Final Alcance Lis524

Document Code: DCAVRKMI-F-GRFR
MANUEL S. ENVERGA UNIVERSITY FOUNDATION

Lucena City
Document Title: Graduate Research Final Report
An Autonomous University Page No.: Page 1 of 112
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DR. CESAR A. VILLARIBA RESEARCH AND Effectivity Date: January 2018
KNOWLEDGE MANAGEMENT INSTITUTE Prepared by: DCAVRKMI
Reviewed by: QMR
QUALITY FORM Approved by: President
Bibliotherapy: the reading remedy practices of ASEAN libraries.
A Research Paper Presented to the Faculty of
Institute of Graduate Studies and Research
Manuel S. Enverga University Foundation, Lucena City
In Partial Fulfillment of the Requirements
for LIS524 – Seminar in Global Librarianship
by
Khristine Vera V. Alcance
May 2020
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Approval Sheet
This Research entitled:
BIBLIOTHERAPY: THE READING REMEDY PRACTICES

OF ASEAN LIBRARIES
Prepared and submitted by Miss Khristine Vera V. Alcance in partial fulfillment of

the LIS 524 – Seminar in Global Librarianship requirements for the degree of
Master in Library and Information Science has been examined and recommended
for acceptance and approved for paper presentation as the final examination.
Dr. Augusta Rosario A. Villamater

Adviser
Accepted in partial fulfillment on the requirements for LIS 524 – Seminar in

Global Librarianship the degree of Master in Library and Information Science.
Approved by the Panel of Reactors with a grade of ____ on May __, 2020.
Myrna M. Casipit, MLIS, RL Aisa G. Zeta, MLIS, RL

Member Member
Augusta Rosario A. Villamater, Ed. D, RL

Chairperson
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Table of Contents
Page
Title Page 1
Approval Sheet 2
Table of Contents 3
List of Figures and Tables 5
Acknowledgment 6
1. Abstract 7
2. Background 8
a. Rationale of the Research 9
b. Purpose of the Research 14
c. Theoretical Framework 15
d. Literature Survey 18
e. Significance of the Research 41
f. Statement of Desired Outcomes 42
g. Target Beneficiaries of Research Results 43
h. Definition of Terms 43
j. Scope and Limitation of the Study 47
3. Description of Method or Approach 47
a. Research Design/Research Instrument/Data Gathering Procedures 47

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b. Respondents/Units of Analysis/Subjects of the Study 50
c. Sampling Design and Procedures 50
d. Research Locale/Study Site 51
e. Assumptions or Hypothesis 51
f. Data Analysis Plan 52
g. Research Paradigm 54
4. Results and Discussion 55
5. Conclusions 75
6. Recommendations 76
7. References 78
8. Major Final Output 88
Appendices 89
A - Informed Consent Form 89
B - Curriculum Vitae of the Researcher 95
C – Final Output 99
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List of Figures
Figure Title Page
1 The research paradigm of “Bibliotherapy: the Reading 54

Remedy Practices of ASEAN Libraries”
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List of Tables
Table Title Page
1 The Type of Library Material as Characteristics of 56

Bibliotherapy as the Reading Remedy Practices
of ASEAN Libraries
2 The Type of Clientele as Characteristics of 57

of ASEAN Libraries
3 The Type of Counselling Approach as Characteristics of 59

of ASEAN Libraries
4 The Type of Intervention as Characteristics of 60

of ASEAN Libraries
5 The Bibliotherapeutic Work as Characteristics of 61

of ASEAN Libraries
6 The Reasons of Bibliotherapy as the Reading Remedy 63

Practices of ASEAN Libraries
7 The Things that Facilitators do to Bibliotherapy 67

as the Reading Remedy Practices of ASEAN Libraries
8 The Benefits of Bibliotherapy as the Reading Remedy 71

Practices of ASEAN Libraries
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Acknowledgments
The researcher would like to express her sincere appreciation and colossal gratitude
to everyone who extended their help, support and encouragement towards this research
possible.
My adviser, Dr. Augusta Rosario A. Villamater for the continuous support,
patience, motivation, enthusiasm, and immense knowledge. Her guidance helped me in all
the time of research and writing of this thesis. I could not have imagined having a better
adviser and mentor for this study.
To Miss Audrey Anday and Miss Zarah Gagatiga, for the support and time to
provide and give necessary thoughts, information and resources to accomplish this study.
To MLIS friends and batchmates, for the inspiration and admiration to all
because of our togetherness through the good times and bad times for the laughter and best
moments to be treasured forever. You are the best.
Last but not the least, I would like to thank my family: Daddy Digo, Mommy Fe,
Kuya Aris, Ate Krislyn, Ian and my byeb Jeffrey for being my motivators, inspiration
and support all the way financially, physically, emotionally, intellectually and spiritually I
really felt your care and unconditional love throughout the completion of this research
thank you so much.
Special mention to my one and only baby, Bimby my loves, thank you for being
my maintenance you know you’re my stress reliever and happy pill!! You’re the best!
And the greatest of all, the ultimate savior of my life, Lord God Almighty. Thank
you for everything! My gratitude for the wonderful people that I met serves as your
blessing. Thank you for the strength, courage, wisdom and your will power being with me
always in my heart.
Thank you, Lord, for everything.
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I. Research Title: Bibliotherapy: the reading remedy practices in ASEAN libraries.
II. Name of Researcher: : Khristine Vera V. Alcance
Degree : Master of Library and Information Science
Specialization : Library Science
Researcher's Contact Details : 09236611912
Name of Research Adviser : Dr. Augusta Rosario A. Villamater
1. Abstract of the proposal
Bibliotherapy is a concept that involves the use of books to help children
cope with their life. It has been widely recognized as an approach that helping
librarians to better address emotional, behavioral and social concerns. The
purpose of this study is to provide information with sources of evidence in the
practices of bibliotherapy as a reading remedy in ASEAN libraries.
Bibliotherapeutic work also includes working more closely with people and fiction
books to impact on people's lives and help them find both pleasure in reading,
and release from mental illness. This can be viewed as a service that libraries
provide not anyway their reader development work and engaging people with
fiction and poetry to provide enjoyment, makes, from anecdotal evidence, a
contribution to people's mental health and wellbeing as a love of literature. This is
a qualitative research that used the approach of document or content analysis.
This begins with the collection of the literatures and other studies related to
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“Bibliotherapy”. The researcher examined and analyzed through reading and
understanding. The reading remedy practices of bibliotherapy in ASEAN libraries
most used type of reading material was the fiction books; clienteles were most
student and children; individual approach was more preferred for the
bibliotherapeutic work that address the emotional problems readers facilitated by
the librarians with the aid and help of the counselors, educator and parents
properly assist the needs to give empathy and understanding to address the ills
of their lives. Each book must be review by the panels more research needs to
be conducted to improve the emphasis of literature for coping up and healing;
pursuing training explore online classes and training sessions for helping
professionals; to assess individuals for their abilities to comprehend, respond,
and interact.
Keywords: bibliotherapy, library services, counseling, guidance, motivation
2. Background
a. Rationale of the Research
No one choose to feel unease, simple things will turn out to be the root of
getting triggered easily that indicates the difficulty of handling struggles,
challenges, unwanted situations that usually begin to physical problem and lead to
emotional problem.
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Across the global world, the researcher found out that the mental health is
quite to be a global problem in regard with the difference circumstances and
struggles as experienced by every individual. Failure to accept the reality,
contentment and faith to believe is lacking and end up to take their own life. This
global challenge needs to be address to save lives. The researcher obtain to make
contribution by means of this certain approach done to help people cope up with
this dilemma it is through the use of reading literature a reading remedy called as
“Bibliotherapy” an existing process which is a therapeutic adjuncts to treat personal
problems provide solutions through the use of literature and to treat the mental and
emotional aspect by means of silent dialogue that directs and individual for closure.
Children today are citizens of tomorrow as they are the key players in the
development of knowledge societies. They need to be coached and educated
to become part of a literate and an intelligent nation. As to fulfill the needs of
our children it is important to monitor their development especially in this new
era of digital and borderless environment. Children will go through different
types of experiences and challenges as they grow. Bibliotherapy is a concept
that involves the use of books to help children cope with their life. (Noordin,
2017).
Reading can be much more than entertainment. Through reading, we
know we are not alone in our struggles, we empathize, we reflect on our own
situations, we vicariously grieve and can experience a catharsis, and

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sometimes we can begin to craft a new course of action. People in books make
the same mistakes we do, laugh at the same crazy situations, they share our
struggles, and usually they learn and grow. (Welzen, 2019).
Have you heard of bibliotherapy? It’s the idea that reading books can help
us understand and process our issues, and some mental health professionals
even use this technique with their clients. (Welzen, 2019).
According to Dr. Liz Brewster, a bibliotherapy researcher and lecturer at
Lancaster Medical School in Lancaster, England, bibliotherapy can help people
understand, process and consider difficult emotions.
“When they recognize their thoughts and emotions in a work of fiction, or in a
self-help book, it can help people to feel less alone,” says Brewster. (Fraga, 2018).
I worked my way through the books on the list over the next couple of years, at
my own pace interspersed with my own “discoveries” and while I am fortunate enough
to have my ability to withstand terrible grief untested, thus far, some of the insights I
gleaned from these books helped me through something entirely different, when, over
several months, I endured acute physical pain.
The insights themselves are still nebulous, as learning gained through
reading fiction often is but therein lies its power. In a secular age, I suspect that
reading fiction is one of the few remaining paths to transcendence, that elusive
state in which the distance between the self and the universe shrinks. Reading
fiction makes me lose all sense of self, but at the same time makes me feel
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most uniquely myself. As Woolf, the most fervent of readers, wrote, a book
“splits us into two parts as we read,” for “the state of reading consists in the
complete elimination of the ego,” while promising “perpetual union” with another
mind. (Dovey, 2015).
Bibliotherapy is an umbrella term for related ideas for using books to help
people with mental and physical health problems. The beginnings of
bibliotherapeutic work are examined, and developments involving public
libraries in the UK reviewed. It is concluded that the infrastructure of
bibliotherapy schemes is already present in the day to day operation of a public
library service, and that most depressed people may benefit from
bibliotherapeutic interaction. From 2007 research project three subsections of
bibliotherapeutic practice emerged. These are self-help bibliotherapy, creative
bibliotherapy and informal bibliotherapy. (Liz, 2008).
Bibliotherapy is a diverse concept, but one relevant to the aims and
objectives of librarianship in the 21st century. The basic premise of
bibliotherapeutic work is to provide health information and support using books.
At the moment the focus of this endeavour is to supply this information for
people with mental health difficulties like depression and anxiety.
Bibliotherapy is a very broad term for the ancient practice of encouraging
reading for therapeutic effect.

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Bagster explains. “A book may be a stimulant or a sedative or an irritant or a
soporific. The point is that it must do something to you, and you ought to know what it
is. A book may be of the nature of a soothing syrup or it may be of the nature of a
mustard plaster.”
To a middle-aged client with “opinions partially ossified,” Bagster gives the
following prescription: “You must read more novels. Not pleasant stories that make you
forget yourself. They must be searching, drastic, stinging, relentless novels.” (George
Bernard Shaw is at the top of the list.)
Bagster is finally called away to deal with a patient who has “taken an overdose
of war literature,” leaving the author to think about the books that “put new life into us
and then set the life pulse strong but slow.”
Today, bibliotherapy takes many different forms, from literature
courses run for prison inmates to reading circles for elderly people
suffering from dementia. Sometimes it can simply mean one-on-one or
group sessions for “lapsed” readers who want to find their way back to an
enjoyment of books. Berthoud and her longtime friend and fellow
bibliotherapist Susan Elderkin mostly practice “affective” bibliotherapy,
advocating the restorative power of reading fiction. As their friendship
developed, they began prescribing novels to cure each other’s ailments,
such as a broken heart or career uncertainty.

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“When Suse was having a crisis about her profession she wanted to be
a writer, but was wondering if she could cope with the inevitable rejection, I
gave her Don Marquis’s ‘Archy and Mehitabel’ poems,”
Berthoud told me. “If Archy the cockroach could be so dedicated to his
art as to jump on the typewriter keys in order to write his free-verse poems
every night, then surely she should be prepared to suffer for her art, too.”
Years later, Elderkin gave Berthoud,who wanted to figure out how to
balance being a painter and a mother, Patrick Gale’s novel “Notes from an
Exhibition,” about a successful but troubled female artist.(Dovey, 2015).
b. Purpose of the Research
The main purpose of the study is to provide information with sources of
evidence in the practices of the bibliotherapy as a reading remedy in ASEAN
Libraries.
Specifically, about the following:
1. What are the characteristics of reading remedy practices in ASEAN
libraries in terms of?
1.1 Type of library materials
1.2 Type of clienteles
1.3 Type of counselling approach

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1.4 Type of intervention
1.5 Type of bibliotherapeutic work
2. What are the reasons of using bibliotherapy as a reading remedy practices
in ASEAN libraries?
3. What does the facilitator do in bibliotherapy as a reading remedy practices
in ASEAN libraries?
4. What are the benefits of using bibliotherapy as the reading remedy
practices in ASEAN libraries?
c. Theoretical Framework
The Framework Method for the management and analysis of qualitative
data has been used since the 1980s.The method originated in large-scale
social policy research but is becoming an increasingly popular approach in
medical and health research; however, there is some confusion about its
potential application and limitations. In this article we discuss when it is
appropriate to use the Framework Method and how it compares to other
qualitative analysis methods. In particular, we explore how it can be used in
multi-disciplinary health research teams. Multi-disciplinary and mixed methods
studies are becoming increasingly commonplace in applied health research. As
well as disciplines familiar with qualitative research, such as nursing,
psychology and sociology, teams often include epidemiologists, health

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economists, management scientists and others. Furthermore, applied health
research often has clinical representation and, increasingly, patient and public
involvement. We argue that while leadership is undoubtedly required from an
experienced qualitative methodologist, non-specialists from the wider team can
and should be involved in the analysis process. We then present a step-by-step
guide to the application of the Framework Method, which is used to organize
and manage research through the process of summarizing the document which
will be sorted in accordance to a framework that will combine the approach to
analysis. Illustrated using a worked from a published study to illustrate the main
stages of the process. Technical terms are included in the glossary. Finally,
discuss the strengths and limitations of the approach. (Gale, 2013).
Maslow’s Hierarchy of Human Needs
Bibliotherapy can help human achieve self-actualization by assisting
issues dealing with safety, love and belonging, and esteem.
The hierarchy is made up of five levels: (1.) Physiological – these needs
must be met in order for a person to survive, such as food, water, and shelter;
(2.) Safety – including personal and financial security and health and wellbeing;
(3.) Love/belonging – the need for friendships, relationships and family; (4.)
Esteem – the need to feel confident and be respected by others; (5.) Self-
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actualization – the desire to achieve everything you possibly can and become the
most that you can be.
Literature can be shared with people dealing with concerns about safety,
homelessness, love, and belonging, bullying or family dynamics; or about self-
esteem which can bring the best that one can be.
Hertzberg’s Two-Factor Theory
Hertzberg's two-factor theory is; motivator factors – simply put, these are
factors that lead to satisfaction and motivate employees to work harder; and
hygiene factors. These factors can lead to dissatisfaction and a lack of motivation
if they are absent. According to Herzberg's findings, while motivator and hygiene
factors both influenced motivations, they appeared to work completely
independently of each other.
Experiential Reader Response theories, during the reading process,
readers become emotionally involved construct alternative worlds and
conceptualize characters, events & settings, and create visual images, connect
the text with their own experiences, and evaluate their own experiences against
what happens in the texts (Beach, 1993). Readers interact with texts, becoming
part of the intellectual and emotional process as each story unfolds.

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d. Literature Survey
Bibliotherapy
“Bibliotherapy,” an initiative which recognizes the inherent quality of
literature not only as a source of enjoyment and entertainment, but as materials
that promote well-being. Book-reading has been found to offer therapeutic
benefits which can result to developing self-confidence, increasing intellectual
capacity, as well as building healthier interpersonal relations. (CPU, 2018)
Bibliotherapy is more of a general concept than a single, rigorously
defined therapeutic method. As in the final example cited above, bibliotherapy
can sometimes be as simple as “prescribing books” that is, telling a student,
client, or patient to read a particular book that you believe will help them. More
often, bibliotherapy is facilitated through interaction with a helper or guide, either
one-on-one, as in a counseling situation, or in a group of people who are dealing
with similar issues and reading and responding to a text together. Most people in
the field agree that the process works through the familiar therapeutic stages of
identification, catharsis, and insight. In the first stage, the reader forms an
affiliation with a character or characters in the text, identifying with their problems
and goals. Catharsis comes about as the reader follows the characters through
the text, experiencing from a safer, once-removed position their emotions,
struggles, and hopes as they work toward the eventual resolution. Insight is the
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conscious recognition of similarities between the characters or situations in the
text and the reader’s own characteristics and circumstances, and the subsequent
decision to apply ideas or lessons from the text to the reader’s own thoughts and
actions. (Schwanenflugel & Knapp, 2019).
Eisenman (2016) identifies four stages of bibliotherapy: Identification,
catharsis, insight and universalization. The first one corresponds to a student
identifying himself or herself to the text that they are reading. The second stage,
catharsis, focuses on a “release” of emotions after following a character. The
“insight” stage is more of a “connection” between the text and the reader. Finally,
universalization is the stage in which the reader realizes that people around the
world have similar problems.
Good books will delight, motivate and heal children. It can also lead them
to a meaningful life, full of positivity and appreciation towards their families,
friends and society. Therefore, it is strongly believed that a good selection of
children’s literature can give a positive impact towards the bibliotherapy
program. (Aziz, 2019).
In order to proper gain the library’s positive perception in the eyes of
communities, an approach to children's program and child development should
be adopted more aggressive as it will inspire children at an early age by the
excitement of finding knowledge and by works of the imagination, they are likely
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to benefit from these vital elements of personal development throughout their
lives, both enriching themselves and enhancing their contribution to society.
Libraries can take an opportunity to use bibliotherapy as a way to connect
books with experiences in their own lives and use events in the stories to learn
approaches for handling problems. Beside that children can encourage parents
and other adults to make use of the library. It is also important that young
people who experience difficulty in learning to read should have access to a
library to provide them with the appropriate material. (Engku Chik et al, 2014)
development of knowledge societies. As to fulfill the needs of our children it is
important to monitor their development especially in this new era of digital and
borderless environment. Children will go through different types of experiences
and challenges as they grow. Bibliotherapy is a concept that involves the use of
books to help children cope with their life. Bibliotherapy is no longer a strange
method or practices in library service, especially libraries in hospitals.
Bibliotherapy has been widely recognized as an approach that helping
librarians to better address emotional, behavioral and social concerns. Hence,
the role of a library will be more visible and significant with bibliotherapeutic
schemes rather than the traditional perceptions of librarians being the
custodians of information/books. (Noordin, Huisana & Shuhidan, 2017)

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Sneha Rawlani and Apurupa Vatsalya knew each other for only three days
before they decided to come together and start Bibliotherapy, a book club
named after the therapeutic practice of using books as part of treatment for
psychological disorders. Both having previously been initiated into the worlds of
mental health and therapy, found a commonality in their shared love for books
and longing for a non-judgemental space conducive to mental health. Rawlani,
a counsellor on her way to becoming a therapist, realising that professional
help is not easily accessible to everyone, was thinking of a book club centred
around mental health when she met Vatsalya, a sex educator and trainer, who
was reflecting on the power of reading as a self-help tool. “We wanted to create
a means to facilitate self-help but with the added support of a group of peers, to
which we could bring our personal and professional experience”, the duo tell
Firstpost over email, adding: “We think reading and writing can inherently be
therapeutic – words can be an escape, they can be soothing and healing, they
can help articulate abstract things that don’t make sense (and more!).”
(Agrawal, 2020).
Fiction, with its vast array of human experience, is a resource we would be
foolish to ignore when we are struggling in our lives: whatever we're going
through, someone in the pages of a novel has been there, too. Bring libraries
back to our high streets and bring bibliotherapists to the fore and let them show
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people how books can expand and change their lives. (Berthoud & Elderkin,
2013)
I think nearly every book a child picks up or is read has some degree of
therapeutic value that should not be dismissed or categorised into 'one of those
books' compartments. Not all books that can help a child recognise themselves,
their place and worth in this world or of that of others around them is a dry,
didactic dinosaur of self-help and nor should they be. Picture books have the
potential to unleash the possibilities of increasing mental and emotional
resilience, social understanding and tolerance and an improved sense of self-
esteem in a way few other forms of entertainment can. That is why I love them
so unconditionally and urge you to discover their magic for yourselves. Picture
books offer a beautiful, artistic, non-judgemental, universal platform from which
children can explore and use to safely jump from into further discussion about a
range of topics considered too taboo, sensitive and heavy. One thing I
emphasised at the outset of our conversation was that throughout the
conference I noticed how we termed such topics as death, divorce, grief,
depression, adolescence and sexual identification as 'taboo' subjects. From my
session onwards, I encouraged participants to think of such topics no longer as
'too hot to handle in kids' books' subjects but rather as 'normal' subjects
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because that is actually what they are; things that happen to kids everyday or to
those they know around them. (Powell, 2017).
In the past decade, interest has revived in character education, a facet of
American education from the earliest days of the nation’s history. Bibliotherapy,
the process of reading books with a therapeutic intent, is an effective means to
implement character education within the curriculum. Bibliotherapy is a child-
friendly and noninvasive technique that can be used in various groupings,
settings, and ability levels. Book selection, active dialogue, and follow-up
activities are critical elements in the successful classroom implementation of a
bibliotherapy lesson. (Parker, 2020)
A broad study of 100 teachers and about 750 learners, and an in-depth
study in 20 classes, revealed the interplay between the official language and
language-in-education policy and the country's complex multilingual setting in
adult literacy education. Tetum was the target language in literacy programmes,
but the (broad) study found no clear differences in beginning literacy skills (the
reading and writing of words) between learners with and without proficiency in
Tetum. The studies revealed the strong position of Tetum and the educational
importance of regional languages, and both findings are mirrored in more
recent versions of the language-in-education policy. The studies also revealed
the more limited occurrence of Portuguese in both teachers' and learners'

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language proficiency and day-to-day use, as well as in adult literacy education.
(Boon, 2015).
McIntyre (2018), the student is believed to receive the benefits of
bibliotherapy by passing through three stages:
Identification - the youngster identifies with a book character and events in
the story, either real or fictitious. Sometimes it is best to have a character of
similar age to the youngster who faces similar events. At other times, cartoon
characters and stories are best.
Catharsis - the youngster becomes emotionally involved in the story and is
able to release pent-up emotions under safe conditions (often through
discussion or art work); and
Insight - the youngster, after catharsis (with the help of the teacher),
becomes aware that his/her problems might also be addressed or solved.
Possible solutions to the book character's and one's own personal problems
are identified.
Bibliotherapy can be conducted with individuals or groups. In individual
bibliotherapy, literature is assigned to a student for a specific need. The student
may read the material or the literature may be read to him/her. The activities
that follow the reading are also conducted individually with the student. S/he
discusses the literature with a teacher, writes a report, talks into the tape
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recorder, or expresses his/her reaction artistically. Through this process s/he is
able to unblock emotions and relieve emotional pressures. Additionally, by
examination and analysis of moral values and the stimulation of critical thinking,
s/he develops self-awareness, an enhanced self-concept and improved
personal and social judgment. This outcome should result in improved
behavior, an ability to handle and understand important life issues, and
increased empathy, tolerance, respect and acceptance of others...all through
identification with an appropriate literary model. In use with groups, students
read literature orally or listen while the adult reads to them. Group discussion
and activities follow. Youngsters become aware that they are not alone in their
feelings and that perceived problems are shared by others.
Self-help has an important role in helping people with depression. The aim
of this study was to assess if a favorable relationship existed between
resilience, depression and psychological distress in participants with
depression who receive bibliotherapy in comparison with a control group. A
randomized controlled trial was conducted with 56 participants with moderate
depression. The intervention group received the self-help manual, whereas the
control group received standard care. The findings showed a positive
relationship between higher levels of resilience and lower levels of depression
and psychological distress in the intervention group only, between baseline and
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posttest. The findings provide preliminary evidence supporting the use of
bibliotherapy for individuals with depression in Thailand. Bibliotherapy can be
incorporated easily into mental health nurses and other clinicians' work in
promoting recovery in people with depression in the community. (Songprakun,
Wallapa, MacCann, 2014)
Literary experts are always ready to help existential problems. Intuitively,
you know that books are good for the soul. But what if the notion was taken one
step further, where books could be used to address the ills of your life? Well, it
has – and it's called bibliotherapy. The process involves a detailed inquiry about
what ails you, followed by the delivery of a literary “prescription”. Obviously, it’s
not a substitute for a medical advice, but books can put things in perspective.
Whatever’s going on in your life, you can bet someone’s written about it.
There’s a number of reasons people book a bibliotherapy session.
Dissatisfaction at work, grief and loneliness are big ones. Sometimes though,
people just want to be inspired by reading again, or take a different reading
direction, or have a need to feel a sense of adventure. Sometimes the issues
are heavy, but my training and background in genetic counselling helps me to
keep the session contained. (Tsakalakis, 2018)
We are living in an age when the concepts of treatment, care, and
rehabilitation of people are based upon the idea of a team working together
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with one goal, the cure of the people. The primary function of the librarian on
the therapy team, as in other areas of library service, is based upon cognizance
of the needs of the community and of the individual reader and upon knowledge
of books available to meet those needs. In carrying out the functions of
bibliotherapy, the librarian in consultation with the medical staff and as part of
the total medical program, stimulates and develops reading interests. The
librarian recommends and provides reading materials as well. The responsibility
for establishing bibliotherapy as an accepted, vital part of treatment of the
affected obviously rests squarely with librarians themselves. If we really believe
what we say we do about the beneficial effects of bibliotherapy, then we must
make sure that bibliotherapy service is generally available. Its effectiveness, its
economy, its very attractiveness must be demonstrated widely if it is to gain the
recognition and acceptance of administrators and of the medical and allied
professionals. The librarian needs to know the purposes and objectives of other
professional groups such as nurses, social workers, occupational therapists,
psychologists, psychiatrists, and others-whose work is integrated into the
overall plan of treatment. (Arulanantham & Navaneethakrishnan, 2013).
Bibliotherapy can also expedite and intensify the therapeutic process by
providing one potential format for therapeutic work outside of session. The
approach may be incorporated in one or more of the following ways:

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Prescriptive bibliotherapy, which is also referred to as self-help, involves
the use of specific reading materials and workbooks to address a variety of
mental health concerns. Self-help may be conducted with or without the
guidance of a therapist;
Books on Prescription is a program where reading materials targeting
specific mental health needs are "prescribed" by mental health professionals,
who might use resources to find the appropriate books;
Creative bibliotherapy utilizes imaginative literature novels, short stories,
poetry, plays, and biographies to improve psychological well-being. Through the
incorporation of carefully selected literary works, therapists can often guide
people in treatment on a journey of self-discovery. This method is most
beneficial when people are able to identify with a character, experience an
emotional catharsis as a result of this identification, and then gain insight about
their own life experiences. (Good Therapy, 2016);
Developmental bibliotherapy is used in educational venues and helps
support students with characteristic childhood and adolescent issues, such as
puberty, bodily tasks, and general development. Parents can also use this type
of bibliotherapy to assist in explaining these developmental stages at home.
Cognitive bibliotherapy is a potential alternative or adjunct to
psychotherapy for mildly depressed adults.

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In clinical bibliotherapy and bibliocounseling, skilled practitioners use
therapeutic methods to help individuals experiencing serious emotional
problems. (Thomas, 2020)
can sometimes be as simple as “prescribing books” that is, telling a student,
often, bibliotherapy is facilitated through interaction with a helper or guide,
either one-on-one, as in a counseling situation, or in a group of people who are
dealing with similar issues and reading and responding to a text together. One
can even practice bibliotherapy on oneself, as we suspect many avid readers
do, returning to favorite books that they know will lift their spirits when life looks
generally grey, or, more urgently, seeking written advice or inspiration to help
them face significant life challenges, such as a cancer diagnosis or the loss of a
loved one. A bibliotherapist must be the librarian, but bibliotherapy can also be
successfully facilitated by many other helping professionals, including doctors,
psychologists, social workers, school counselors, teachers, and community
workers. (Schwanenflugel & Knapp, 2019).
Bibliotherapy is a good choice, books are available on a wide and ever-
increasing range of topics. The range of material means there is something to

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suit every kind of reader. The "prescribed" books are usually easily accessible -
most libraries carry them or will source them if requested. Any printed material
can be used, as well as movies, videos, and songs. Bibliotherapy is less costly
than many other forms of therapy. Bibliotherapy can be done remotely. Persons
may choose to use audiobooks instead of printed ones. Because of the self-
directed, self-help nature of bibliotherapy, some persons might opt to treat
themselves and refrain from seeking professional advice about the issue they
are facing. A trained professional, however, would have been able to listen to
their symptoms, diagnose the problem, and guide them through bibliotherapy if
it is indeed the recommended approach. The material can be read to young
children who have not yet mastered reading. (Samaroo, 2020)
Motivation
The qualitative result showed that bibliotherapy within career topic leads
the students to have the positive change of expression, gesture and self-
confidence to become a counselor in the future. Quantitatively, bibliotherapy
was effective to increase students’ career motivation, which was measured by
questionnaire test. The highest increase of the questionnaire test was revealed
on career motivation aspect which means that the bibliotherapy treatment has
succeeded in enhancing the knowledge and utility of the text book for
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counseling. Therefore, it can be concluded that the bibliotherapy within career
topic could be developed to overcome the career problems, especially career
motivation.(Eliasa, 2014).
Bibliotherapy for children
Street Children
Drop Everything And Read, (D.E.A.R.), a club at Pannasastra University,
was established by a group of volunteer students aiming to cultivate a culture of
reading and to promote academic success. Reading is the most beneficial way
for everyone to boost thinking capacity as well as transfer emotions and feeling,
adding that by being exposed to reading, people will be able to improve their
speaking and writing skills. When reading, children will absorb most of the
language that they will use in the future, which is an encouragement for them to
participate actively in their learning. In addition, it is a wonderful method for
introducing children and people to the brilliant world of books. Despite the long
distances between libraries, a mobile library project as well as a reading
campaign to encourage youth to read more as it helped build libraries and
pushed the government to build more public libraries. (Sonyka, 2015).

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Gifted Children or Perfectionist
Our study contributes to the literature on achievement motivation and
talent development by comparing gifted, advanced, and typical students on
variables that are potential barriers to achievement (mindset beliefs about
intelligence, perfectionism, and achievement attitudes) and by exploring the
relationship of mindset beliefs and group status on perfectionism and
achievement attitudes. The study provides comparisons among three groups
within school-age populations in a public-school district, whereas most research
on self-theories among gifted students includes populations from college-age or
residential summer program populations with no comparisons. In sum, the
results of our study show no statistically significant differences between groups
on fixed or growth mindset beliefs about intelligence and highly favorable
comparisons for Personal Standards and Academic Self-Perception for gifted
(and advanced) students. Gifted students exhibited higher Concern over
Mistakes, Personal Standards, and Academic Self-Perception than typical
students. Models also reveal insight as to how mindset beliefs about
intelligence relate to perfectionism and achievement attitudes. (Mofield &
Peters, 2018).
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Emotional issues
Children and their teachers are more likely to achieve success when
genuine caring is connected to literacy learning. This connection is important
because it increases the chances of success across the curriculum and through
the grades. Among the ways of demonstrating a caring attitude is to provide
children with opportunities to make choices, to nurture their emotional and
intellectual transactions with text, to help them use bibliotherapeutic literature to
cope with personal problems, and to encourage the use of picture books for
older children. When caring teachers and administrators support these and
other approaches, they enjoy the realization that children they helped during
the school year have demonstrated substantial growth and development,
emotionally and academically. (Sanacore, 2012).
Showing children that we care use it as a form of do-it-yourself treatment rather
than seeking professional help. . .People who use self-help manuals without
professional guidance run the risk of misapplying techniques or misdiagnosing their
problems. (Encyclopedia of Mental Disorders, 2010).
These individuals probably require the services of the school psychologist,
child psychologist, or child psychiatrist. Similarly, teachers need to be reminded
to be careful when introducing bibliotherapeutic literature as they, themselves,
are not therapists, and the use of such literature could result in responses from
children that are beyond the teachers’ training or ability to handle such
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responses. In retrospect, bibliotherapy is an attempt to help students who
encounter normal problems and issues in their lives. When we incorporate
bibliotherapeutic sources into the language arts and literacy program, we
demonstrate to students that we care about them as whole people.
During learning and teaching, we need to remind ourselves that children
and adults are primarily emotional and secondarily intellectual and that students
and their teachers are more likely to be successful when genuine caring is
connected to literacy learning. Giving students opportunities for choice,
supporting their emotional and intellectual transactions with text, helping them
use literature to cope with personal issues, and encouraging the use of picture
books for older students are only a few important ways of reaching children’s
minds through their hearts. These and other considerations are especially
productive for enhancing intrinsic motivation and literacy development when
they are working in concert with concept-oriented reading instruction (McRae &
Guthrie, 2009) or thematic learning (Sanacore, 2010).
Divorce
Divorce is on the rise now not only in Malaysia but all over the world and
so many children were affected by this or may experience this in their lives.
This study is done to investigate whether children’s literature was really the
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main contributor in bibliotherapy session. Few books with different themes such
as divorce, running away from home, depression, anger, and love were used in
this study. Handmade books were also used with similar themes to encourage
them to read comfortably. The researchers used guided reading and read aloud
method during the bibliotherapy session. It can be concluded that bibliotherapy
is one of the methods that can help children overcome their sadness,
depression, trauma and anger when experiencing divorce. ( Aziz, 2018)
Parental absence
Looking at these situations from a distance enables participants to identify
and admit to their own difficulties. Following stories, the group’s therapeutic
discussion helps children explore personal issues, develop insight, and make
changes. Moreover, treatment in small groups encourages the expression of
emotions in a safe climate and supports participants in coping with their
struggles. Additionally, small group bibliotherapy sessions offer participants
therapeutic benefits, such as universality, altruism, and peer support. Children
feel less lonely and less deviant and can find the personal strength to make
changes (Shechtman, 2007).

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Bibliotherapy for transgender and gender diverse
Clearly, person-centered therapeutic approaches mesh well with existing
literature regarding mental health treatment for transgender individuals. Person
centered conceptualizations of human development account for interpersonal
and intrapersonal psychological challenges among transgender people. Person-
centered interventions allow for focused treatment of rifts within the individual
that are internalized from societal rejection. Researchers may benefit from further
investigating ways to boost these existing skills by coupling them with an
awareness of transgender-affirmative resources that facilitate social, legal, and
medical transition. Continued work toward providing specific guidance regarding
clinical interventions and procedures for practitioners is warranted. (Knutson &
Koch, 2018).
As the call for empirically validated treatments grows, more research will
be needed to establish the efficacy of person-centered work with transgender
people. Given that previous studies have established some equivalency between
therapeutic approaches, further research may demonstrate that the core
components of person-centered theory underlie effective transgender affirmative
therapies (Imel & Wampold, 2008).

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Bibliotherapy for adolescents / teenagers
Mental Health / Test Anxiety
The study shows that there is an urgent need to deal with the
problems of the students associated with facing an exam. Most of the
subjects in study had a moderate to high range of test anxiety. This indicates
that bibliotherapy was effective in reducing the level of test anxiety among
the students. This shown that this really plays a major role in reducing the
test anxiety and this helps the students to adopt better coping mechanisms in
order to live in an effective life I the future. (Kuriakos, 2012)
Self-Esteem
Low self-esteem can result in depression, suicide, anorexia nervosa,
juvenile delinquency and, self-adjustment problems Bibliotherapy is one type
of therapy that uses the activity of reading literature for therapeutic purpose.
Previous literature mentions that this therapy has been helpful to deal with
psychological problems. The purpose of this study was to determine the
effect of bibliotherapy on the self-esteem of early adolescents. Method used
A quantitative, pre-experimental design with a one-group pretest-posttest
approach was conducted. Simple random sampling was used to recruit the
participant, and a total of 11 participants were involved in this study. The
results of this study show that there is an inﬂuence of bibliotherapy on the

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self-esteem of early adolescents. Conclusions it recommends optimizing the
use of storybooks to increase self-esteem in early adolescence. (Ninman,
2019).
The growing incidence of depression in developing countries, such as
Thailand, is placing increasing pressure on public mental health services,
and those living in rural areas have limited access to these services.
Resilience is integral to the recovery of people with depression and to
caregivers. This parallel-group randomised controlled trial evaluated the
effectiveness of a guided self-help manual in improving resilience in adults
diagnosed with moderate depression and their primary caregivers in
Thailand. Our findings provide preliminary evidence that the approach is an
effective way of increasing resilience in adults with depression and their
caregivers. (MacCann, Songprakun & Stephenson, 2017)
Bibliotherapy for women victims
Violence
Group intervention has been widely used with female victims of
intimate partner violence (IPV). However, efficacy studies are scarce due to
several research limitations. This study evaluates the effectiveness of an 8-
week group intervention program, with a cognitive-behavioral orientation and
attended by 23 female victims of IPV. Self-report psychological assessment

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was conducted at pre-test, post-test, and follow-up. Results revealed that the
group intervention had a positive impact on participants, showing a decrease
in re-victimization and in beliefs toward legitimizing IPV. A decrease in levels
of depression and a significant improvement in general clinical symptoms
were also evident. Self-esteem and social support were enhanced throughout
group intervention. The changes were confirmed through follow-up after 3
months, suggesting that this group intervention has important effects on
female victims. (Santos, Matos & Machado, 2017).
Sexual Abuse
This qualitative study was to examine the experiences of eight women
survivors of childhood sexual abuse who view themselves as having a
positive sexual self-schema, including their experiences of sexual
satisfaction. Through thematic analysis, we developed the following themes:
The Context for Sexual Development, Sexual Exploration, Coping Strategies,
and Embracing the Sexual Self as Whole. The findings highlight the
importance of relational, interpersonal, and community healing. Integral to
women’s healing were experiences of sexual risk that allowed them to gain a
sense of agency and empowerment. The themes that emerged provide
additional support for Relational Cultural Theory as well as post-traumatic

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growth. We discuss the implications of these results in relation to counseling
practice, training, and research. (Hitter, Adams & Cahill, 2017).
Bibliodidactics to inmates
The effectiveness of Bibliodidactics in granting or improving both
reading and writing proficiencies among illiterate or poor-reading nonnative
inmates may provide academicians, criminologists, educators, and prison
authorities with an instructive tool which will improve prisoners’ quality of life
inside the prison and promote desistance from crime after release. In respect
of Bibliodidactics tutoring program to the reading performance of illiterate
inmates or inmates with poor-reading skills, the findings of the study reveal
that both groups show overall a more significant improvement in their
technical reading compared with their reading comprehension. (Eiinat, T.,
Einat A., Gura & Segev, 2017).
The method, largely grounded in the bibliotherapy philosophy (Schutt
et al., 2011), maintains that personal stories in their flexible and experiential
language, help students to verbalize their suppressed feelings by mirroring
the emotions, fantasies, conflicts, and defense mechanisms. Such dialogues,
often referring to a fictional character and not necessarily to themselves,
reduce anxiety and provide an opportunity for each talker (e.g., reluctant
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reader) to process his or her emotions according to his or her strengths and
needs. An additional significant topic uncovered by the research findings
relates to inmates’ welfare inside the prison facility and after release.
Prisoners must often fill out forms to make requests, pursue different jobs in
prison that require literacy skills, write letters to maintain vital link with the
outside world, and pass the time behind bars by reading. Moreover, as the
majority of working places and society demand literacy proficiency
obtainment of reading and writing skills increase inmates’ likelihood of
gaining a job after release and, ultimately, reenter society successfully
(Tuastad & O’Grady, 2013).
e. Significance of the Research
The significance of the study was to have an insight about the role of
bibliotherapy in an individual’s life. This study helps to get answer for the type
of resources that the students prefer and feel comfortable using to have the
ability to manage stressful life events. Also, this study found out the various
aspects of users the things that motivates them or discourages them in coming
to the library for the feeling of recognition and management for self-confidence.
This was a helpful indication on how important to boost’s individual’s well-being
to give the support to know that they are not alone. This was hoped that the
study was a guideline for the librarians, faculty and the authority to know about
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the user’s information need as a requirement and give concrete sources for
handling bibliotherapy. The librarians, counsellors, teachers and therapists
helps the students regarding the problems by the usage of bibliotherapy and
establish them to use books to understand of their situation. The librarian will
help them to give the right books that they need and may listen as students
share and ask about their problems. The students can use the books for their
emotional satisfaction and help them to cope up or act to their problems.
Bibliotherapeutic work includes working more closely with people and
fiction books to impact on people's lives and help them find both pleasure in
reading, and release from mental illness. This were working in groups and on a
one to one basis with people, helping them to rediscover or to discover for the
first time a love of literature. This aspect of bibliotherapeutic work can be
viewed as a service that libraries provide anyway their reader development
work and engaging people with fiction and poetry to provide enjoyment, makes
a contribution to people's mental health and well-being.
f. Statement of Desired Outcomes
The study helps the students in different aspect such as approaching the
librarian in finding the right books in their emotional state or modified their
understanding of something that they need in a way of using books as

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guidance. Bibliotherapy can be an effective tool in therapy and clinical
education when used appropriately.
g. Target Beneficiaries of Research Results:
Target Beneficiaries Total
1. Librarians 50
2. Teachers 10
3. Counselor 10
4. Therapist 10
h. Definition of Terms
Bibliotherapy - is a therapeutic approach that uses literature to support good
mental health is a versatile and cost-effective treatment option often adapted or
used to supplement other types of therapy.signi
Books on Prescription - is a program where reading materials targeting specific
mental health needs are "prescribed" by mental health professionals, who might
use resources such as the Bibliotherapy Education Project to find the appropriate
books.
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Catharsis - the youngster becomes emotionally involved in the story and is able to
release pent-up emotions under safe conditions (often through discussion or art
work).
Cognitive bibliotherapy - is a potential alternative or adjunct to psychotherapy
for mildly depressed adults.
Counseling - is a process conducted as part of professional guidance of the
individual by utilizing psychological methods especially in collecting case history
data, using various techniques of the personal interview, and testing interests and
aptitudes.
Creative bibliotherapy - utilizes imaginative literature novels, short stories,
poetry, plays, and biographies to improve psychological well-being. Through the
incorporation of carefully selected literary works, therapists can often guide
people in treatment on a journey of self-discovery. This method is most beneficial
when people are able to identify with a character, experience an emotional
catharsis as a result of this identification, and then gain insight about their own
life experiences.
Developmental bibliotherapy - used in educational venues and helps support
students with characteristic childhood and adolescent issues, such as puberty,
bodily tasks, and general development. Parents can also use this type of
bibliotherapy to assist in explaining these developmental stages at home.

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Guidance - is the act or process of guiding; advice or information aimed at
resolving a problem or difficulty, especially as given by someone in authority.
Identification - the youngster identifies with a book character and events in the
story, either real or fictitious. Sometimes it is best to have a character of similar
age to the youngster who faces similar events. At other times, cartoon characters
and stories are best.
Informal bibliotherapy - a focus on creative bibliotherapy techniques in an
unstructured manner, including the use of reading groups, recommendations
from staff and displays in the library.
Insight - the youngster, after catharsis (with the help of the teacher), becomes
aware that his/her problems might also be addressed or solved. Possible solutions
to the book character's and one's own personal problems are identified.
Librarian – a person who professionally works in the library that provides the
management, organization and provide access of information to the users.
Library - From the Latin liber, meaning "book." In Greek and the Romance
languages, the corresponding term is bibliotheca. A collection or group of collections
of books and/or other print or non-print materials organized and maintained for use
(reading, consultation, study, research, etc.).
Library Resources – the sources of information in a library that were mostly
books, journals, newspapers and others.

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Library Services – the services offered in a library to attain the needs of the
learners.
Motivation - is a force responsible for the persistence, direction, and vigor of
goal-directed behavior.
Prescriptive bibliotherapy - which is also referred to as self-help, involves the
use of specific reading materials and workbooks to address a variety of mental
health concerns. Self-help may be conducted with or without the guidance of a
therapist.
Psychotherapeutic - is an adjective of psychotherapy means treatment of
mental and emotional disorders through the use of psychological techniques
designed to encourage communication of conflicts and insight into problems, with
the goal being relief of symptoms, changes in behavior leading to improved social
and vocational functioning, and personal growth.
Self-actualization - the psychological process aimed at maximizing the use of a
person’s abilities and resources.
Self- help bibliotherapy - the prescription of nonfiction, advisory books about
mental health conditions like depression.
Therapist - is a unique form of psychotherapy that falls under the broader
category of expressive therapy that relies use of poems, song lyrics, imagery,
metaphor, and stories to facilitate personal growth, healing, and greater self-
awareness.
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i. Scope and Limitation of the Study
The coverage of the study was conducted to give the patrons the right care
or need according to the right book they need. This gives an opportunity for
participants to recognize and understand themselves, their characteristics, and the
complexity of issues, thought and behavior. This provides information with sources
of evidence as literatures published within the ten years of recency.
This study was limited only in the different libraries in ASEAN countries that
conducted bibliotherapy. There were ten (10) member states namely Brunei,
Burma (Myanmar), Cambodia, Indonesia, Laos, Malaysia, Singapore, Thailand,
Vietnam and the Philippines that gives part in terms in the usage of bibliotherapy
as a reading remedy practices.
3. Description of Method or Approach

a. Research Design
This is a qualitative research that used the approach of document or
content analysis. This was focused on analyzing and interpreting record material
to learn about bibliotherapy that makes a conceptual analysis. Content analysis
was conducted to evaluate the data in the study. Content analysis was described
as a systematic recursive technique in which certain words of a text such as a
book, a book chapter, a letter, historical documents, newspaper headlines and
texts are summarized.

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Research Instrument
The researcher used different documents written, text-based materials and
personal documents. The researcher generated the documents that established
the authenticity of the documents as used as it corresponds to the guide
questions in the purpose of the study.
Data Gathering Procedure
In gathering the data, the following procedures were undertaken:
1. Preparation of data: Data was transformed before the analysis can
start. From the data set which the researcher has collected, choice
of “content” needs to clearly defined and justified. Before initiation of
data preparation, researcher needs to know the answers to following
questions:
• Are all the data collected be transcribed or not?
• Should verbalizations be transcribed literally?
• Should observations be transcribed as well?
2. Defining the unit or theme of analysis: Unit or theme of analysis
means classifying the content into themes which can be a word,
phrase or a sentence. When deciding the unit of analysis, one theme
should present an “idea”. This means the data related to the theme has
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to be added under that unit. Furthermore, unit or themes should be
based on the objectives of the study.
3. Developing categories and coding scheme: Next step was to
develop sub-categories and coding scheme for the analysis. This was
derived from three sources, the primary data, theories on similar topic
and empirical studies. Since the qualitative content analysis can be
based indirect data.
4. Coding all the text: After the coding consistency in the previous
stage, it is important to apply the coding process to the data.
5. Presentation of results: To present the results under each theme
with conclusions the results should be supported by secondary data
and quotes from the developed code. Further, based on the analysis,
the researcher also presents the results in the form of tables or
conceptual frameworks. The results were presented in such a way
that the reader was able to understand the basis of interpretations.
6. Validation of the document. The predetermined criteria were
recorded. In this study, descriptive analysis was conducted,
documents were examined, the obtained data were recorded for

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each article, and tables were created by calculating percentage
values and examining them in terms of certain variables published
within ten (10) years of recency.
b. Respondents/Units of Analysis/Subjects of the Study
The units of analysis as the subject of the study was literatures that were
summarized, examined and interpreted as it gives descriptions, statement and
information about the different practices in bibliotherapy as their reading remedy
in ASEAN libraries.
c. Sampling Design and Procedures
The purposive sampling method was done to choose documents. The
criteria in selection was the resources from the topic related to the reading
remedy practices of bibliotherapy in ASEAN libraries only. It is a sampling
technique in which researcher relies on the primary data sources that contributes
to the study and prove to be effective sources due to the nature of the research
design, aims and objectives.
The process of data collection was directly related to sampling and was
best viewed as complementary. Indirect data were generated, in the first
instance, by someone or something else, such as with documents or of an event

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or experience to be collected. These includes systematically searching archives
or browsing through the internet with data collected being either in hard copy or
electronic form for conducting bibliotherapy as a reading remedy practices.
d. Research Locale/Study Site
The study site was conducted in the library of one of the autonomous
universities of Quezon Province since this was the origin of locale of the
research.
The research locale was the libraries from ASEAN that stands for
Association of the Southeast Asian Nations a regional intergovernmental
organization comprising ten countries that promotes intergovernmental
cooperation and facilitates economic, political, security, military, educational and
socio-cultural development namely the Brunei, Burma (Myanmar), Cambodia,
Timor-Leste, Indonesia, Laos, Malaysia, Singapore, Thailand, Vietnam and the
Philippines.
e. Assumptions or Hypotheses
The researcher assumed that the documents provides an adequate
information that reveals the practices of bibliotherapy as the reading remedy in
ASEAN libraries.
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f. Data Analysis Plan
The data analysis plan shows that the study begun with the
collection of literatures and studies. The researcher examined it
thoroughly in the means of reading and understanding, then identifying
the coding units to adopt the practices used and collated the data after
being tallied to know the best practices to be applied for the certain
problem or issue in need to be addressed.
Data collection
• the gathering of data set which the researcher has
collected, choice of “content” needs to clearly defined and
justified
Examination of Data
• The information on variables of interest if all the data collected
be transcribed or not; if it should verbalizations be transcribed
literally and should observations be transcribed as well.
Code Identification
• The level of coding scheme analysis, coding consistency in
the previous stage, it is important to apply the coding
process to the data
Analysis through Coding

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• The analysis was made and the researcher also present the
results in the form of tables and conceptual frameworks
Frequency of Common Practices
• The way of indexing or categorizing the practices in order
to establish a framework of thematic idea
Major Output
• The output was a “Guide to Bibliotherapy Practices as the
Reading Remedy in ASEAN Libraries”.
For better understanding, for the analysis of data gathered used
descriptive statistics for the qualitative data the answers were collated,
evaluated and categorized depending upon the content of the answer and
point of view.
The analysis of the research data was conducted using the Microsoft
Excel program in order to generate the results. The predetermined criteria
were recorded. In this study, descriptive analysis was conducted,
documents were examined, the obtained data were recorded for each
article, and tables were created by calculating ranked values and examined
them in terms of certain variables.

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g. Research Paradigm
Figure 2: The research paradigm of “Bibliotherapy: the reading remedy practices of

ASEAN libraries”.
The research paradigm simply shows that the study of “Bibliotherapy: the
reading remedy practices of ASEAN libraries” deals with the connection that
happens during the bibliotherapy sessions. The librarian manifests to be the
facilitator to render the feeling of having someone while experiencing personal
issues which is really difficult to handle and heal within the readers. Through the
means of book recommendation and listening to sharing of readers they can feel the
essence and presence of the librarian as a guardian and incorporates connection.

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This gives the value of empathy and care to be a concerned one for those in need.
Bibliotherapy aims to bridge this gap by using literature to help you improve your life
by providing information, support, and guidance in the form of reading activities via
books and stories. This helps and deepen the meaning and facilitate greater learning
which help people learn ways of coping with life's challenges.
4. Results and Discussion
Based on the information gathered, analyzed, and presented in the
previous chapters, the following are derived:
Characteristics of Reading Remedy Practices
This part of the paper presented the background characteristics of the
reading remedy practices in ASEAN Libraries.

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Table 1
The Type of Library Materials as Characteristics of Bibliotherapy
as the Reading Remedy Practices in ASEAN Libraries
Type of Library Materials F Rank
Fiction Books 8 1
Textbooks 3 2
Picture Books 2 3
Classics 1 9
Computerized educational books
1 9
in a database
Contemporary Fictions 1 9
Electronic Audio-Visual Books 1 9
Magazines 1 9
Novels 1 9
Online Library Literatures 1 9
Poetry Textbooks 1 9
Printed Books 1 9
Translated works 1 9
Virtual Pamphlet 1 9
Table 1 shows that the most type of library reading material used were as
follows fiction books got rank 1, textbooks rank 2, picture books rank, rank 9 for
classics, computerized educational books, contemporary fictions, magazines,
novels, digital resources like, virtual pamphlets, translated works and online
library literatures.
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Berthoud & Elderkin (2013), fiction with its vast array of human
experience, is a resource we would be foolish to ignore when we are struggling
in our lives: whatever we're going through, someone in the pages of a novel
has been there, too. Bring libraries back to our high streets and bring
bibliotherapists to the fore and let them show people how books can expand
and change their lives. (2013)
Table 2
The Type of Clienteles as Characteristics of Bibliotherapy
Type of Clienteles F Rank
Children 6 1
Adolescents 2 2.5
Young Adult 2 2.5
College students 1 6.5
Inmates 1 6.5
Refugees 1 6.5
Street Children 1 6.5
Student 1 6.5
Student Teachers 1 6.5
Table 2 revealed that the most of the clienteles where children got rank 1,
rank 2.5 for adolescents and young adults, student teachers, refugees and
inmates for rank 6.5.

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As supported by Powell (2017), every book a child picks up or read has
some degree of therapeutic value that should not be dismissed or categorized
into 'one of those books' compartments. Not all books that can help a child
recognized themselves, their place and worth in this world or of that of others
around them is a dry, didactic dinosaur of self-help and nor should they be.
Picture books have the potential to unleash the possibilities of increasing
mental and emotional resilience, social understanding and tolerance and an
improved sense of self-esteem in a way few other forms of entertainment can.
That is why I love them so unconditionally and urge you to discover their magic
for yourselves. Picture books offer a beautiful, artistic, non-judgmental,
universal platform from which children can explore and use to safely jump from
into further discussion about a range of topics considered too taboo, sensitive
and heavy are things that happen to kids every day or to those they know
around them.
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Table 3
The Type of Counselling Approach as Characteristics of Bibliotherapy
Type of Counselling Approach F Rank
Individual 10 1
Small Groups 8 2
Table 3 shows that the type of counselling approach used was individual
as rank 1 and rank 2 for small groups.
In individual bibliotherapy, literature is assigned to a student for a specific
need. The student may read the material or the literature may be read to
him/her. The activities that follow the reading are also conducted individually
with the student. S/he discusses the literature with a teacher, writes a report,
talks into the tape recorder, or expresses his/her reaction artistically. Through
this process s/he is able to unblock emotions and relieve emotional pressures.
Additionally, by examination and analysis of moral values and the stimulation of
critical thinking, s/he develops self-awareness, an enhanced self-concept and
improved personal and social judgment. This outcome should result in
improved behavior, an ability to handle and understand important life issues,
and increased empathy, tolerance, respect and acceptance of others all
through identification with an appropriate literary model. In use with groups,
students read literature orally or listen while the adult reads to them. Group
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discussion and activities follow. Youngsters become aware that they are not
alone in their feelings and that perceived problems are shared by others.
(McIntyre, 2018).
Table 4
The Type of Intervention as Characteristics of Bibliotherapy
Type of Intervention F Rank
Face to face counselling 11 1
Online communications 3 2
Table 4 shows that the most used type of intervention was face to face
counselling that rank 1 and rank 2 for online communications.
As stated in Tsalakis (2018), literary experts are always ready to help
existential problems. Intuitively, you know that books are good for the soul. The
process involves a detailed inquiry about what ails you, followed by the delivery
of a literary “prescription”. Obviously, it’s not a substitute for a medical advice,
but books can put things in perspective. Whatever’s going on in your life, you
can bet someone’s written about it. There’s a number of reasons people book a
bibliotherapy session. Sometimes though, people just want to be inspired by
reading again, or take a different reading direction, or have a need to feel a

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sense of adventure. Sometimes the issues are heavy, but my training and
background in genetic counselling helps me to keep the session contained.
Table 5
The Type of Bibliotherapeutic Work as Characteristics of Bibliotherapy
Type of Bibliotherapeutic Work F Rank
Clinical Bibliotherapy 7 1
Prescriptive Bibliotherapy 6 2
Developmental Bibliotherapy 5 3
Bibliotherapeutic Scheme 2 4
Cognitive – Behavioral
2 5
Bibliotherapy
Books on Prescription 1 7
Creative Bibliotherapy 1 7
Virtual Therapy 1 7
Table 5 revealed that the bibliotherapeutic work most used were the
clinical bibliotherapy rank 1, then the prescriptive bibliotherapy rank 2,
developmental bibliotherapy rank 3, rank 4 for bibliotherapeutic scheme and
cognitive-behavioral bibliotherapy for rank 5 and rank 7 for books on prescription,
creative bibliotherapy and virtual therapy.
In clinical bibliotherapy and bibliocounseling, skilled practitioners use
therapeutic methods to help individuals experiencing serious emotional

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problems. (Thomas, 2020). Prescriptive bibliotherapy referred to as self-help,
involves the use of specific reading materials and workbooks to address a
variety of mental health concerns. Self-help may be conducted with or without
the guidance of a therapist. Developmental bibliotherapy is used in educational
venues and helps support students with characteristic childhood and
adolescent issues to assist in explaining these developmental stages at home.
Books on Prescription is a program where reading materials targeting specific
mental health needs are "prescribed" by mental health professionals, who
might use resources to find the appropriate books. Creative bibliotherapy
utilizes imaginative literature novels, short stories, poetry, plays, and
biographies to improve psychological well-being and then gain insight about
their own life experiences. (Good Therapy, 2016). Cognitive bibliotherapy is a
potential alternative or adjunct to psychotherapy for mildly depressed adults.

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Table 6
The Reasons of Bibliotherapy as the Reading Remedy Practices
in ASEAN Libraries
Reasons of Bibliotherapy F Rank
Depression 6 1
Anxiety 3 3.5
Bullying 3 3.5
Child Abuse 3 3.5
Neglect 3 3.5
Divorce 2 9
Physical Abuse 2 9
Pressure 2 9
Sexual Abuse 2 9
Behavior interactions 2 9
Emotional Abuse 2 9
Social Relationship 2 9
Academics Decline 1 28
Anger 1 28
Career Motivation 1 28
Cognitive skills 1 28
Confidence 1 28
Coping with fear 1 28
Cultural Diversity 1 28
Destruction 1 28
Discrimination 1 28
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Displacement from Native 1 28

Country
Dissatisfaction 1 28
Domestic Violence 1 28
Drug Use 1 28
Emotional Shock 1 28
Family Issues 1 28
Grief 1 28
Lack of Perseverance 1 28
Lack of Socio-economical 28
Resources 1
Loneliness 1 28
Mental Stress 1 28
Poverty 1 28
Psychological Stress 1 28
Sadness 1 28
Self-blame 1 28
Stress 1 28
Tense 1 28
Verbal Abuse 1 28
Violence 1 28
Table 6 revealed that the reasons of using bibliotherapy was depression
rank 1, rank 3.5 for bullying, anxiety, child abuse, and neglected then rank 9 for
sexual abuse, physical abuse, violence, stress and behavior interactions; rank
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28 for academics decline, anger, confidence discrimination, destruction,
displacement, dissatisfaction, drug use, emotional shock, family issues, grief,
maltreatment, poverty, self-blame and others.
Reading lets the reader relate, connect, feel the journey, solace, joy,
entertain, feel sense of adventure, uplift, nourish to have more a divergent view
of world at things from different angle and feel the warmth and love for the
child; promotes literacy and gives boost that capable to cope and reduce
stress; gives relationship connections about memories; explore pain in safer
less defensive manner and cope up with pain rather than thinking that they can
face it alone. Good books will delight, motivate and heal children. It can also
lead them to a meaningful life, full of positivity and appreciation towards their
families, friends and society. Therefore, it is strongly believed that a good
selection of children’s literature can give a positive impact towards the
bibliotherapy program. (Aziz, 2019).
Few books with different themes such as divorce, running away from
home, depression, anger, and love were used in this study. Handmade books
were also used with similar themes to encourage them to read comfortably. The
researchers used guided reading and read aloud method during the
bibliotherapy session. It can be concluded that bibliotherapy is one of the

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methods that can help children overcome their sadness, depression, trauma
and anger when experiencing divorce. ( Aziz, 2018)

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Table 7
The Things that Facilitators do in Bibliotherapy
as a Reading Remedy Practices ASEAN Libraries
ASEAN Libraries What does the facilitator do?
The teacher with the librarian made a three-category
action plan to cope for the involvement of students to as
students’ teachers and solve problems for them to be
Brunei able to handed.
• Task-orientation
• Emotion-orientation
• Avoidance-orientation
• Transactional relationship is the issue through the
online communication to the students with the access
of computer educational databases a searching history
Myanmar
will be evaluated then followed by a deliberation for the
next plan to do.
• Through the mobile library that promote access to

transfer emotions and boost the thinking capacity of the
street childrenand a program called “DEAR” Drop
Everything And Read.Daily reading sessions last
between twenty and thirty minutes and are followed by
Cambodia
fifteen minutes in which students can write in their
reading response logs. When a student completes a
book, he or she conferences with the teacher to
discuss the book and share his or her reading log, book
talk sessions with adult volunteers follow.
• To overcome this career problems textbook utilization is
recommended specifically the think and grow rich book
Indonesia
which is said to be the best for self-building and a good
positive career topic.
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• Through books storytelling or letting them read it alone

then do follow up and observe the reader if it is
responding working between the home and school
Laos
partnership. This will focus outside of the content where
the child can easily express thoughts even ideas and
feelings.
• Bibliotherapeutic Scheme which is a book guide to read
and recommended to readers in need to read stories in
their mind, be connected with books and discover a
Malaysia
therapeutic program that are vital elements of using
stories and events to handle problems through reading
habits that will become a culture.
• Thematic Diversion which is an in-depth type of
discussion for the book that gives the address for the
ills of the life were sessions conducted by a relaxed
Singapore
scene in a table with a candle lighting then heartfelt
discussion of life and literature to feel the journey and
adventure as storytelling goes on.
• Book recommendation for self-help but advised that it
was less text and more on pictures this is the mild to
Thailand
moderate recovery for reducing psychological distress
than follow ups
• Virtual therapy that connects the memories which gives
a reflective type of approach that gives a big factor for
Vietnam
improving of mental health with a call of eye gaze and
different gestures or implement during interview.
• Bibliotherapy through this theory of mind as they are
identifying the concern of the students and children to
be prepared and deal with their problems as it occurs to
Philippines
think that they are not alone this will detect and
understands the people’s emotions.
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Table 7 shows that with the aid of different programs as it corresponds to
the problems to be addressed they use action plans, online communications,
mobile library program, textbook utilization, storytelling, read aloud/read alone,
bibliotherapeutic scheme, book guides, thematic diversion, book
recommendation, virtual therapy, reflective thematic that all leads to bibliotherapy
a literature prescription.
can sometimes be as simple as “prescribing books” — that is, telling a student,
often, bibliotherapy is facilitated through interaction with a helper or guide,
either one-on-one, as in a counseling situation, or in a group of people who are
dealing with similar issues and reading and responding to a text together. One
can even practice bibliotherapy on oneself, as we suspect many avid readers
do, returning to favorite books that they know will lift their spirits when life looks
generally grey, or, more urgently, seeking written advice or inspiration to help
them face significant life challenges, such as a cancer diagnosis or the loss of a
loved one. A bibliotherapist must be the librarian, but bibliotherapy can also be
successfully facilitated by many other helping professionals, including doctors,

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psychologists, social workers, school counselors, teachers, and community
workers. (Schwanenflugel & Knapp, 2019).

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Table 8
The Benefits of Bibliotherapy
as a Reading Remedy Practices in ASEAN Libraries
ASEAN Libraries Benefits of Bibliotherapy
• Social diversion, as student teachers the reality is a big
much different type of environment for in a classroom
Brunei there were influences or supports the interactions that
occurs the action plan prepared well the student
teachers to face the real world.
• Behavior interactions lets the adolescents understand
the human behavior plays it roles in social dynamics
Myanmar while incorporating physiological and neurological
processes as it goes along the way it will get along to
relational relationship for affection.
• DEAR program (Drop Everything and Read) provides
students with much more than a just-sit-there-and-read
experience. It gives the teacher a structured time to
touch base with each student over a period of time,
assess progress, and target instruction. Even more
Cambodia important, it gives students time to read what they want
to read, share what they've read, and receive the
support they need for further reading explorations and
reflections. Volunteers spent less than ten minutes
discussing the book with the student and follow up with
a brief note of encouragement.
• Think and Grow Rich” is a career-driven professional,
chances are you’re looking for ways to have a leg up on
growing in wealth and influence through your life’s work.
Indonesia This gives start with a burning desire the compelling
emotion that initiates passion, which often feels like
intense enthusiasm and pride that motivates to survive
and be in great achievement or fulfillment.
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• Child should be observed and handle emotional

problems and cope through the book since it helps the
Laos educators as guide to the emotional problem and
developments they respond to the stories and find safer
ways to shares thought.
• To know, to do, to live, to be not individuals but nations
developments, a creativity for effectiveness that assist
and resolved dilemmas by reading stories since a
positive thought, possible solutions come up. Children
Malaysia
development has the excitement at an early age
because of imagination, finding knowledge enrich
themselves that gives the way to connect with books
and experiences with their own lives.
• Reading lets the reader relate, connect, feel the journey,
solace, joy, entertain, feel sense of adventure, uplift,
nourish to have more a divergent view of world at things
from different angle, session ended by an instant
Singapore prescription of a black and white postcard with a
handwritten message on the back by a fountain pen that
gives the child the approach of warmth and love so they
can communicate clearly for what they feel and raise
awareness of understanding child’s behavior.
• This reading appears to be fun it promotes literacy of
picture books to young readers are boosting beginner-
Thailand level vocabulary skills, introducing sentence structure
and developing story analysis that gives the ability to
cope and reduce psychological distress.
• This gives relationship connections about memories
that makes the reader more aware of the emotional
Vietnam challengers they experience the virtual therapy is a
treatment recommended for mental health problems for
it is an interview and used by a video recording device.
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• Expand the knowledges of people lives by helping them

to see the similarities and differences; this explore pain
in safer less defensive manner; readers reflect on own
as characters that experience problem as faced in
Philippines
stories until beautifully resolved; this deals with
problems when they occur and cope up with pain rather
than thinking that they can face it alone.
Table 8 revealed that the benefits of the bibliotherapy is it prepares well
the student teachers to face the real world; understand the human behavior plays
it roles in social dynamics; provides students with much more than a just-sit-
there-and-read experience but a structured time to touch base with each student;
This gives start with a burning desire the compelling emotion that initiates
passion; respond to the stories and find safer ways to shares thought; creativity
for effectiveness that assist and resolved dilemmas by reading stories; •
“Bibliotherapy,” an initiative which recognizes the inherent quality of
literature not only as a source of enjoyment and entertainment, but as materials
that promote well-being. Book-reading has been found to offer therapeutic
benefits which can result to developing self-confidence, increasing intellectual
capacity, as well as building healthier interpersonal relations. (CPU, 2018)
development of knowledge societies. As to fulfill the needs of our children it is
important to monitor their development especially in this new era of digital and
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borderless environment. Children will go through different types of experiences
and challenges as they grow. Bibliotherapy is a concept that involves the use of
books to help children cope with their life. Bibliotherapy has been widely
recognized as an approach that helping librarians to better address emotional,
behavioral and social concerns. Hence, the role of a library will be more visible
and significant with bibliotherapeutic schemes rather than the traditional
perceptions of librarians being the custodians of information/books. (Noordin,
Huisana & Shuhidan, 2017)
The range of material means there is something to suit every kind of
reader. The "prescribed" books are usually easily accessible - most libraries
carry them or will source them if requested. Any printed material can be used,
as well as movies, videos, and songs. Bibliotherapy is less costly than many
other forms of therapy. Bibliotherapy can be done remotely. Because of the
self-directed, self-help nature of bibliotherapy, some persons might opt to treat
themselves and refrain from seeking professional advice about the issue they
are facing. A trained professional, however, would have been able to listen to
their symptoms, diagnose the problem, and guide them through bibliotherapy if
it is indeed the recommended approach. The material can be read to young
children who have not yet mastered reading. (Samaroo, 2020)

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5. Conclusions
The researcher was able to categorize the paper that deals with the specific topic that
enables to made a conceptual analysis and conclude the following:
1. The reading remedy practices of bibliotherapy in ASEAN libraries most used type
of reading material was the fiction books that has a power to minds of reader and
see the world through the characters; clienteles were most children and students
who are in the beginning of starting a new chapter in their lives; individual
approach was more preferred and a face to face intervention for genuine reach of
building relationships ad connections to the readers; and for the bibliotherapeutic
work the clinical bibliotherapy was the most used to address the emotional
problems of the readers that in need to cope with.
2. The reasons for using bibliotherapy as the reading remedy practices in ASEAN
libraries was the need to handle the emotional issues of the readers.
3. The facilitators implemented a different kind of thematic diversions of
bibliotherapeutic work depending the needs of the clienteles as long as it
supports the recommendation of books that assist and overcome problems with
techniques that a book can play role in the therapy.
4. The benefits of the bibliotherapy is to give empathy and understanding to
address the ills of their lives that works with different ages all at once for the
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purpose of reading remedy practices as healing through the use of literary
prescription.
6. Recommendations
1. Each book should be read before using or recommending to clients; it must be
review by the panels for the choice of books it should be instigated to evaluate and
recommend books as to. More research needs to be conducted on the type of
literature that readers use to improve the mood with an emphasis placed on misery
literature to establish its role in the community, and if it would assist people to
discuss the issues within for coping up and healing.
2. Survey and assess the provision and effectiveness of self-help literature within the
library, creating a more comprehensive list of useful resources in a variety of
languages for it would do well to follow guidelines when choosing materials and
applying bibliotherapy.
3. Supervision in the selection and use of fictional and nonfictional literature. It is
strongly recommended to pursue training explore online classes and certification
programs offered by organizations that has ongoing intensive training sessions for
helping professionals.
4. The bibliotherapy applied within each therapy stages: establishing relationship,
exploring lifestyle, promoting insight, and reeducation or reorientation facilitate the

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process, do follow up to assess its effectiveness Investigate the best way to gather
and share information regarding best reading remedy practices by devising a
method for evaluating the effect of bibliotherapy would allow its impact to be
studied more clearly as with any other client, to assess individuals for their abilities
to comprehend, respond, and interact.

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Niman, S., Yunita, M., & Handayani, R. M. (2019). The effect of bibliotherapy on the
self-esteem among early adolescents. KnE Life Sciences, 4(13), 681–687.
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Noordin,S. , Husaini, H., Shuhidan, S.M. (2015). Bibliotherapy in public libraries: a
conceptual framework. Retrieved from DOI:10.13140/RG.2.1.1262.7289.
Noordin,S. , Husaini, H., Shuhidan, S.M. (2017, September). Bibliotherapy in public
libraries: a conceptual framework. International Journal of Learning and
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Parker, K. (2020). Reading for character: principles of bibliotherapy applied to
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8. Major Final Output
Guide of Bibliotherapy
the Reading Remedy Practices in ASEAN Libraries
This study “Bibliotherapy: the reading remedy practices in ASEAN libraries” is
expected to have the output of a mini handbook. The purpose of this was to develop a
handbook about bibliotherapy and the integration of bibliotherapy into the libraries or
classrooms. Bibliotherapy is one technique that can be used by educators to address an
array of student issues. Educators can provide opportunities for their students to work
through various problems through the use of carefully selected literature and materials.
Through bibliotherapy, students can identify with and relate to characters in their
bibliotherapy literature and, thus, work through personal issues and problems. It is
imperative, however, that educators carefully select literature that will be appropriate
and applicable to each student ‘s individual situation.
The guide of bibliotherapy includes: (a) definitions of bibliotherapy; (b) a brief
history of bibliotherapy; (c) the goals of bibliotherapy; (d) a step-by-step guide to using
bibliotherapy in the classroom; (e) specific disorders and issues; (e) a list of behaviors
indicative of specific disorders; and (g) a list of recommended titles and websites for the
specific disorders or issues in question.
The major final output of this study is entitled as “Guide of Bibliotherapy: the
reading remedy practices of ASEAN Libraries “

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Appendices
A. Informed Consent Form
INFORMED CONSENT FORM
TITLE :
Bibliotherapy: the reading remedy practices of ASEAN libraries.
STUDY PROPONENT/PRINCIPAL INVESTIGATOR

Name : Khristine Vera V. Alcance
Contact Number : 09236611912
E-mail Address : princesskv03@yahoo.com
CONFLICT OF INTEREST
The main purpose of the study is to provide information with sources of
evidence in the practices of the bibliotherapy as a reading remedy in ASEAN
Libraries.
Specifically, about the following:
1. What are the characteristics of reading remedy practices in ASEAN
libraries in terms of?
1.1 Type of library materials
1.2 Type of clienteles
1.3 Type of counselling approach
1.4 Type of intervention
1.5 Type of bibliotherapeutic work
2. What are the reasons of using bibliotherapy as a reading remedy
practices in ASEAN libraries?
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3. What does the facilitator do as a reading remedy practices in

ASEAN libraries?
4. What are the benefits of using bibliotherapy as the reading
remedy practices in ASEAN libraries?
All the expenses of the study will be funded by the researcher only. The
subject of the research will not be asked to contribute money, just their active
participation in the study.
INTRODUCTION
This research “Bibliotherapy: the reading remedy practices of ASEAN
libraries” is a qualitative research that will use the approach of document or
content analysis. The research will begin collection of the literatures and other
studies related to Bibliotherapy. The researcher will examine and analyze it
through reading and understanding. Then identifying by coding, the common
features found literature and studies where Bibliotherapy practices used. The
data will be collated after being tallied to know the best practices to be applied for
the certain problem or issue to be addressed. The purpose of the study is to
determine the practices of ASEAN libraries in Bibliotherapy as the reading
remedy in their countries.
STUDY BACKGROUND AND RATIONALE

No one choose to feel unease, simple things will turn out to be the root of
getting triggered easily that indicates the difficulty of handling struggles,
challenges, unwanted situations that usually begin to physical problem and lead
to emotional problem. The researcher find out that there is a certain approach
done to help people cope up through the use of reading literature it is called as
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“Bibliotherapy” an existing process which is a therapeutic adjuncts to treat

personal problems provide solutions through the use of literature and to treat the
mental and emotional aspect by means of silent dialogue that directs and
individual for closure.
development of knowledge societies. They need to be coached and educated to
become part of a literate and an intelligent nation. As to fulfill the needs of our
children it is important to monitor their development especially in this new era of
digital and borderless environment. Children will go through different types of
experiences and challenges as they grow. Bibliotherapy is a concept that
involves the use of books to help children cope with their life issues.
BENEFITS
The significance of the study is to have an insight about the role of
bibliotherapy in an individual’s life. This study will help to get answer for the type
of resources that the students prefer and feel comfortable using. This will also try
to find out the various aspects of users the things that motivates them or
discourages them in coming to the library. It will also be a helpful indication on
how important proper education about library is as it teaches information skill to
the students for effective retrieval. It is also hoped that the study will be a
guideline for the librarians, faculty and the authority to know about the user’s
information requirement and give them concrete directions for future collection
development. The librarians, counsellors, teachers and therapists will help the
students regarding the problems by the usage of bibliotherapy and establish
them to use books to understand of their situation. The librarian will help them to
give the right books that they need and may listen as students share and ask
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about their problems. The students can use the books for their emotional
satisfaction and help them to cope up or act to their problems.
Bibliotherapeutic work also includes working more closely with people and
fiction books to impact on people's lives and help them find both pleasure in
reading, and release from mental illness. This can include working in groups and
on a one to one basis with people, helping them to rediscover or to discover for
the first time a love of literature. This aspect of bibliotherapeutic work can be
viewed as a service that libraries provide anyway their reader development work
and engaging people with fiction and poetry to provide enjoyment, makes, from
anecdotal evidence, a contribution to people's mental health and wellbeing.
ALTERNATIVES TO THIS STUDY

If you are not feeling comfortable after completing the study, you can
request the data from your participation not be used in analysis.
If you do not want to participate in a research study as a subject no
consequences will arise, but if interested in learning about the research, you may
contact the researcher to walk you through the study. He/she will introduce the
procedure and some information about the research study he/she is running to
you.
ONE’S PARTICIPATION
If you agree to be in this study, you will be asked to complete a short
survey questionnaire and will be conduct face to face or personally. The
researcher also will ask the target respondents to bring with them the survey
questionnaire as soon as done and it will be return in the target time for it should
be back to the hand of the researcher.
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The data gathering will be just for a few minutes. Appointment and schedule to
the respondents are very essential. The researcher will make a follow up about
the time slots as scheduled. To ensure the retrieval of questionnaire for the target
time the researcher will closely monitor the respondents.
RISKS
The study has no physical risk that may result to violence and physical
injuries. The researcher will administer in the safest place for both the researcher
and the respondents.
The time needed to participate is just within the day. It is expected to
happen that more than 50% of subjects will be willing to give their time to
participate on the research study; and it will probably happen that 1-50% of
subjects will be unsure to give their time to participate on the research study; and
it will happen to less than 1% of subjects will refuse to participate on the research
study.
The responses of the participants will be treated with utmost
confidentiality. The data that will be gathered from the questionnaire will be used
only for the purpose of this study.
PRIVACY AND CONFIDENTIALITY

The researcher will make sure that all the information gathered from the
subject will only be used in the study. The researcher will not ever use the names
on any purposes without their knowledge and consent.
The researcher will let the participants know the identity of the researcher
and give contact numbers if there will be a problem throughout the conducting
process, not only her personal contact information, but also the contact
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information of a person who the participants can talk with regarding with rights
and ethical issues that may occur in research process.
OPEN DATA
The researcher understands that the information you will provide in this
study will be used for research purposes only. It will not be used in any manner
which would allow identification of any individual responses.
CONTACT INFO
If you have further questions or concerns about your participation in this study, or
if you suffer any injury related to the study, please contact:
Khristine Vera V. Alcance 09236611912

Name of the Researcher Contact Number
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B. Curriculum Vitae of the Researcher
KHRISTINE VERA V. ALCANCE

Kasadya St. Sariaya, Quezon
E-mail address: princesskv03@yahoo.com
Contact No. 09236611912
Objectives
• To pursue a career in the field of librarianship.
• To be able to obtain a position that will enhance my skills and knowledge as a librarian.
• To work in an environment which provides more avenues in the field.
• To excel in the field through hard work, research, skills and perseverance.
Summary of skills:
• Communcations – Good written and verbal presentation skills.
• Flexible – Eager to try new things and a quick learner.
• Computer skills – Knowledge in using Microsoft Word, Microsoft Excel,
Microsoft Access Microsoft Powerpoint and Adobe Photoshop.
• Information System Handling, Access and Retrieval – Follet System, InfoLib,
MSEUF E-Thesis, MSEUF Log-In System
Personal Data
Nickname: Khristine, Vera
Date of Birth: September 03, 1995
Place of Birth: Sariaya, Quezon
Civil Status: Single
Citizenship: Filipino
Religion: Roman Catholic
Father’s Name: Rodrigo L. Alcance
Mother’s Name: Ma. Consolacion V. Alcance
Language Spoken: English, Filipino
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Educational Background
POSTGRADUATE: Master of Library and Information Science
Manuel S. Enverga University Foundation
Lucena City
2018 - present
TERTIARY: Bachelor of Library and Information Science

Manuel S. Enverga University Foundation
Lucena City
2012 - present
SECONDARY: St. Joseph’s Academy

Sariaya, Quezon
2008 – 2012
PRIMARY: Sariaya East Central Main

Sariaya, Quezon
2003 – 2008
Career Service Eligibility
• Certificate of Board Passer

Librarians Licensure Examination
Mary Chiles College
Gastambide St. Sampaloc, Manila
2nd Floor, Room 204
September 20 & 21, 2019
Application No.: 496376

Examination No.: 08385355
License No.: 0007878
Date of Registration: 09.30.16
Rating: 82.05%
Affiliations
• SJASQ Community (Mission Partners)
Vice-President
February 2017 - present
• SJASQ Alumni Association

Coordinator
2016 - present
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Working Experience
• Senior High School Librarian
Senior High School Department
St. Joseph Academy of Sariaya, Quezon
Tumbaga 1, Sariaya, Quezon
May 2016 - present
Seminars / Activities Attended

• Looking Beyond Borders: Transforming Libraries of Today Through Innovations
Library Seminar Hall, MSEUF Lucena City
September 6, 2019
• Annual Summit
STRLC Participative and Collaborative Leadership Role in the Profession @15 &
Beyond
Teachers Conference Center, Herrera St. Brgy. 6, Batangas CIty
July 26, 2019
• Forum on ICT’s Libraries: Innovations and Challenges & Oath Taking Ceremony of
Newly Elected Officers
3rd Floor University Library, Southern Luzon State University
January 11, 2019
• PLAI National Congress 2018 and General Assembly

Novotel Manila Araneta Center, Cubao Quezon City
November 20-23, 2018
• 3rd RECALIS 2018

JPL Media Resource Center, Lyceum of the Philippines Laguna, Calamba City
October 26, 2018
• Librarian’s Awareness on Data Privacy Law

EMRC II, MSEUF Lucena City
September 7, 2018
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• PLAI:STRLC Benchmarking 2018 (Exploring Libraries of Thailand and Malaysia)

Thailand and Malaysia
August 23-27, 2018
• Soaring 2nd STRLC Summit on 8.18.18: Actions Taken

Trese Martires Provincial Capitol Cavite
August 8, 2018
• LAQueP-LInc’s 11th Year Anniversary Celebration

Queen Margarette Hotel Downtown, Lucena City
September 8, 2017
• General Assembly and Election of New Set of Officers

Multi-purpose Hall, Kanlurang Mayao, Lucena City
September 7, 2018
• Educational Tour Metro Cebu’s Libraries and Museum

Cebu City
April 29 to May 1, 2017
• 2017 Summer In-Service Training (INSET) for Senior High School Teachers
Lyceum of the Philippines University Calamba City, Laguna
April 21-23, 2017
• Library and Information Science Research Forum “Globalization in Librarianship”

University overed Court, MSEUF, Lucena City
March 12, 2016
• 8th Student Research Congress

University Gymnassium, MSEUF, Lucena City
March 11, 2016
• “New Professional Series”

UP Diliman, Quezon City
February 1, 2016
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C. Final Output
GUIDE OF BIBLIOTHERAPY:
THE READING REMEDY PRACTICES IN ASEAN LIBRARIES
What is Bibliotherapy?
The term, bibliotherapy, has a number of definitions with subtle differences in
emphasis and implication of use. Overall, bibliotherapy is the use of literature for help to
solve personal problems or for psychiatric therapy (Merriam-Webster). More specifically,
bibliotherapy requires careful selection of literature and deliberate guidance through it.
It is important, therefore, that educators use care in the selection of literature to be
used as bibliotherapy. Furthermore, educators need to provide a safe environment for
students to work with the literature, and to help guide students through the literature
How Did the Use of Bibliotherapy Begin?

Today, bibliotherapy is commonly used as a supplement to traditional therapy or
some other form of intervention; however, when the use of bibliotherapy first became en
vogue, it was often used as the only form of treatment, and occasionally viewed as a miracle
cure. Initially, bibliotherapy was used only in hospitals as part of the library services and only
used in the treatment of the mentally ill, as a coping strategy of soldiers of wartime traumas,
and as an aid in the healing of disabled veterans. Counselors began to use bibliotherapy in
conjunction with librarians during the 1930‘s, and in the 1940‘s bibliotherapy became more
widespread. Finally, in 1946, bibliotherapy was first applied to children.
Bibliotherapy for children evolved from the use of literature to instill particular moral
values in children. Large indices were compiled that gave the title of the literature, a brief
summary, and the moral or lesson taught through the story. These indices of didactic stories
were widely used, but it was not until 1946 that Sister Mary Agnes argued that bibliotherapy
should be used to help students to resolve specific issues rather than to gain specific moral
values or character traits.
Today, bibliotherapy is used to help people overcome a number of disorders and
address various issues. Also, the indices used for bibliotherapy today resemble those of the
past, but disorders and issues that can be helped or addressed are in place of moral values
and character traits.
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Why is Bibliotherapy Helpful?

The goal of bibliotherapy is to help a student recognize and work through issues in
his or her life. The effectiveness of bibliotherapy lies within a person ‘s ability to move
through three stages: identification, catharsis, and insight or resolution.
Identification
• is important in the therapeutic process because often when a person struggles
through a situation, they seek another individual in a similar situation with whom
they can identify. Through literature, an individual meets characters that experience
or struggle with similar circumstances to his or her own. For this reason, it is
imperative that educators carefully select literature that will present characters
with whom their students can identify.
Catharsis
• occurs when a reader, or receiver of bibliotherapy, becomes emotionally involved in
a story. Because the reader feels an emotional connection to the story and
characters, the reader will be able to release personal emotions about his or her
own struggles. During the catharsis stage, it is extremely important for educators to
provide a safe environment in which the student can openly discuss his or her
feelings (i.e. a safe and private place in the school or through journaling if vocal
discussion is too difficult).
Insight or resolution
• the third and final stage of bibliotherapy, occurs when a student realizes that his or
her situation can and should change. The story provides students with suggestions
for change, and can spur students to explore original ideas to change or address
their personal situation.
The final stage of bibliotherapy encourages students to:
a) problem solve,
b) gain coping strategies,
c) consider other behaviors, and
d) realize and select resolutions to their personal problems.
Perhaps some of the most powerful aspects of bibliotherapy are that it can be used
to address numerous issues, and by design it helps to lead students step-by-step through a
situation to a resolution.
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Helpful Tips and Steps

Framework for Conducting Bibliotherapy
I. Pre-reading
• Establish rapport
• Set reading and listening reminders
• Introduce the book or the story
• Opening activity (one that is related to the story): song, word games, play
Bibliotherapy Process
• Gain the trust and confidence of the young reader / listener.
II. During Reading

• Plenary storytelling / viewing of short movie (for big group)
• Read aloud (small group)
• Ask questions that prompts identification, prediction, inferencing and
imagination or wonder (focus on characters and how they respond to plot and
other characters)
• Identification
• Catharsis
• Insight
III. Post Reading

• Art activity that show insight of young reader / listener
• Writing or art activity that will lead to taking action or follow through activity
• Song, music and movement as taking action
• Identification
• Catharsis
• Insight
• Action Taken
• Follow Through
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Bibliotherapy is a great method to use when trying to offer additional support to

specific students; however, bibliotherapy will not magically succeed on its own. Deciding to
incorporate bibliotherapy into your classroom requires you to do a little extra footwork.
Prater, Johnstun, Dyches, and Johnstun offered helpful steps to consider when using
bibliotherapy.
The following steps are adapted from the Prater et al. suggestions.
1. Create a trusting relationship with the student in question. If you believe that
bibliotherapy will help a student to address a specific issue, you must ensure that
your relationship with him or her is adequately trusting and respectful so that
he/she will be able to openly discuss his/her feelings about the characters and
problems as they relate to his or her own struggles.
2. Pinpoint specifically the issue at hand. Make sure you know what the student is
feeling or experiencing–set aside time to talk with him or her, and use this
information to narrow down your ideas (ensuring you have trust will help
tremendously with this part).
3. You are not alone in wanting to help this child. Seek help from other school
professionals who may be able to assist. Librarians can help suggest appropriate
literature, counselors and school psychologists can help you to recognize various
behavior problems and can help students through catharsis and recognition, and
other school personnel can offer support to you and the students while the student
is experiencing hardship.
4. Include the student‘s parents. Unless the issue in question is directly related to
issues about the student‘s parents, solicit their help. Parents know tons about their
children and their children‘s behavior–ask them what may and may not work.
5. Define goals and activities for bibliotherapy. Simply because a student reads a
bibliotherapy book does not mean that he or she will experience bibliotheraputic
benefit. Plan out specific activities or discussions that will encourage reflective
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thought about the student‘s specific struggle. Also, make activities that align with
your own goals for the students.
6. Select appropriate literature and materials for each student. When selecting
literature consider the developmental appropriateness of a book, consider how well
the situations in the book reflect those of the student, select literature that is at an
appropriate reading level for the student.
7. Employ care and consideration when introducing a student or students to a book. If

the book is intended to address sensitive issues with a student or students,
introduce the book only to those students who will be reading it.
8. Create opportunities for the students to interact with the literature Students can
participate in reading activities using bibliotherapy literature just as they would any
other literature (e.g. vocabulary, sentences, summaries, journaling, etc.).
9. Create strong post-reading activities for the student. It is important for the student
to engage actively in the resolution phase of bibliotherapy, so he should be
challenged to discuss the book and how it related to him with you or another school
professional, write about the book, journal his feelings, or create another creative
post-reading project.
10. Finally, assess the effectiveness of bibliotherapy on the student. Use the information
gathered during and after bibliotherapy and accompanying projects to identify areas
of success and brainstorm new ideas for areas that needed improvement.
The Use of Bibliotherapy to Address Specific Disorders

The behaviors that has included are those that could potentially be observed in a
classroom or school setting. Should you become concerned about a serious disorder in a
student, along with any personal aid you may offer, such as bibliotherapy, inform your school
psychologist and/or counselors about the student and potential situation
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Depression
Everyday you have the opportunity to see your students at work and play. You have
the ability to detect when something is bothering them and to note changes in their behavior
or mood. Also, you may be aware of situations in your classroom in which a student is dealing
with a depressed parent, sibling, or loved one. Depression is classified as a mood disorder,
and because you have so much time witnessing students in social and work situations, you
have a good opportunity to examine students‘ mood and detect depression in a student.
Behaviors Indicative of Depression

Students who are clinically depressed or suffering from a major depressive episode
will likely display, for an extended period of time, a number of depressed symptoms and a
depressed mood. Signs of depression you may see in your students could include:
• A depressed or tearful mood almost every day. Students may also be irritable or easily
agitated.
• A noticeable decrease or loss of interest in pleasurable activities. A student who is
depressed or suffering from a major depressive episode may completely lose her
interest in a subject or activity that was previously captivating.
• A significant change in weight. Though this may be difficult to detect in younger
children, rapid weight loss or gain in adolescents can signify depression.
• Changes in the pace of responses and motor activities in a student. A student suffering
from depression may noticeably become much more restless in her physical activities,
and might pace around the room, be up and down from the desk, and have trouble
sitting still. The other extreme, however, is also possible for depressed students. A
student suffering from depression or a depressive episode may have markedly slowed
movements and responses, and might take an extremely long time to answer questions.
• A loss of energy, or feelings of fatigue. A student might complain of being tired all the
time, may struggle to keep alert during class, or might seem to have all the energy
sucked out from her.
• Feelings of worthlessness or guilt. A student suffering from depression might convey
feelings of extreme worthlessness. A student expressing worthlessness may be perfectly
capable of many activities, or might even excel at certain things, but will actively express
her irrelevance to the activity or group. Also, a student might express feeling very bad
about a situation, and inappropriately allot all blame to herself.
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• A reduced ability to think or concentrate. Because you see your students in a scholastic
environment everyday, it will be noticeable if a student experiences a lessened ability to
think or concentrate. You might see a decrease in the level of difficulty needed to
challenge a student. Your student might stop thinking abstractly, or struggle to reason.
Also, you might notice your student not being able to finish any work, even if adequate
time is given
• Increased indecisiveness. A student might begin to struggle daily to decide on a lunch
choice. Small decisions such as what to do during recess, whether or not to bring her
coat outside, or which center activity to complete each day may become very difficult
for her to make.
• Repeated thoughts of death or suicidal ideas. Though this may be difficult to detect,
changes in student artwork, doodling, or writing might indicate obsessive thoughts of
death. You might see a student who previously drew happy things begin to draw dark or
scary pictures. Also, during friendly letter writing or journaling students may reveal a
desire to die or kill themselves.
Suggested Titles for Issues of Depression

1. Books for early childhood and children in grades K-6:
• Letters from Rapunzel by Sara Holmes
• Amazing Gracie by A.E. Cannon
• The Day My Mother Left by James Prosek
• Depression by Jennifer Rozines Roy
2. Books for children in grades 7-12:

• The Opposite of Music by Janet Young
• My Kind of Sad : What it's like to be Young and Depressed by Kate Scowen
• The Disappearing Girl : Learning the Language of Teenage Depression by Lisa
Machoia
• Under the Wolf, Under the Dog by Adam Rapp
• Saving Francesca by Melina Marchetta.
Anxiety Disorders
Students who seem to be on edge frequently, always worried about something, express
intense, irrational fears, or are overly meticulous may suffer from an anxiety disorder. There
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are many sub-disorders within the category of anxiety disorders, butt the following
signs/symptoms listed will be for disorders that educators could readily observe in their
classrooms.
Behaviors Indicative of Anxiety Disorders

Unlike depression, some anxiety disorders can come on quickly and without an
obvious reason; therefore, it is important for you to be acutely aware of changes in your
students that may be due to the onset of an anxiety disorder. Signs of anxiety disorders you
may see in your students can include:
• Panic attacks. Panic attacks are brief, isolated incidence of extreme fear or
discomfort in which a student may: have changes in heart beat, sweat profusely,
shake or tremble, have changes in breathing, feel as though she is choking, become
dizzy or lightheaded, and feel as though she is —losing control.“
• Excessive, irrational fears of specific objects or situations. Students who suddenly
cry, scream, freeze, or cling to you when asked to do a seemingly simple task or go to
a seemingly harmless place may suffer from specific phobias.
• Excessive avoidance, anticipation, or distress when in social situations. Students
who are extremely fearful of specific or general social situations, and show anxiety
and avoidance regarding these situations may experience social phobia
• Persistent, overwhelming thoughts or images that students cannot replace with
other thoughts or images. If a student is —stuck“ on one thought or image that is not
an exaggerated worry about something that is actually happening in her life, she
may be experiencing obsessions (part of obsessive-compulsive disorder). A student
who struggles with obsessions might refer to something seemingly inconsequential
many times or repeatedly express worry concerning it.
• Repetitive behaviors or mental acts that are in response to obsessions or —rules“
that she feels must be followed precisely. These behaviors are done in order to
reduce the stress she is feeling. If a student has repetitive behaviors (she may
reorganize her desk or items on her desk multiple times during one lesson, she may
ask to wash her hands many times, or may meticulously straighten or align items
over and over) or repetitive mental acts (she might pray continuously, you may see
her silently counting
• Irrational, consuming worry and anxiety about a number of situations. This may be
difficult to detect if students tend to be —perfectionists.“ However, if a student
Lucena City
Revision No.: 3
Reviewed by: QMR
shows significantly more worry or anxiety than a situation (even in extreme cases)
should warrant, she might experience generalized anxiety disorder. Students with
such a disorder may express extreme worry (e.g., restlessness, nausea, muscle
tension) before simple tasks such as library time, a spelling pre-test, going on a field
trip, or overall school performance.
• Restless or feelings of being on edge. These students may be jittery, easily excitable,
or jumpy about small disturbances.
• Irritability. A student who historically has been fairly calm and easygoing may
suddenly, or over a period of months become easily angered or short-tempered.
Students may stop wanting to share, might be curt towards their desk-pod mates,
and might be overly defensive about their actions and feelings.
Suggested Titles for Issues of Anxiety

Books for early childhood and children in grades K-6:
• The Babysitter Sings by Phillis Gershator
• Jacques & Spock by David Michael Slater
• Jezebel's Spooky Spot by Alice Ross & Kent Ross
• Let's Talk About Feeling Nervous by Susan Kent
• Evenif I Spill My Milk? by Anna Grossnickle Hines
• The Kissing Hand by Audrey Penn
Attention-Deficit/Hyperactivity Disorder
Many of you have observed students in your classrooms with ADD or ADHD. It is no
surprise that teachers can usually detect early signs of ADD and ADHD–the classroom can
unfortunately be a very difficult place for these students to succeed. Because you have the
opportunity to observe your students‘ attentiveness and activity level during activities that
call for great amounts of attention and restraint, you will likely be able to detect students
who struggle with this issue. Also, these disorders occur more frequently in boys.
Behaviors Indicative of ADD and ADHD

• A lack of attention to detail. You may see a student who consistently forgets to
complete entire pages of his homework, or haphazardly misses several problems of
which he is perfectly capable of successfully completing.
Lucena City
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• Difficulty maintaining attention in various situations. Your student might be mentally

—all over the place.“ He might begin by writing about his pets, trail off into something
about the playground, and finish off with thoughts about his favorite television
program.
• Difficulty following directions. You may give instruction directly to a student, and it
may seem as though he is not even paying attention. Then, once work has begun, he
might not have a clue where to begin. These students truly are at a loss for where to
begin, or even for what they are doing. Note, however, that these students are not
acting as such because of behavior issues or confusion about directions–they simply
struggle to follow directions.
• Resistance to participate in school work. These students know that school work
requires sustained mental attention and because they struggle with this, are opposed
to school work.
• Frequently misplacing items necessary for given tasks. These students might
constantly be asking for pencils (even if you have already lent them one earlier),
leaving paper in their backpacks, dropping rulers on the floor, and struggling to
relocate these items when they are needed.
• Fidgeting, wandering around the classroom, getting up and down from their seat, and
talking excessively. A student with ADHD might seem to be always powered by some
outside source and have a seemingly endless amount of energy. These students may
get out of their seats when it is inappropriate, play with everything in their desks, and
talk when quiet is needed.
• Blurting out answers, struggling with turn-taking, and interrupting. A student who by
convention seems rude, might struggle with impulsivity and simply does not know
how to control the overwhelming need to call out the answer to a math problem, push
his way to the front of the line, say what he is thinking before you or a classmate are
finished speaking, etc.
Suggested Titles and Websites for Issues of ADD and ADHD

1. Joey Pigza series by Jack Gantos
2. The A.D.D. Book for Kids by Shelley Rotner and Sheila Kelly
Lucena City
Revision No.: 3
Reviewed by: QMR
Bullying and Aggression

Not every bully or aggressor in your classroom will have a diagnosable disorder, so
not all aggressive behavior will be overtly obvious. It is important, however, that you know
how the children play together during recess and about the social contact in the hallways or
common areas. The following behaviors are listed for Conduct Disorder, a disorder in which
children blatantly neglect and violate the rights of others and act well beyond the limits of
age-appropriate societal norms. While these behaviors may seem a bit extreme (and usually
need to be for an actual diagnosis), the purpose of this list is to highlight the aggressive
patterns and violations of the rights of others.
Behaviors Indicative of Bullying/Aggression and Conduct Disorder

• Threatening or intimidating others. You may observe this as a hateful hiss from one
student to another or as a declaration of impending physical or mental harm to come.
• Initiating fights. A student might constantly pick verbal and physical fights, or
encourage others to fight each other.
• Physical cruelty to others. You might observe a student steal another‘s jacket on a cold
day, or see him intentionally take a bathroom pass when he knows another student
really needs to use the restroom.
• Stealing and lying. A student might steal petty items from his classmates and lie about
the item‘s whereabouts or deny ever coming into contact with the item. Also, these
students may lie to get something they want or to avoid something they do not want to
do. Quite simply, a student might walk over to change his behavior card from green to
yellow, and not change the card or change another student‘s card, all to avoid
punishment or a bad written report.
Suggested Titles and Websites for Issues of Bullying and Aggression

• Jake Drake, Bully Buster by Andrew Clements
• Joshua T. Bates Takes Charge by Susan Shreve
• Thank You, Mr. Falker by Patricia Polacco
Books for preschool and early childhood about bullying:

• http://www.santaclaracountylib.org/kids/lists/bullies_younger/index. html
Lucena City
Revision No.: 3
Reviewed by: QMR
Books for grades 3-8 about bullying:

• http://www-lib.co.santa-clara.a.
us/kids/lists/bullies_older_kids/index.html
Other Booklists about Bullying:

• http://www.spl.org/default.asp?pageID=audience_children_rea
dinglist&cid=10904307989
Issues of Body Image and Eating Disorders

Unfortunately, you as an educator will not always be acutely aware of your students‘
body image or they way they feel about themselves physically. It is important, however, that
you are aware of students who the others may torment because of a weight issue, or students
who are harassed about their clothing, style, or appearance. Also, anything you can do to
deemphasize the importance of looks is good (try not to complement individual students
about their clothes or —how cute“ he or she looks). Because you might not personally
observe your students while they eat, if you have concerns regarding a specific student,
discuss her eating habits with the paraprofessional or lunch attendants who can observe her
eating habits. The following behaviors or signs are for specific eating disorders, also keep in
mind the behaviors and signs listed are those you could readily observe in a school
environment.
Behaviors Indicative of Eating Disorders

• Intense fear of gaining weight or obsessive thoughts of being fat. You might
overhear a student who is underweight complaining to her friends about how fat
she is, or how disgusted with her weight she is.
• Also, students might reflect a fear of gaining weight or a fear of fat in their writing.
• Extreme weight loss. A student may suddenly lose unnecessarily large amounts of
weight. She might suddenly look emaciated, her face may begin to hallow out, and
she may begin to complain of feeling cold more often.
• Not eating during meal periods. Students might not eat anything during snack times
or lunch time. A student might consume only a diet soda or water during meal
times. Also, she might express a fear of eating in front of others.
• Binge eating during short amounts of time. A student might eat uncommonly large
amounts of food in a short time interval. A student might bring an entire box of
Lucena City
Revision No.: 3
Reviewed by: QMR
crackers or candy and successfully eat the contents during a snack time. Usually,
this eating pattern will be followed by an episode of induced purging (vomiting or
the use of laxatives), or stretches of fasting or excessive exercise.
Suggested Titles for Issues of Body Image and Eating Disorders

1. Books about body image:
• All Made Up : a Girl's Guide to Seeing Through Celebrity Hype and Celebrating
Real Beauty by Audrey D. Brashich
• The Next Big Thing by Johanna Edwards.
• Feeling Freakish? : How to be comfortable in your own skin by Veronique le
Jeune & Philippe Eliakim, with Melissa Daly
• No Body's Perfect : stories by teens about body image, self-acceptance, and the
search for identity by Kimberly Kirberger
• Looking Good : male body image in modern America by Lynne Luciano
• Beyond Beauty by Jane Pratt; edited by Antoinette White and Alexandra
Arrowsmith.
2. Books about eating disorders

• Faded Denim: Color me Trapped by Melody Carlson
• Life Inside the "Thin" Cage : a personal look into the hidden world of the
chronic dieter by Constance Rhodes
• Making Weight : men's conflicts with food, weight, shape & appearance by
Arnold Andersen, Leigh Cohn, and Thomas Holbrook
Other Issues
Not every issue your students face will be something that can be medically defined or
categorized. Today, students face personal issues loaded with complex feelings and emotions,
which usually affect many aspects of their lives. The following are various situations and
dilemmas your students might experience, and suggested titles for those problems.
Suggested Websites for Issues of Death and Dying

1. Books on death and dying broken down by age appropriateness and
fiction/nonfiction:
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Revision No.: 3
Reviewed by: QMR
• http://www.santaclaracountylib.org/kids/lists/death_dying_grieving.html
2. Other booklists about death and dying:

• http://www.nancykeane.com/rl/130.htm
• http://www.elpasotexas.gov/kidszone/kidszone_library/booksandre
ading/booklists/bo oklistdeath.htm
Suggested Websites for Family Issues

1. Booklists about divorce
For early childhood:
• http://www.myhamilton.ca/NR/rdonlyres
• http://www.clpgh.org/kids/booknook/bibliotherapy/divorce.html
2. Booklists about adoption

Suggested Websites for Issues of Homosexuality

• http://www.clpgh.org/kids/booknook/bibliotherapy/homosexuality. html
Other Websites
• https://www.slj.com/?detailStory=bibliotherapy-for-teens-helpful-tips-and-
recommended-fiction
• https://libraryguides.marlboro.edu/c.php?g=25570&p=156242

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MANUEL S. ENVERGA UNIVERSITY FOUNDATION

Bibliotherapy: the reading remedy practices of ASEAN libraries.

A Research Paper Presented to the Faculty of

Institute of Graduate Studies and Research

Manuel S. Enverga University Foundation, Lucena City

In Partial Fulfillment of the Requirements

for LIS524 – Seminar in Global Librarianship

Khristine Vera V. Alcance

This Research entitled:

BIBLIOTHERAPY: THE READING REMEDY PRACTICES

Prepared and submitted by Miss Khristine Vera V. Alcance in partial fulfillment of

Dr. Augusta Rosario A. Villamater

Accepted in partial fulfillment on the requirements for LIS 524 – Seminar in

Myrna M. Casipit, MLIS, RL Aisa G. Zeta, MLIS, RL

Augusta Rosario A. Villamater, Ed. D, RL

List of Figures and Tables 5

a. Rationale of the Research 9

b. Purpose of the Research 14

e. Significance of the Research 41

f. Statement of Desired Outcomes 42

g. Target Beneficiaries of Research Results 43

j. Scope and Limitation of the Study 47

3. Description of Method or Approach 47

a. Research Design/Research Instrument/Data Gathering Procedures 47

b. Respondents/Units of Analysis/Subjects of the Study 50

c. Sampling Design and Procedures 50

d. Research Locale/Study Site 51

f. Data Analysis Plan 52

4. Results and Discussion 55

8. Major Final Output 88

A - Informed Consent Form 89

B - Curriculum Vitae of the Researcher 95

Figure Title Page

1 The research paradigm of “Bibliotherapy: the Reading 54

Table Title Page

1 The Type of Library Material as Characteristics of 56

2 The Type of Clientele as Characteristics of 57

3 The Type of Counselling Approach as Characteristics of 59

4 The Type of Intervention as Characteristics of 60

5 The Bibliotherapeutic Work as Characteristics of 61

6 The Reasons of Bibliotherapy as the Reading Remedy 63

7 The Things that Facilitators do to Bibliotherapy 67

8 The Benefits of Bibliotherapy as the Reading Remedy 71

I. Research Title: Bibliotherapy: the reading remedy practices in ASEAN libraries.

II. Name of Researcher: : Khristine Vera V. Alcance

Degree : Master of Library and Information Science

Specialization : Library Science

Researcher's Contact Details : 09236611912

Name of Research Adviser : Dr. Augusta Rosario A. Villamater

1. Abstract of the proposal

Bibliotherapy is a concept that involves the use of books to help children

librarians to better address emotional, behavioral and social concerns. The

purpose of this study is to provide information with sources of evidence in the

practices of bibliotherapy as a reading remedy in ASEAN libraries.

fiction and poetry to provide enjoyment, makes, from anecdotal evidence, a

contribution to people's mental health and wellbeing as a love of literature. This is

a qualitative research that used the approach of document or content analysis.

“Bibliotherapy”. The researcher examined and analyzed through reading and

understanding. The reading remedy practices of bibliotherapy in ASEAN libraries

bibliotherapeutic work that address the emotional problems readers facilitated by

be conducted to improve the emphasis of literature for coping up and healing;

professionals; to assess individuals for their abilities to comprehend, respond,