships, and language and communication skills, these individuals are especially vulnerable as they navigate the challenging social and emotional aspects associated with bereavement and grief. Bibliotherapy is offered as supportive strategy for bereaved children, providing them with structure and guidance through a time of uncertainty and change. This study is based on two focus groups, one with teachers of children with autism (n = 8) and one with parents of children with autism (n = 5). Researchers focused on the purpose of supporting children in grades K–3 through the death of a loved one or pet. Focus group participants discussed their perceptions of how this special population of children grieves and how to support them following a significant loss, such as the death of a loved one or beloved pet. After reviewing selected resources (supportive stories), participants offered their impressions regarding the appropriateness and potential effectiveness of the resources. Focus groups were audiotaped and later transcribed. Transcriptions were carefully reviewed and discussed by two individuals to identify and summarize themes. After summarizing the information from the transcriptions and organizing the information, one individual served as a quality check, to verify the accuracy of the findings. Additionally, a member check was offered to participants to assure accuracy in the typed transcripts (for intended meaning and content). The following information and recommendations are presented based on the input from the focus group participants. Three overarching themes were identified in this study, as well as some specific cautions and warnings. Participants emphasized the importance of individualization in the selection of stories for children with autism. Readers should be aware of the child’s specific needs and circumstances when they are selecting a story. The stories should be developmentally appropriate and should help support the child through the specific type of death or loss that has occurred. Participants also discussed the importance of selecting books that are concrete, simple, and structured. As children with autism often have difficulty with abstract concepts, the topic of death and loss should be approached in a concrete and literal way. Books that present information in this manner will best help the child to understand their experience. Practitioners who use bibliotherapy to support children with autism through a death or loss should be sensitive to family beliefs. Open communication should be used with the child’s family in order to select a book that best fits that child’s needs. Children with autism will also benefit from stories that help to normalize their experience and that help them to understand the emotions that they or their family and friends may experience. Future research is recommended to further explore the use of supportive stories in aiding a child with autism through the grief and loss process. It is important to examine how children with autism respond to the selected stories and to understand how effective the stories are in their coping and understanding process.
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Wright, Joseph H. "An Investigation of a Minimal-Contact Bibliotherapy Approach to Relapse Prevention for Individuals Treated for Panic Attacks." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30686.
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The present study was designed to test the efficacy of a bibliotherapy-relapse prevention (BT-RP) program for panic attacks in which the active BT-RP condition was compared to a waiting-list control condition. Prior to the administration of the six-month BT-RP program, all participants completed an initial BT intervention (Febbraro, 1997) based on the book Coping with Panic (Clum, 1990). The BT-RP program was designed to: (a) review major components of the initial intervention; (b) increase practice of panic coping skills and therapeutic self-exposure; (c) enhance social support for panic recovery; (d) teach cognitive restructuring skills related to relapse prevention; (e) provide a protocol to follow in the event of a setback; and (f) reduce overall levels of stress. Brief monthly phone contacts were included in the BT-RP condition. Thirty-six participants, 17 in the BT-RP condition and 19 in the WL control condition, completed the study. A 2 (Treatment condition: BT-RP versus WL control) X 2 (Time: Pre-BT-RP assessment versus Post-BT-RP assessment) mixed-model research design was used to analyze the results. Results indicted significant reductions from pre- to post-treatment in the BT-RP condition for panic cognitions, anticipatory anxiety, agoraphobic avoidance, and depression, but not in the WL condition. When statistically controlling for initial levels of these variables via analyses of covariance (ANCOVAs), significant post-treatment differences in the expected direction emerged for these four dependent measure and for state anxiety. In addition, the BT-RP group reported significantly fewer panic attacks during the six-month course of the treatment trial than the WL control group on a measure of retrospective recall of full-blown panic attacks. There was also a
statistically significant proportional between-group difference in terms of clinically significant improvement for full-blown panic attacks and agoraphobic avoidance in favor of the BT-RP group. However, no significant between-group differences emerged for the maintenance of initial treatment gains for panic frequency, panic symptoms, panic cognitions, anticipatory anxiety, or agoraphobic avoidance. Results of the present study are discussed in the framework of benefits of the present BT-RP program, limitations of the findings, recommendations for future research in this area, and implications for BT treatments in general.Ph. D.
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Dostal, Elizabeth J. "Lift every voice readers' response as a small group counseling tool at the secondary level /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998dostale.pdf.
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Kiely, Brian Gerard. "Bibliotherapy for generalised anxiety disorder : a controlled trial comparison and exploration of factors related to outcome." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31345.
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The pilot study served to develop and initially evaluate a cognitive behavioural bibliotherapy programme for use in treating Generalised Anxiety Disorder. Administered during 16 one hour appointments with a Psychologist, the programme was associated with significant improvements in anxiety, depression and problem severity. The finalized programme comprised two components - information about anxiety and cognitive behavioural anxiety management guidance. In the main study 46 patients with a primary diagnosis of Generalised Anxiety Disorder were randomly allocated to one of two treatment conditions - receipt of the full programme or only the information component - or a waiting list control condition. Psychologist administration of the programme took 10 minutes. Patients in receipt of the full programme experienced significantly greater gains than those in the waiting list condition in self assessed anxiety, depression, quality of life, and stress. There were no other between condition differences, but a trend in pre to post changes favouring the full programme. The presence of other co-morbid anxiety or depression conditions did not affect outcome. Clinical improvements in both treatment conditions were associated with improvements in anxiety related health attitudes including self-efficacy. Additionally, clinical improvements in patients in the full programme condition were associated with improvements in coping skills and compliance with the programme. The potential inter-relationship between clinical, attitudinal and coping skills change, and programme compliance were discussed.
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Fu, Natalie Hsiao-Wei. "Coping with stress through bibliotherapy : the effects of reading Zhuang Zi’s fables for Taiwan college students." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:5119.
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The term “Bibliotherapy” was first coined in 1916. It was mainly used in hospitals for veterans and psychiatric patients before the 1970s (Alexander & Buggie, 1976). Later on, bibliotherapy was applied in the developmental and psychotherapeutic field. Russell (1958) defined bibliotherapy as the application of relevant literature to deal with the client’s personal problem and developmental needs at the proper time. In this thesis, an appropriate source of reading to effect stress reduction has been found in Zhuang Zi’s fables. This philosophy may have current relevance for our hectic and materialistic modern life. This thesis presents an experiment in bibliotherapy carried out with Taiwanese college students reading a popularized version of the fables. For the purpose of studying the effects of bibliotherapy with Zhuang Zi’s fables on various aspects of stress that could be anticipated in the lives of students, an inventory called the “Philosophical Beliefs toward Stress Coping Inventory” was designed, and after pilot testing it was composed of 45 items with a Likert scale. These expressed a low-key philosophy of acceptance of circumstances, i.e., “go with the flow”, seeking inner peace rather than worldly achievements. The dimensions were confirmed in retrospect through factor analysis to be “Discarding Prejudice”, “Removing Greed”, and “Forgoing Demands”. The main findings of this study are as follows: 1. There are significant effects on reduction of the following stress: Financial Problems, Career Planning, School Work, and Interpersonal Relationships. 2. Reducing the stress of Financial Problems is mainly influenced by the concept of Removing Greed. 3. Career Planning stress reduction is significantly influenced by the concepts of Quitting Stubbornness, Managing Emotions, Freeing the Spirit, and Accepting Life’s Fate. 4. Accepting the concepts of Quitting Stubbornness and Being Optimistic in Adversity facilitates stress reduction. 5. People with a “Type A Behaviour Pattern” can be helped in stress reduction. 6. Females are more influenced than males in stress reduction by bibliotherapy intervention; however, males are more influenced than females in stress reduction by self-help bibliotherapy. The results show the beneficial effects of the intervention, which can be recommended by educational or health professionals as an alternative approach in coping with stress.
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Tubbs, Aimee. "Bibliotherapy for Children Coping with a Loved One's Military Deployment: What do Children's Books Tell Us?" BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4391.
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This study extracted descriptive information and analyzed content in 23 children's books related to military deployment using a coding instrument entitled, “Military Bibliotherapy Coding Instrument for Children's Books,” developed for this study. Additionally, the content from the books was compared to themes found in current research literature. The books were not as racially diverse as the military population. Books for black children are underrepresented with only 8% of books having black characters compared to the 16.9% black population in active duty military service. The most prevalent response to the deployment of a loved one described is sadness with 65% of the books describing this response. Finding ways to keep the main character and the deployed person connected is the most prevalent coping strategy described in the books (82%). A surprising find is that pride in the deployed person's military service is described as a coping strategy in some of the books although it was not found in the research literature. All phases of deployment were described with the exception of reintegration. No books addressed this important phase of deployment. Information from this analysis will assist parents, educators and mental health professionals in selecting books for bibliotherapy use that align with the unique circumstances and characteristics of military children. Information presented will also inform and encourage publishers to seek out and publish books to more adequately meet the demographics and meet the unique experiences faced by military children.
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Bruneau, Laura S. "The helpfulness of self-help reading as described by self-guided, adult female readers." [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1176814992.
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Thesis (Ph. D.)--Kent State University, 2007.Title from PDF t.p. (viewed June 7, 2007). Advisor: Donald L. Bubenzer. Keywords: self-help techniques, bibliotherapy, self-change, reading process, qualitative research. Includes survey instrument. Includes bibliographical references (p. 187-203).
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Johnston, Marnie Ruth. "Acceptance and Commitment Therapy for Chronic Pain: An Evaluation of the Self-Help Book, Living Beyond Your Pain." The University of Waikato, 2008. http://hdl.handle.net/10289/2309.
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The current research was a randomised two group (control and treatment) study that evaluated the effectiveness of an ACT-based self-help book for people with chronic pain. Over a 6-week period, 6 participants read the book and completed exercises from it with weekly telephone support while 8 others waited. Five of these others began the intervention after a 6-week control period. Participants completed pre- and post-intervention questionnaires for acceptance, values illness, quality of life, satisfaction with life, depression, anxiety and pain. Initial outcome data were collected for 8 control participants and 6 intervention participants. A total of 11 participants completed pre- and post-intervention measures. Participants' who read the book, rated the content of the book each week according to reading level and usefulness, and their comprehension of the content was also assessed. Original group data showed statistically significant improvement in acceptance and quality of life for those who completed the intervention. Once the data were pooled, statistically significant improvements in acceptance, quality of life, satisfaction with life, and values illness were found. In general, using the self-help book did not result in reduced pain, depression or anxiety, although for some individuals gains were made in these areas. Individual perceptions of the book components were varied but findings suggest that cognitive defusion and mindfulness were parts of the book that participants found hard. The current findings support the hypothesis that using the self-help book would add value to the lives of people who experience chronic pain. Thus, the book may be a useful tool for people who experience chronic pain.