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)

Becoming A Reading Companion

Thank you very much MUNPARLAS Library Association Inc. (MLAI) and the Philippine Board on Books for Young People (PBBY) for taking me in as a workshop facilitator during the week when the country celebrated National Children’s Book Day (NCBD). The workshop at National Bookstore Cubao with MLAI and the Baguio Central School with PBBY were well attended by young librarians and teachers eager to know and learn about Bibliotherapy. I learned a lot too! When one teachers, one learns.

I learned that good stories, well told and carefully crafted will stand the tests of time. In both workshops, participants recognize Augie Rivera’s book, Alamat ng Ampalaya as an endearing story of fairness and justice. But with the books I brought and the ones available in the store and on sale at the workshop venue, participants were exposed to more books with stories written for the young and the young at heart.

Teachers and librarians in Baguio Central School read and talked about books.

Teachers and librarians love to read children’s books. We kept saying in the children’s book industry that the books we create and distribute are for children and yet, I often see many adults in bookish events for kids. When can we put kids and adults together to enjoy books, stories and play? I can only think of the Komikon and the Komiket where the divide in ages and stages do not exist. 

Children’s literature is the literature of childhood as much as it is the literature for young people. It is hope and all the dreams we wish to fulfill. I will always keep this in mind.

Librarians making their mood boards, an exercise on creativity and spontaneity.

For my future workshops on Bibliotherapy, I will begin with the self and yes, I will do activities on creativity, play and wonder. I will also introduce and re-introduce children’s books to teachers, librarians and adults who work with and for children. We can get information from books and stories. Reading them also fills the emptiness in our souls. Be it a child or a grown-up, either will need a reading companion.

Teachers and librarians, let’s be reading companions! Let’s do Bibliotherapy! 

From Circulation Reports to Reading Guidance for Grade 9 -12

Towards the end of the 1st semester, my library staff and I looked over the circulation reports of our high school students. The numbers reveal a lot about our relationship with them. There are peaks and valleys on book readership from the last four months and this led us to reflect on the daily operations and readers services we provide for our students.

Studying circulation reports on a regular basis is helpful in the assessment of the library collection, reviewing the program and setting directions vis-a-vis curricular requirements and readers' needs or interest. I am reserving my reflections for another post on that matter. How readership affects and impacts collection development is for a separate discussion.

For now, let me share with you our response to sustain the readership and the habit of reading among our students.

I wrote each of them a letter. A generic one that has a record of the books they have borrowed, how far they have gone with their book quota and suggestions on how the library and its resources can further help them learn and grow. Below are my tips and recommendations:

• Extend your understanding of an author’s life or milieu by reading primary sources like diaries, memoirs, journals, biographies;
• Understand the context of a group of people in a particular time in history by reading personal stories, looking at a collection of photographs, browsing through timelines of world history books;
• Test the veracity of a hypothesis by reading secondary sources like researches and studies done by scientists, mathematicians and experts in the field of the social sciences;
• Look at models, patterns and processes of creation by analyzing case studies, business success stories, how-to-design handbooks, DIY manuals, craft books, art and architecture books;
• Read up on stories about college life, college admission tips, sample essays written by seniors who successfully got in their college of choice.
• Pick up a book on improving writing and research skills or being better at communication for business and social entreprenuership;
• A couple of contemporary fiction, select classics and a book of poetry or two will balance your reading list.

Students who are regular library users responded back right away. The usual suspects borrowed books over the holidays. It remains a challenge for us to entice and offer readers services to the reluctant ones and those who prefer to use another kind or mode of technology. 

At the Academy Last Week: Poetry and Christmas Reading Passport 2016

Last week at the Academy, we launched the annual Christmas Reading Passport. This reading campaign began three years ago. It has evolved into a program that address reading needs and interests of students. I have also included an aspect of Bibliotherapy by including reflection questions.

Here are posts about the Christmas Reading Passport from previous years:

Christmas Reading Passport 2015
 Christmas Reading Passport 2014
 Christmas Reading Passport 2014 Video

Here's how the Christmas Reading Passport works:

1. Students get a reading passport.

2. The reading passport is designed to encourage students to read four books on the themes of hope, peace, joy and love. There are four questions to be answered, one for each book. This way, students are guided on their book choices. Recommended reads, a list of books about the themes are sent out via email lists to everyone.

3. The passport and the books are taken home over the long holiday break.

4. Students come back after the break with the passports filled out. They submit this to the library staff.

5. They get a token from the library.

 As the grade 9s have started a unit on Poetry in English class, I have put on display books on poetry. Inspired by current events, I picked up some books and stacked them together for a book spine poem I shared with the community.

Interview on Bibliotherapy for Special Education

Here is part 3, the last installment on the interview on Bibliotherapy.

11. We had a hard time finding therapy centers in the Philippines that facilitate regular bibliotherapy sessions. Why do you think this is the case in our country?

Because, one, it is not a one-hit therapy wonder drug and two, books and reading are hard to sell. We see books as textbooks and our view of literature is for perfunction and cognition. Not as tools to nourish the soul. We need a lot of growing up to do as far as books and reading are concerned.

Also, it needs more study and research as a therapy tool.

12. Does bibliotherapy require a center in which it is to be held?

No, it does not.

13. In what ways can bibliotherapy be incorporated in the general classroom? Special education?

Storytelling is one strategy for bibliotherapy to happen in the classroom.

14. How is storytelling/shared stores/directed or guided reading related to bibliotherapy? What are their similarities and differences?

Storytelling is the opening for engagement to a formal bibliotherapy session. It is presenting the material. In reading, there is always the pre-reading, during reading and post reading framework. This can be used to support or in integration with the different stages of bibliotherapy (see PPT)

15. Where do you see the future of bibliotherapy in the Philippines?

It needs to be practiced, documented and researched on - to grow it and further develop its science and craft.

Interview on Bibliotherapy for Special Eductaion 2 of 3

Here is part 2 of the Bibliotherapy interview of Ms. Ardeth Aquino.

6. What are the steps in implementing bibliotherapy?

You may refer to the ppt I sent you for the stages and steps in a bibliotherapy session.

7. What assessment skills and tools do you use in bibliotherapy for clients? How is progress evaluated?

For developmental bibliotherapy, the assessment is very authentic. Students who go to the library often want to read for two reasons: they need academic support and they need to unwind. Meeting students needs for academic support can be met through a reference query process. It is the “unwinding” needs that is more exciting since the inquiry can begin with generic questions to personal ones.

In cases like these, students would ask for books that are light and easy to read. I move on asking them what they have read from the library so far. If they say a title or two, I ask them if they liked it or not, then I suggest or recommend similar titles. I also have a list of book reviews ready for further recommendation. The reviews were done by students. When readers looking for books to read learn that the book review was done by a friend, a classmate or a school mate, they become more interested in reading it. There is a social aspect to reading. I think this is the success generated by Goodreads.com.

Assessment for developmental bibliotherapy can be done with the help of the school guidance counselor. For example, in the school where I work, we have recent concerns on bullying. The guidance counselor conducted individual intervention as well as a group processing of the issue at hand. This is an opportunity to support the counselor’s efforts in conflict resolution through bibliotherapy. So, bibliotherapy here is not a method used in isolation. What I am doing right now is selecting books and reading materials on conflict resolution to further enrich the counselor’s approach in assisting our students develop a coping mechanism to solve personal problems. The list contain that books range from individual titles on personal, self-help and fiction books. The guidance counselor will make use of this list to recommend books for a student to read or for a group counseling session. A similar approach and strategy can be done with classroom teachers.

Clinical bibliotherapy by medical health practitioners is focused more on mental and psychological therapy and requires a different set of asessment tools.

8. What types of activities would you use with a particular population?

The activity would depend on the developmental need of an individual or a group. But, the principle of mirroring or catharsis is the basis of any activity for a bibliotherapy session. It is important to know the profile of different age groups, their learning modalities and context. Reading ability is also a factor.

For children, reading aloud can be done. For more independent readers, they can read on their own pace and time allotted for the session.

9. How are the families, and significant others involved in the assessment process and intervention?

Interviews with family members and friends may help to establish content. They can also be included in special meetings or counseling sessions.

10. What is the biggest challenge in facilitating bibliotherapy?

Tracking and documentation of readers’ progress. Bibliotherapists also need a wide array of resources, other than books, movies and songs can be used for sessions, but our library system in the PH is very poor and such resources are expensive to keep and manage.

Interview on Bibliotherapy for Special Education

UP Special Education graduate student, Ms. Ardeth Marcelino, sent me questions on Bibliotherapy. This is for a research she and her group mates are working on. They are looking at Adjunct Therapy for use in teaching students with special needs. Bibliotherapy is an identified method.

I am posting the first part of three installments of questions in the blog.   

1. How long have you been in this field? Why did you pick bibliotherapy as your field of interest?

I am a school librarian, so my interest in bibliotherapy came from an aspect of my work with children, books and reading. Reading guidance is a school library service that is akin to bibliotherapy. Storytelling programs are gateways in which bibliotherapy can funnel through.  Libraries that serve children and young people must have a storytelling program and reading guidance services in place because, such a program and services foster the development of literacy, well-being and overall life skills.

I started out as a preschool librarian in 1995.

As a school librarian, my work is not only the organization of intellectual structures and information systems for easy, efficient and quick access. Part of my job is the recommendation of books and resources that address the different needs, interest and skills of learners. I work with teachers to support student learning and often, I engage in professional conversations and teaching practices with them that help them choose, select and evaluate books and resources suitable for their students. I touch base with parents and community resources to further enrich the library’s programs and services.

Thus, bibliotherapy is part and parcel of my job.

2. What are the goals and objectives of bibliotherapy?

Bibliotherapy involves the use of books and/or the written word to address a personal problem. It is the assistance given to young people who are going through issues in life by prescribing books and reading materials (Crothers, 1916). The ancient library in Thebes had an inscription that the library is a healing place for the soul. So, bibliotherapy is not a new thing.

There are two kinds of bibliotherapy: developmental and clinical (Brewster, 2008).

Developmental bibliotherapy is the use of books and reading materials in schools and libraries to promote self-knowledge, personal growth and a sense of accomplishment in a particular stage in life. Clinical bibliotherapy is used by doctors and medical practitioners with persons who have emotional and behavioral problems.

3. What is the theoretical framework in which bibliotherapy is anchored on?

In Reading Education, one framework for developmental bibliotherapy is the reader’s response strategy in which readers react or respond to the text they have read. The teacher or librarian uses a set of questions that show a reflection or insight to the character or event in the story. In pastoral care, the process of priming, engagement with the text, reflection and action is the framework.

I think this question can also be referred to in my answer in Q1 where in the concepts of reading guidance and storytelling are basis for bibliotherapy to happen and take place.

In literature, the concept that “literature mirrors life” is another framework for bibliotherapy. Psychology and Philosophy has something to say about the way we see ourselves in the materials that we read, but I suppose, that is a research that you and I can further look into, after all, we are both interested in the topic :-)

4. How can one be qualified to facilitate bibliotherapy?

Know your reader. Know what reading materials are appropriate for him/her. Read a lot. Match and classify reading materials developmentally according to the needs of the readers. Be real, sincere and honest. EMPATHIZE.

You need to be stable and healthy in body, mind and spirit before conducting a developmental bibliotherapy session.

Medical practitioners and guidance counsellors would have a set of requirements for clinical bibliotherapy.

5. What does a therapist need to prepare prior to facilitating bibliotherapy?

A knowledge of the reader. Books to read by and with the reader. A set questions and activities that follow this process: priming, engagement, reflection and action.

Check this link for more information on bibliotherapy - http://lovealibrarian.blogspot.com/2016/10/bibliotherapy-101.html

Bibliotherapy 101

A new presentation on Bibliotherapy which I designed from two previous PPTs. It was made by Darrel Marco and we presented the PPT and conducted the workshop at the Quezon City Public Library, 2016. 

Bibliotherapy101_2016 from Zarah Gagatiga

The 2016 NCBA Winners and Developmental Reading Stages

What's amazing about the 2016 NCBA Winners this year is that, the six titles can be categorized and classified according to reading stages per study and paradigm of Jean Chall (1983).

For emergent literacy, age 0-6:Dumaan si Butiki by Gigi Concepcion, illustrated by Ray Sunga (Adarna House, 2015)Haluhalo by Eli Camacho (Adarna House, 2015) 

For beginning readers, age 7-9:Mang Andoy's Signs by Mailin Paterno Locsin, illustrated by Isabel Roxas (Tahanan, 2015)Salusalo Para Kay Kuya by Ergoe Tinio, illustrated by JC Galang (Adarna House, 2015)

For middle grades, age 9-12:Supremo by Xi Zuq, illustrated by Al Estrella (Adarna House, 2015)

For Young Adult readers, age 13-18:Janus Silang at ang Tiyanak ng Tabon by Edgar Calabia Samar (Adarna House, 2014)

Librarians can, of course, catalog these books by subject and topics. But, as a school librarian, I take a look at the reader and his/her ability to read. What is a subject or a topic, if the reader can't read?

Congratulations to the winners! 

It is my hope that these books will find a home in the shelves of families, schools, even colleges and universities offering LIS, EDUC and Arts and Letters, public and community libraries servicing children and young adults, NGOs and foundations pursuing child development and literacy, government agencies and pediatric clinics.

Let the children read!

This list was posted on my FB Timeline a few days after the National Children's Book Day celebration held at the Cultural Center of the Philippines. My intent is to help school librarians meet their readers where they are at, in experience, in context and in their ability to read. This list is helpful in collection development, in the rendering of reader's services and in planning reading guidance programs for young readers.

Teachers of reading will approach the classification of books differently. They look at the text and how comprehensible it is for young readers. They teach readers how to read with confidence and skill. Librarians support teachers by enriching the reading experience and lending necessary assistance for readers to develop a genuine love for reading.

Dear Librarian: On Bibliotherapy

Kevin Dhale dela Cruz, a LIS student from UP Diliman sent questions regarding Bibliotherapy. I answered them and sent him links on Bibliotherapy published in the blog.

What is the history of bibliotherapy in your area or in your institution?

The school is pretty new, just three years old, as well as the library. We've only started with a Bibliotherapy collection this school year.

How long has your institution been offering bibliotherapy? (if applicable)

The library is starting with a bibliotherapy collection. The guidance counselor has not used the collection yet. There are no sessions yet for bibliotehrapy in the library.

How long have you been in this field?

I have been a school librarian for nearly two decades already. I started bibliotehrapy, formally in 2009.

What kinds of patron avails your services?

High school students. Guidance Counselors. Teachers.

What are the schedules and the intervals of the sessions for bibliotherapy?

NA

Is there a fee for your services? If yes, how much?

          
            NA

What are the processes involved in conducting bibliotherapy?

Bibliotherapy is developmental and clinical. Developmental bibliotherapy can be done side by side with Reading Guidance. This should also be in collaboration with guidance counselors. Begin by identifying a need or a problem of the child. A book or books are recommended for reading. When the child engages in the text, the guidance counselor receives responses from the reading experience. If mirroring happens, then it is a sign that the techniques made an impact.

Two important things to see in a bibliotherapy process: catharsis (mirroring) and response that is proactive.

What kind/s of librarian/s can practice bibliotherapy?

Librarians who are interested in readers services and user centered programs are the better ones to practice bibliotherapy.

What are the advantages of being a bibliotherapist? Are there also disadvantages? If yes, what are those?

The advantages are: knowing the reader and what book he/she finds helpful; the image of a librarian doing bibliothsrapy conveys a caring and compassionate professional; use of books and literature is authenticated. The disadvantage is, no concrete measure or statistical data can prove that a bibliotehrapy session is successful. As therapy, bibliotherapy is just one way to heal or solve problems.

What other institutions can you recommend that offer bibliotherapy?

Counseling centers may use bibliotherapy, but I do not know of any. You may wish to contact Eric Ramos for he has done bibliotherapy in the college level. San Beda Grade School and High School libraries have bibliotehrapy collection, as well as Miriam College.

For those interested in Bibliotherapy, here are links to my blog posts on the topic:

bibliotherapy

-powerpoint-slides.html">Bibliotherapy Powerpoint

PAARL Bibliotherapy
bibliotherapy-collection.html