BIbliotherapy Guide and Module: Storytelling for Growth and Healing - Reading Guidance, Reading Advisory and School Library Services

In school library services and programming, the conduct of reading guidance and reading advisory is part and parcel of the expected job output.  

Readers’ Advisory is a fundamental library service where librarians and libraries recommend and suggest books and other reading materials that meet the interests of readers. It is also conducted by bookstores and reading clubs. Information Communications Technology (ICT) tools can greatly support the dissemination of Readers’ Advisory lists, directories and titles curated from the collection. 

Not to be confused with guided reading, a teaching strategy applied by teachers, Reading Guidance is a library service of recommending books and reading materials that is directed to a specific group with an identified need or information problem.  It is at this juncture where bibliotherapy services and programs in school libraries, or even public libraries, find its place.

The American Library Association (ALA) adopted this definition of Bibliotherapy from Webster’s  Dictionary Third International Edition: “ the use of selected reading materials as therapeutic adjuncts in medicine and psychiatry; also, guidance in the solution of personal problems through directed reading.”

Definitions of bibliotherapy as contextualized in the school setting are as follows:

                Bibliotherapy is the provision of health  information and support through books (Brewster, 2008).

                Bibliotherapy is the method for helping human beings in emotional distress. Books are the specific modality, but may also cover films, picture books and oral storytelling (Cargo, 2005).

                Bibliotherapy is a strategy that helps students overcome or deal with current problem(s) or issue(s) in their lives (Stamps, 2003).

                Bibliotherapy is a method of using literature to help students understand themselves and cope with problems relevant to their personal situations and developmental needs (Herbert and Kent, 2000).

Notable findings of research on Bibliotherapy are identified below:

Bibliotherapy has a significant effect in the self-esteem of abandoned children in Children of Joy         Foundation,             Calamba Laguna. Children experienced identification, catharsis and taking        insight in the     bibliotherapy process. (J. Macheca, et. al. 2014.)

 Bibliotherapy is a valuable technique for preventing problems during childhood. (Pardeck, 1990)

 Bibliotherapy...helps promote attitudes of respect and acceptance in inclusive environments. (Kramer, 1999)

 Effective for boys since they have challenges verbalizing their feelings and may be better at solving problems through a third person approach. Characters in books serve as role models for them and help bright boys reflect topics that require analysis of a problem in a safe environment.

( T. Herbert, 1991)

Bibliotherapy with aggressive children in the school setting is effective. It can be applied by

by teachers and counselors in the reduction of aggression and power, and in the enhancement of empathy and self-control. (Shechtman, 2016)

Children’s books affect a child’s theory of mind – an understanding of the mental state of others… discussion of books read aloud to a child positively impacts a child’s

ability to empathize. (Solow and Owens, 2018)