2. Bibliography
“. . .a process of dynamic interaction between
the personality of the reader and literature-
interaction which may be utilized for
– personality assessment
– Adjustment and
– Growth “
(Rusell and Shrodes,1950)

3. Bibliography
• Provides a sensitive way for a practitioner or
educator, especially for children, to guide
reading to help an individual understand
themselves and the environment, learn from
others, and possibly find solutions to their
problems.

4. Reasons of Bibliotherapy
• To develop a more positive sense of
themselves
• To learn about the world
• To cope with stress
• to provide insight into problems
• To affirm thoughts and feelings

5. • To stimulate discussions about problems
• To create an awareness of others that have
similar problems
• To provide solutions to problems
• To communicate new values and attitudes
• To find meaning in life

6. The Stages of Bibliotherapy
1. Identification - a reader associates themselves
with the character or situation in the literary
work.
2. Catharsis - the reader shares many of the same
thoughts and feelings of the characters in the
literary work.
3. insight - the reader realizes that they relate to
the character or situation and learn to deal
more effectively with their own personal issues

7. How To Use Bibliotherapy
1. Identify 's needs. This task is done through
observation, parent conferences, student writing
assignments, and the review of school/facility records.
2. Match the learner(s) with appropriate materials. Find
books that deal with divorce, a death in the family, or
whatever needs have been identified. Keep the following
in mind:
a. The book must be at the learner's reading ability level.
b. The text must be at an interest level appropriate to
the maturity of the learner.

8. c. The theme of the readings should match the
identified needs of the learner.
d. The characters should be believable so that
the learner can empathize with their
predicaments.
e. The plot of the story should be realistic and
involve creativity in problem solving.
3. Decide on the setting and time for sessions,
and how sessions will be introduced to the
student.

9. 4. Design follow-up activities for the reading (e.g.,
discussion, paper writing, drawing,drama).
5. Motivate the learner with introductory activities
(e.g., asking questions to get a discussion going
on the topic).
6. Engage in the reading, viewing, or listening
phase. Ask leading questions and start short
discussions throughout the reading.
7. Periodically, summarize what has occured thus
far (to be sure that "the message" does not get
lost in the trivial points).

10. Take a break or allow a few minutes for the
learner to reflect on the material.
8. Introduce the follow-up activities:
-Retelling of the story
-In depth discussion of the book (e.g.,
discussing right and wrong, morals, the
law,strong and weak points of the main
character, etc.)
-Art activities (e.g., drawing map illustrating
story events, creating collage from magazine

11. photos and headlines to illustrate events in the
story, draw pictures of events)
-Creative writing (e.g., resolving the story in a
different way, analyzing decisions of characters)
-Drama (e.g., role playing, reconstructing story
with puppets made during art activity, enacting
a trial for the characters)
9. Assist the student in achieving closure
through discussion and a listing of possible-
solutions, or some other activity.

12. Cautions
1. Avoid topics (e.g., abortion, drug use,
crime) which might draw concerns from parents,
community, etc. unless approved with the
administration or those parties.
2. Be familiar with the book. Read it and
understand it before using it.

13. The Applications of Bibliotherapy
1. To develop the individual’s self concept
2. To increase an individual’s understanding of
human behavior or motivations
3. To foster an honest self- appraisal
4. To provide a way for a person to find interest
outside of self
5. To relieve emotional or mental pressure

14. 6. To show the person that he is not the only
one with a problem
7. To show a person that there is more than one
solution to a problem.
8. To help a person discuss a problem more
freely
9. To help a person plan a constructive course of
action to solve a problem.