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Готові списки джерел за темами / Developmental bibliotherapy

Добірка наукової літератури з теми "Developmental bibliotherapy"

Автор: Grafiati

Опубліковано: 10 січня 2023

Оновлено: 28 січня 2023

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Статті в журналах з теми "Developmental bibliotherapy":

1

Đorđević, Mirjana, Nenad Glumbić, and Branislav Brojčin. "Bibliotherapy in a school context." Zbornik radova Filozofskog fakulteta u Pristini 52, no. 2 (2022): 269–83. http://dx.doi.org/10.5937/zrffp52-35175.

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The goal of bibliotherapy is to use a book to help the reader understand and overcome the difficulties he or she is facing. It can be applied in different contexts. If it is applied in a school environment, we are talking about developmental bibliotherapy. The aim of this paper is to describe the basic stages of developmental bibliotherapy, to present the results of research that indicate the effectiveness of its application, as well as the results of research that refer to the inclination of teachers and associates to opt for this technique. Given that this technique is considered to be a simple, cost-effective, and efficient intervention, and that some teachers and associates do not venture to apply it because they lack the necessary knowledge and skills, the inclusion of bibliotherapy in college training programs could contribute to the increased readiness of professionals to use it in order to help children face challenges in a developmentally appropriate manner.

2

Catalano, Amy. "Making a place for bibliotherapy on the shelves of a curriculum materials center: The case for helping pre-service teachers use developmental bibliotherapy in the classroom." Education Libraries 31, no. 3 (September 5, 2017): 17. http://dx.doi.org/10.26443/el.v31i3.258.

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With developmental bibliotherapy frequently used in schools, this article addresses the necessity of educating future teachers in the proper implementation of bibliotherapy so that their students may reap the benefits and avoid inadvertent harm. The purpose of this article is to discuss the benefits and use of developmental bibliotherapy in the classroom and to promote the same. The article also reviews the role of the education librarian in a Curriculum Materials Center (CMC).

3

Cook, Katherine E., Theresa Earles-Vollrath, and Jennifer B. Ganz. "Bibliotherapy." Intervention in School and Clinic 42, no. 2 (November 2006): 91–100. http://dx.doi.org/10.1177/10534512060420020801.

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4

Heath, Melissa Allen, Dawn Sheen, Deon Leavy, Ellie Young, and Kristy Money. "Bibliotherapy." School Psychology International 26, no. 5 (December 2005): 563–80. http://dx.doi.org/10.1177/0143034305060792.

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5

Jack, Sarah J., and Kevin R. Ronan. "Bibliotherapy." School Psychology International 29, no. 2 (May 2008): 161–82. http://dx.doi.org/10.1177/0143034308090058.

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6

Klysz, Michele, Marilyn Coleman, and Lawrence H. Ganong. "Bibliotherapy with Stepchildren." Family Relations 38, no. 1 (January 1989): 114. http://dx.doi.org/10.2307/583624.

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7

Khotimah, Siti Khorriyatul, Mohamad Ivan Fadhli, and Yasin Habibi. "MENINGKATKAN KEJUJURAN AKADEMIK: EFEKTIVITAS CLASSROOM DEVELOPMENTAL BIBLIOTHERAPY DALAM PEMBELAJARAN." HUMANITAS 14, no. 2 (August 29, 2017): 90. http://dx.doi.org/10.26555/humanitas.v14i2.5509.

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8

Morawski, Cynthia M., and Jenelle N. Gilbert. "Developmental Interactive Bibliotherapy: Feminist Methodology in an Undergraduate Course." College Teaching 48, no. 3 (August 2000): 108–15. http://dx.doi.org/10.1080/87567550009595825.

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9

Betzalel, Nurit, and Zipora Shechtman. "The impact of bibliotherapy superheroes on youth who experience parental absence." School Psychology International 38, no. 5 (September 25, 2017): 473–90. http://dx.doi.org/10.1177/0143034317719943.

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As one key element of establishing a superhero persona, many superhero myths are based on the principle of experiencing parental loss at an early age. This study examined the impact of group bibliotherapy using superhero stories with children and adolescents who have experienced parental absence. The 187 participants who resided in foster care were divided into three experimental conditions: Bibliotherapy with superhero stories, bibliotherapy without superheroes, and no treatment. Four dependent variables were tested in a pre–post–follow-up design: Anxiety, violent behavior, aggression, and future orientations. Results indicated that the strongest desired outcomes were obtained in the superhero treatment condition: There were significant positive changes on all four dependent variables, with changes sustained at follow-up. In the other treatment condition, significant changes were observed on only two variables and were not sustained at follow-up. No significant changes were observed in the non-treatment group. On the future orientations scale, only children in the superhero condition indicated change: They gained in future goals and had reduced fantasies about home. In general, results support the effectiveness of bibliotherapy with children and clearly point to the unique contribution of bibliotherapy content tailored to children's specific needs.

10

Marković, Ana. "Developmental bibliotherapy in the context of needs of contemporary child." Sinteze 4, no. 7 (2015): 53–70. http://dx.doi.org/10.5937/sinteze0-8501.

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Більше джерел

Дисертації з теми "Developmental bibliotherapy":

1

Mullarkey, Susan F. "The adjunctive use of the developmental role of bibliotherapy in the classroom : a study of the effectiveness of selected adolescent novels in facilitating self-discovery in tenth graders." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/505218.

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The purpose of the study was to determine whether tenth grade adolescents can exhibit the three goals of bibliotherapy, identification, catharsis, and insight, thus achieving self-discovery, through reading contemporary adolescent novels and discussing them with their English teacher on an individualistic basis. Six subjects, four girls and two boys, were selected from two tenth grade English classes at Anderson High School, Anderson, Indiana. The students were given two literary attitude surveys: "Questionnaire: Responses to Feminine Characters in Literature" and "Literary Transfer and Interest in Reading Literature," as pre-tests and post-tests. The six subjects, selected on the basis of average or better grades as well as demonstrated maturity and responsibility, read' Confessions of a Teenage Baboon by Paul Zindel, Don't Look and it Won't Hurt by Richard Peck, The Great Gilly Hopkins by Katharine Paterson, My Darling, My Hamburger by Paul Zindel, The Pistachio Prescription by Paula Danziger, and That Was Then, This Is Now by S. E. Hinton. The students discussed each book in a specific order in a private, tape-recorded session with their English teacher, the researcher, who asked predetermined questions over each book. After the tape-recorded discussions were transcribed, the responses were identified as examples of identification (ID), catharsis (C), and insight (IN).Findings1. Identification with fictional characters can lead to insights by adolescents not only about the characters but also about their own personal lives.2. The number of insights did not increase as more books were read.3. In this study the girls appeared to achieve more identification and to gain more insights than the boys.4. Catharsis is the one goal of bibliotherapy less frequently experienced, but the more an adolescent becomes emotionally involved in a book, the more likely he is to experience catharsis.5. Adolescents can achieve self-discovery if they are given the opportunity to discuss fictional characters and situations as related to their own concerns with teachers who can take the time to do so.Conclusions1. Bibliotherapy on an individual basis with adolescent novels not only has emotional and personal benefits but also academic value in that students will respond more readily and responsibly to literature within the realm of their own experience than to the traditional literature of classroom anthologies.2. Emotional maturity and self-discovery can occur if educators are willing to individualize and humanize education.3. Bibliotherapy with adolescent novels can engender feelings of mutual trust and respect between teachers and their students, who need the opportunity to discuss their feelings and problems with adults whom they perceive care about them.4. The individualized approach to bibliotherapy can provide more thorough and genuine responses, leading to significant conclusions.

2

Martell, Mary M. "Bereavement and Loss: Using Bowlby's Grief Stages to Analyze Books for Preschool Children." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1320799352.

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3

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.

4

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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5

Crawford, Karie Eliza. "Turbulent Times: Epic Fantasy in Adolescent Literature." BYU ScholarsArchive, 2002. https://scholarsarchive.byu.edu/etd/84.

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This thesis is a development of the theories presented by Carl Jung, Joseph Campbell, and Bruno Bettelheim concerning archetypes, the anima/animus concept, the Hero Cycle, and identity development through fairy tales. I argue that there are vital rites of passage missing in Anglo-Saxon culture, and while bibliotherapy cannot replace them, it can help adolescents synthesize their experiences. The theories of Jung, Campbell, and Bettelheim demonstrate this concept by defining segments of the story and how they apply to the reader. Because of the applicability, readers, despite their age, can use the examples in the book to help reconcile their own experiences and understand life as it relates to them. The works I examine include J.K. Rowling's Harry Potter series, Orson Scott Card's Alvin Maker series, J.R.R. Tolkien's The Lord of the Rings, Ursula K. Le Guin's Earthsea trilogy, and David Eddings' Belgariad. Though it is impossible to test the effects of reading such works on readers, the possibility of those effects exists. Bettelheim's work, The Uses of Enchantment, discusses similar themes and he provides scientific support through his use of anecdotal evidence. Following his example, I have tried to include evidence from my own life that exemplifies the effect reading epic fantasy has had on me. The aspects of epic fantasy in relation to going through adolescence I examine include the concept of responsibility and its relation to progress and maturity; gaining a social identity; and reconciling oneself to the dark side within and without, in society. These aspects are found within the superstructure of the Hero Cycle and the actions and motivations of the characters—archetypes—within the cycle. They are also present in real life and necessary concepts to understand to be accepted into society as a mature contributor.

6

Suvilehto, P. (Pirjo). "Lasten luova kirjoittaminen psyykkisen tulpan avaajana:tapaustutkimus pohjoissuomalaisen sairaalakoulun ja Päätalo-instituutin 8–13-vuotiaiden lasten kirjoituksista." Doctoral thesis, University of Oulu, 2008. http://urn.fi/urn:isbn:9789514288661.

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Abstract The empirical material for studying children's creative writing was collected in Taivalkoski, Lapland (a basic education course at Päätalo Institute, ten girls), and Oulu, Northern Finland (a creative writing project in a hospital school, two girls and two boys), in spring 2000. I was the instructor at the courses as well as the researcher. The children were 8–13 years in age. The subject of my study consists of the stories written by the children: what sort of stories they write and how creative writing suits hospital and school environments. I also look into bibliotherapy conducted among children and young people. In my study I describe, analyse and interpret by means of qualitative research the courses in creative writing offered by Päätalo Institute and the hospital school. As case studies, these two are stand-alone studies independent of each other. By qualitative approach in this work I mean that I describe how I build my interpretation as a researcher. The stories written by children provide material externalised from the subconscious as stories and writings which it is possible to interpret from a depth-psychological point of view. Sigmund Freud's understanding of dreams as manifestations of subconscious fears and hopes acquires a new form in the horror stories children write. The child works his or her activated energy charge through manipulating the dream-like and violent elements in stories in a controlled manner: by writing. In bibliotherapy, one studies one's own feelings, thoughts and memories and compares them to the experiences of others. This sort of work on feelings, thoughts and memories seemed to take place especially in the writer projects of the hospital school children: they worked on emotional processes while writing. On the basis of my study, creative writing and bibliotherapy offer a child or a young person a means for working out, at both conscious and subconscious levels, matters relating to the present stage of his or her development and current life condition. While writing, the child deals with his or her relations to friends, parents and the self. He or she treats hobbies and other topics of interest but problems as well. Studies already provide information as to the positive effects of bibliotherapy – reading and writing both have therapeutic effects – but more in-depth research is required. My dissertation shows that groups using bibliotherapy can function in the field of paediatric and adolescent psychiatry in homes for children and adolescents. They can also function in the environment of youth clubs and schools with bibliotherapy as a creative literary art activity to deter problems and foster growth and development. The method I developed, the Fantasy Treasure Chest (Fantasian aarrearkku), is one that can be taken in more general use for both instructing creative writing and collecting research material
Tiivistelmä Lasten luovan kirjoittamisen tutkimuksen empiirinen aineisto kerättiin keväällä 2000 Taivalkoskella (Päätalo-instituutin sanataiteen perusopetuksen jakso, 10 tyttöä) ja Oulussa (sairaalakoulun luovan kirjoittamisen projekti, 2 tyttöä, 2 poikaa). Toimin itse sekä tutkijana että kurssien ohjaajana. Lapset olivat 8–13-vuotiaita. Tutkimuskohteina olivat lasten kirjoittamat tarinat: millaisia tarinoita he kirjoittavat, ja miten luova kirjoittaminen sopii sairaala- ja koulukontekstiin. Tein myös katsauksen lasten ja nuorten parissa toteutettuun kirjallisuusterapiaan. Tutkimuksessani kuvaan, analysoin ja tulkitsen laadullisen tutkimuksen keinoin Päätalo-instituutin ja sairaalakoulun luovan kirjoittamisen kursseja. Nämä ovat tutkimustapauksina itsenäisiä, toisistaan riippumattomia kokonaisuuksia. Laadullinen lähestymistapa työssäni on sitä, että kuvaan, miten tutkijana rakennan tulkintaani. Lasten kirjoittamista tarinoista löytyy tiedostamattoman materiaalia ulkoistuneina tarinoiksi ja kirjoituksiksi, jotka avautuvat syvyyspsykologisesta näkökulmasta tulkittuina. Sigmund Freudin käsitykset unista pelkojen ja toiveiden tiedostamattoman ilmentyminä saavat uudenlaisen muotonsa esimerkiksi lasten kirjoittamissa kauhukertomuksissa. Tarinoiden unenomaisten ja väkivaltaisten elementtien kautta lapsi käsittelee aktivoitunutta energialataustaan hallitussa muodossa: kirjoittamalla. Kirjallisuusterapiassa tutkitaan omia tunteita, ajatuksia ja muistoja, ja näitä verrataan toisten kokemuksiin. Tätä tunteiden, ajatusten ja muistojen käsittelyä näytti tapahtuvan etenkin sairaalakoulun lasten kirjoittajaprojektissa: lapset työstivät kirjoittamisen ohessa psyykkisiä prosessejaan. Tutkimukseni perusteella lasten luova kirjoittaminen ja kirjallisuusterapia tarjoavat lapselle ja nuorelle väylän työstää meneillään olevaan kehitysvaiheeseen ja elämäntilanteeseen liittyviä asioita sekä tietoisella että tiedostamattomalla tasolla. Lapsi käsittelee kirjoittaessaan suhdettaan kavereihin, vanhempiinsa ja itseensä. Hän käsittelee kirjoittamalla harrastuksiaan ja mielenkiinnonkohteitaan mutta myös ongelmiaan. Tutkimukset kertovat kirjallisuusterapian myönteisistä vaikutuksista – lukemisella ja kirjoittamisella on terapeuttinen vaikutus – mutta tarvitaan vielä perusteellisempia tutkimuksia. Väitöskirjani osoittaa, että kirjallisuusterapeuttisia ryhmiä voi toimia lasten- ja nuorisopsykiatriassa ja lasten- ja nuorisokodeissa sekä sanataidetoimintana ennaltaehkäisevänä, kasvua ja kehitystä tukevana ryhmätoimintana kerhoissa ja kouluissa. Kehittelemäni Fantasian aarrearkku -menetelmä on yksi keino käyttöön otettavaksi niin luovan kirjoittamisen ohjaukseen kuin tutkimusmateriaalin keräämiseenkin

7

Li, Yi-Ling, and 李宜玲. "A Study on Emotional Healing Efficacy of Developmental Bibliotherapy with Picture Books for Gifted Female High School Students in Taiwan." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/10864299204468642054.

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碩士
國立臺灣大學
圖書資訊學研究所
101
The study aims to explore the emotional healing efficacy of bibliotherapy with picture books for gifted female high school students. In terms of the study design, qualitative approach was implemented, and 18 gifted female high school students participated in the semi-structure in-depth interview. The purposes of this study include (1) to understand gifted female high school students’ emotional disturbance problems, (2) to understand the emotional healing efficacy of picture books for gifted female high school students, and (3) to analyze how the relevant elements of bibliotherapy with picture books generate emotional healing efficacy to different extent. The findings indicated that gifted female high school students’ main emotional disturbance problems included emotional sensitivity, perfectionism, and difficulty of interpersonal relationship. The results also showed that, among the 18 participants, 16 were emotionally sensitive, 9 were perfectionist, and 7 had difficulty in managing the interpersonal relationship. 10 out of all participants also revealed that they did not search for help, and half of them adopted reading picture books as the way of soothing negative emotion. Besides, out of 24 picture books, 16 of them made the interviewees invoke identification, catharsis, and insight process in the emotional healing efficacy. Factors that lead to emotional healing efficacy include (1) similarity of the encounters between the story character and the reader, (2) strong and animated story plots, (3) positive problem-solving methods employed by the story characters, (4) whether methods used by the story characters can be effectively applied to the real life, and so on. Interviewees also expressed that they did not expect to comprehend the practical strategies of problem-solving methods during the picture books reading process, but rather to sense being understood and thus soothe their negative emotion. Finally, according to the results of the interviews, the researcher provided some suggestions. First, gifted female high school students can read emotional healing picture books to deal with emotional disturbance problems. Second, parents, teachers, and other counselors can assist gifted female high school students with emotional healing picture books. Thirdly, high shool teachers can incorporate emotional healing picture books reading into the curricular activities in classes. Last but not least, high school libraries can provide some emotional healing bibliographies of picture books on the websites, set up exclusive areas of picture books for emotional healing, and organize activities to promote emotional healing pictures books collections.

8

江瑋珉. "A Study on the Application of Developmental Bibliotherapy for Dropout High-risk Students : The Example of One Junior High School in Chiayi City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/9req8t.

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碩士
國立政治大學
圖書資訊學數位碩士在職專班
105
"Development", "interactive" and "group bibliography" were implemented to this study. 5 male and 6 female students in the ninth grade were selected, including 4 students from midway-resources-class and 7 students with high risk. A total of 12 times bibliographic therapy group courses were conducted on weekdays, and the (MHSA-SA) was used as a research tool to collect 11 members before and after the bibliographic therapy courses , on "depression-tendency", "anxiety-tendency", "suicide-tendency", "impulse behavior", "mental disturbance" and other psychological conception of the percentage of changes in the course situation, and supplemented by interviews with information, analysis of bibliographic therapy group courses for dropout high-risk students psychological level and changes in behavior and influence. 　　The results of the study showed that the items of (MHSA-SA) had decreased significantly after 12 times of bibliographic therapy group courses, and the "identification", "catharsis" and "insight" adjust the mood, and to improve the state of its mental health.

9

Yi, Wang-Hsin, and 王心怡. "An Action Research of Applying Bibliotherapy of Using Painting Books on the Prevention Guidance of Relational Bullying for Elementary School Students—Based on Social Ability Developmental Model." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/wxsgk3.

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碩士
中原大學
教育研究所
107
This action research was to explore the impacts of implementing picture book reading bibiotherapy in the relational bullying preventive counseling program on the social relationship development of elementary school children. Second, the reflection and revisement process of the actor-researcher were also carefully observed. In this study, the 18 third-grade students were studied, with 9 males and 9 females. Followed social ability developmental model, with combining of well-selected picture books, 16 bullying preventive programs were developed and executed in eight weeks. The researcher collected the classroom video recordings, student study sheets and experiences, researcher''s teaching notes, students and collaborative researcher interview records, and conducted research analysis and interpretation. Through the action process of implementing of current program, the findings of the research included: (a) students'' recognition and awareness of relational bulling were enhanced; (b) through the stories’ and discussion, the students'' empathy ability was also increased; (c) students'' interpersonal relationships and strategies were greatly promoted; (d) picture books could break language barriers and were suitable for cross-cultural students; (e) Working together with the homeroom teacher’s class management that emphasis on cooperative-learning, the school counselor bullying preventive program could create positive interpersonal dynamics in the classroom; in a further, interpersonal aggression in the class was decreased and relational bullying was prevented. Through the process of this research, the researcher have improved her ability in school guidance work and how to combine picture books in school guidance. Finally, based on the conclusions of this study, specific recommendations are made for teachers in teaching strategies and for future reference in any possible follow up researches.

10

O'Brien, Siobhan. "An investigation of middle primary children’s wellbeing using the Reading WELL home reading program." Thesis, 2022. https://vuir.vu.edu.au/43936/.

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This project investigates the effectiveness of The Reading WELL (Wellbeing Everyday through Learning and Literature) home reading program. The study is set within the homes and families of two communities in metropolitan Melbourne, Australia, and involved 142 parents and children in Year 3–4 classrooms. The project endeavoured to capture the interactions and aesthetic engagement that occurred between parent and child during the shared reading of narrative texts. With the aim of introducing knowledge around 3 wellbeing topics of body image, resilience and self-esteem, the focus of the research engaged developmental bibliotherapy using open- ended discussion prompts that specifically addressed the 3 topics to support the development of children’s wellbeing. Developmental bibliotherapy includes the use of books to “heal the mind” (Catalano, 2008; Halstead, 2009). Through reading, a reader makes connections to text and relates to characters in a non-threatening way. Via four stages: identification, catharsis, insight and universalisation, children are encouraged to draw on relevant experiences from their own lives. The four resources model (Luke and Freebody, 1997) underpinned the theoretical framework and The ORIM Framework (Nutbrown, Hannon & Morgan, 2005) opportunities, recognition, interaction and modelling (ORIM) acted as a taxonomy that captured the shared reading engagement (Department of Education, 2018; Ludwig, 2003). The Reading WELL book collection consisted of 37 book titles. A Reading WELL kit was located in a class for a school term and the children self-selected one book each week to take home to read. Each participating child received a Reading WELL journal. After reading, the journal was completed by the parent and child. As the main form of data collection, the contents of the journal included the study information, tips on shared reading, the titles of each book and 10 journal entries that included space to record the discussion that occurred after reading, acting as a reflection record for each book. The Reading WELL program was also mapped to the Victorian curriculum English, Personal and social capabilities, and Health and physical education curriculum areas. Attained through semi-structured interviews with parents and teachers and the Reading WELL journals, the project outcomes consider whether the reading engagement of a child increases based on the transactional/aesthetic response (Rosenblatt, 1994, 1995) focused on the text responses that illuminate reading connections from life to text and text to life (Davis, 1992; Mantei & Fahy, 2018; Nikolajeva, 2014). The outcomes consider the feasibility of the program and whether the Reading WELL is a sustainable and accessible way for parents and children to engage with reading as a regular form of home literacy. The outcomes also show how children’s reading engagement has impact on wellbeing and the 3 topic areas: body image, resilience and self-esteem. This is presented as a series of re-storied narratives using Barkhuizen’s (2008) story, Story, and STORY model. The re-storied narratives illustrate how cultural literacy, funds of knowledge and parent–child relationships influence children’s development and wellbeing. The re- storied narratives utilise arts-based (re)presentation research, with 10 re-storied titles that provide interpretations of the participants lived experiences. It is envisioned that these Reading WELL narratives will become a published version of the Reading WELL that supports children’s wellbeing development through the integrated use of developmental bibliotherapy and research-based insight into the body image, resilience and self-esteem topic areas.

Книги з теми "Developmental bibliotherapy":

1

Pardeck, Jean A. Books for early childhood: A developmental perspective. London: Greenwood/Eurospan, 1987.

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2

Pardeck, Jean A. Books for early childhood: A developmental perspective. New York: Greenwood Press, 1986.

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3

Butler, Dorothy. Cushla and her books. Auckland, NZ: Penguin Books, 1987.

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4

Butler, Dorothy. Cushla and her books. Auckland: Penguin, 1987.

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5

Sandor, Mary Kay. NURSING INTERVENTIONS FOR ADOLESCENTS IN SINGLE-PARENT FAMILIES: A PROBLEM-SOLVING BIBLIOTHERAPY APPROACH. 1991.

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Частини книг з теми "Developmental bibliotherapy":

1

Robbins, Janice I. "Developmental Bibliotherapy." In Advanced Reading Instruction in Middle School, 161–69. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232902-13.

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2

Suvilehto, Pirjo, Kelli Jo Kerry-Moran, and Juli-Anna Aerila. "Supporting Children’s Social and Emotional Growth Through Developmental Bibliotherapy." In Story in Children's Lives: Contributions of the Narrative Mode to Early Childhood Development, Literacy, and Learning, 299–314. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19266-2_15.

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3

Long, Susanne. "Bibliotherapy." In Encyclopedia of Child Behavior and Development, 237–38. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_330.

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4

Young, Ellie L., Melissa A. Heath, Kathryn Smith, Afton Phillbrick, Karli Miller, Camden Stein, and Haliaka Kama. "Using Bibliotherapy to Support Bereaved Students." In Supporting Bereaved Students at School, 149–66. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190606893.003.0011.

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This chapter describes bibliotherapy, an intervention based on the tenets of cognitive-behavioral therapy and solution-focused therapy, as a developmentally appropriate strategy to address grieving children’s emotional needs. Bibliotherapy incorporates literature into the counseling process to address four basic tasks of grief. This chapter discusses key guidelines for implementing a bibliotherapy lesson with bereaved youth. The importance of selecting books and develop activities that align with the bereaved child’s developmental needs, the family’s cultural and religious beliefs, and other facets of the child’s experience is highlighted. The chapter includes recommended books and associated activities that address the tasks of grief and facilitate children’s expression of feelings. A sample bibliotherapy lesson plan is included.

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"Bibliotherapy." In Encyclopedia of the UN Sustainable Development Goals, 51. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-95681-7_300012.

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6

Rea, Joshua M., Peter Cannon, Alysia Sawchyn, and Katie L. Walkup. "Journaling and bibliotherapy participatory design as a heuristic for program development." In Citizenship and Advocacy in Technical Communication, 153–74. Routledge, 2018. http://dx.doi.org/10.4324/9780203711422-8.

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7

Mihić, Sanja Skočić, Kimberly Maich, Christina Belcher, Susan Perrow, Ana Barišić, and Nadia Novak Ramić. "The Role of Bibliotherapy and Therapeutic Storytelling in Creating Inclusive Classroom Communities." In Handbook of Research on Classroom Diversity and Inclusive Education Practice, 375–98. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2520-2.ch016.

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This chapter reviews the literature of using the bibliotherapy as a strategy to provide empathy and understanding for diverse behaviors and emotions. Since diverse learners may have difficulties in developing social skills and emotional regulation, the development of a positive and respectful social climate is critical in encouraging all students to be more accepting of individual differences and challenges. Using the Lessac bio-dynamic approach and verbal intonation and dynamic articulation of the text, enriches students' experience and allows students with difficulties to recognize the intention of the character and to interactively participate with movements. The unique model of therapeutic storytelling with Lessac Kinestetis is presented as a teaching strategy for the development of the skills of diverse learners, as well all students in the inclusive classroom.

Тези доповідей конференцій з теми "Developmental bibliotherapy":

1

Eftimova, Sabina, Tania Todorova, Lubomira Parijkova, Polly Mukanova, and Kalina Mincheva. "BIBLIOTHERAPY – ACADEMIC EDUCATION – LIBRARIANS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1345.

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2

Su, Liting, and Xiaoli Huang. "Progress of Bibliotherapy Theory and Practice in China." In 2013 International Conference on the Modern Development of Humanities and Social Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/mdhss-13.2013.34.

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3

Genova, Teodora, Sabina Eftimova, and Tania Todorova. "EXAMINATION OF GOOD PRACTICES IN TEACHING BIBLIOTHERAPY IN A UNIVERSITY ENVIRONMENT." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1566.

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4

Eftimova, Sabina. "THE PLACE OF BIBLIOTHERAPY COURSE IN THE TRAINING OF LIBRARY SPECIALISTS IN BULGARIA." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0348.

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5

Hardiansyah, Ahmad, Dina Setyowati, Lesta Sadari, Tegar Pangestu, and Wahyu Nugroho. "Bibliotherapy Development to Improve Environmental Mastery: Psychological Well-Being for Blind Students." In Proceedings of the 6th Batusangkar International Conference, BIC 2021, 11 - 12 October, 2021, Batusangkar-West Sumatra, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.11-10-2021.2319560.

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6

Eftimova, Sabina. "TRANSLATED PUBLICATIONS ON BIBLIOTHERAPY IN BULGARIA – A REFLECTION ON THE TRAINING OF STUDENTS MAJORING IN LIBRARY AND INFORMATION MANAGEMENT." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0707.

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7

Genova, Teodora, Sabina Eftimova, Magdalena Garvanova, Hristiyan Atanasov, and Tania Todorova. "APPLICATION OF RESEARCH UNDER A BIBLIOTHERAPY PROJECT IN TRAINING OF STUDENTS FROM THE SPECIALTIES OF LIBRARY AND INFORMATION MANAGEMENT." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2745.

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8

Eftimova, Sabina. "THE TOPIC OF BIBLIOTHERAPY IN THE DIPLOMA PROJECTS AND MASTER'S THESES OF STUDENTS MAJORING IN LIBRARY AND INFORMATION MANAGEMENT." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0702.

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