CERTIFICATION

This is to certify that this project was carried out by ADEKIYA, ADEOLA FADEKEMI
of the Faculty of Education, the Department of Arts and Language English
Education, Ekiti State University, Ado-Ekiti, Nigeria.

…………………………………………. ……………………………

Dr. Mrs OFODU Date

Supervisor

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 DEDICATION
This project work is dedicated to God Almighty, the only wise God, the owner of
wisdom and knowledge and life for he has given me the inspiration and strength to
complete this work successfully.

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 ACKNOWLEDGEMENT
From the bottom of my heart I appreciate God Almighty, the Alpha Omega, my
present help and my all in all who has made it possible for me to record success in
this project work in His infinite mercy and has kept me alive till this day.

My sincere appreciation goes to my ever loving and caring parents, Mr. and Mrs.
Adekiya for their support in all ramifications since my birth to this present
moment. I appreciate my siblings, you guys are wonderful and to my extended
family I say a big thank you.

I will like show my appreciation to my able dynamic supervisor Dr. Mrs. Ofodu
for her support, guidance, and effort which culminated into the success of this
project. May God bless you and your family. (Amen)

Finally, I will also like to show appreciate to my friends and colleagues, Alokan
Adebola, Olaiya Oyindamola, Adebayo Oluwaseun and others for their love and
care. God bless you all.

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 ABSTRACT
This study identifies Effect of Bibliotherapeutic on Senior Secondary School
Students Learning outcomes in Literature-in-English in Ado Ekiti Local
Government Area, Ekiti State. The purpose of the study is to determine the effect
of Bibliotheraphy on secondary school students.

Relevant literatures were reviewed and appropriate theories. To achieve the study
objectives, survey research method was used. Questionnaire served as the research
instrument. 100 respondents were chosen, 100 respondents were given
questionnaires. The research carried out shows that Bibliotheraphy has a positive
effect on students learning.

The study also confirmed that Literature can be used to solve societal problems
such as Cultism, Prostitution, cultism and rape. These are the major problem in the
society which literature could help solve.

The findings confirmed that literature books have helped students to achieve their
goals, and also helped to improve sensitivity and also their spoken English.

The findings also revealed that Bibliotheraphy had helped students to be more
creative and active in all areas, it was revealed that students who failed to spend
time reading books are less creative and active in school. Also, students were able
to think and make good decisions on their own.

Based on the findings, it was recommended that Government and all other
institution responsible for managing Education of younger generations should
come together and find a lasting solution to the education sector, conduct research,
and prescribe practicable educational policies that will move the nation's education
forward. Also, Parents should encourage their children by providing literature
books and other appropriate books for them.

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 TABLE OF CONTENTS
TITLE PAGE i
CERTIFICATION ii
DEDICATION iii
ACKNOWLEDGEMENT iv
ABSTRACT vi
TABLE OF CONTENTS vii
CHAPTER ONE: INTRODUCTION
Background of the study 1
Statement of the Problem 10
Objectives of the Study 11

Research Question 11

Research Hypothesis 12

Significance of the Study 12

Delimitation of the Study 13

CHAPTER TWO: LITERATURE REVIEW

Literature in English Curriculum 14

Societal Problems 16
Bibliotherapy 30
Advantages of Bibliotherapy 34
Disadvantages of Bibliotherapy 35
Bibliotherapy in a School Settings 36

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CHAPTER THREE: RESEARCH METHOD
Research Design 40
Population 40

Sample and Sampling Techniques 41

Research Instrument 41

Validity of the instrument 42

Reliability of the Instrument 42

Administration of the instrument 42

Data Analysis 42
CHAPTER FOUR: RESULTS AND DISCUSSION
Results 43

Discussion 48

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary 49

Conclusion 50

Recommendations 51

References 53

Appendix I: Questionnaire 56

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 CHAPTER ONE
INTRODUCTION
Background to the Study
Childs, T & Moore, J. (2014) defines literature as any collection of written
work, but it is also used more narrowly for writings specifically considered to be
an art form, especially prose fiction, drama, and poetry. In recent centuries, the
definition has expanded to include oral literature, much of which has been
transcribed. They posits that, literature is a method of recording, preserving, and
transmitting knowledge and entertainment, and can also be have a social,
psychological, spiritual or political role.

Literature as an art form, can also include works in various non-fiction genres,
such as biography, diaries, memoir, letters and the essay. Within its broad
definition, literature includes non-fictional books, articles or other printed
information on a particular subject. Cornett, C. (2003).

Green, B. (2002). In one of his works, A literacy project of our own ,says
etymologically, the term derives from Latin Literatura/litteratura “learning, a
writing Grammar”. In Western Europe, prior to the 18 th century, literature denoted
all books and writing. Then, during the Romantic period, a more restricted sense of
the term emerged that emphasized the idea that” Literature” was ‘imaginative
writing’.

The 11th edition of Merriam-Webster’s collegiate Dictionary considers literature to

be “writing having excellence of form or expression and expressing ideas of
permanent or universal interest”

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The 19th century critic Walter pater referred to “the matter of imaginative or artistic
literature” as a transcript not of mere fact but of fact in its infinitely varied forms.”
But such definitions assume that the reader already knows what literature is.
Literature is first and foremost humankinds entire body of writing belonging to a
given language or people, then it is individual pieces of writing. As an art,
literature might be described as the organization of words to give pleasure. Yet
through words, literature elevates and transforms experience beyond mere
pleasure. Literature also functions more broadly in society as a means of both
criticizing and affirming cultural values. Literature, can be categorized under three
types namely Poetry, Prose and Drama. They are also referred to as genres of
Literature.

A poem is a composition written in verse and stanza. Poems rely heavily on

imagery, precise word choice and metaphor, they may take the form of measures
consisting of patterns of stresses or of patterns of different length syllables (as in
classical prosody) and they may not utilize rhyme. One cannot readily characterize
poetry precisely. Typically, poetry as a form of literature makes some significant
use of the formal properties of the words its uses.

Poetry perhaps pre-dates other forms of literature, early known examples include
the Sumerian Epic of Gilgamesh (dated from around 2700 B.C) parts of the Bible,
the surviving works of Homer and the Indian epics Ramayana and Mahabharata. In
cultures based primarily on oral traditions the former characteristics of poetry.

Language and tradition dictate some poetic norms: Persian poetry always rhymes,
Greek poetry rarely rhymes, Italian or French poetry often does, English and
German poetry can go either way. In recent years, digital poetry has risen and takes
advantage of the artistic, publishing and synthetic qualities of digital media.

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Prose consists of writing that does not adhere to any particular formal structures
other than simple grammar, non-poetic writing. The term sometimes appears
pejoratively, but prosaic writing simply says something without necessarily trying
to say it in a beautiful way or using beautiful words. Prose writing can of course
take beautiful form, but less by virtue of the formal features of
words(rhymes,alliteration,metre) but rather by style, placement or inclusion of
graphics. Prose is divided into fiction and non-fiction. A fiction is a literary type
using invented or imaginative writing, instead of real facts. Non-fiction is a written
work intended to give facts or true accounts of real things and events.

A drama or play offers another classical literary form that has continued to evolve
over the years. It generally comprises chiefly dialogue between characters and
usually aims at dramatic rather than reading.

Greek drama exemplifies the earliest form of drama of which we have substantial
knowledge. Tragedy, as a dramatic genre developed as a performance associated
with religious and civic festivals, Tragedy generally presents very serious themes,
Tragedy is usually tense, with unhappy ending. Comedy is a dramatic work that is
light and humorous in tone.

However, Literature plays a vital roles in our society. The benefits of Literature
includes:

1. It help the readers to acquire speed and skills they will need for practical
purpose when they leave school. Mcgregor (2000:132) further notes that reading
goes beyond conversion of print of sound with some level of comprehension to
skills of book selection, the use of reading, critical reading, comparing texts,
location references and so on.

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2. General knowledge comes through reading and, the more understanding a
student has the ' more books he can read. The knowledge further helps to sharpen
the reader's insight, widen her experience and provides occasions for exercise of
judgement about man which makes such a reader capable of the appropriate
response to life.

3. Experience of literature is an essential part of education, as it raises the level at

which the mind can function.

4. Reading is an easy route to command of the language. It guarantees the exercise

of mental powers at full stretch and as McGregor et al (2016:210)says, it is
literature he will find words passionately or delicately conveying emotions or
altitudes.

5. Finally, an avid reader is generally well organized, disciplined individual with

an eye for aesthetics. Taking part in the process of creative imagining and
experiencing the order with which it is presented, she transfers this orderliness into
her life as well. When a student has achieved the foregoing we say she is literate
and competent because she has acquired skills and ability that help her desist from.

Problems Encountered in The Teaching And Learning of Literature.

Introduction of Literature as a separate school subject has revealed a huge number

of problems during its practical applications: students‟ low levels of proficiency in
English, teacher incompetence, low motivation, lack of confidence, limited
resources, lack of materials etc.

Certainly, there is no doubt that students should have sufficient command of

English to ensure they can keep up with the pace and workload of the literature
program. After all, Literature is a serious academic discipline. The contention rises
when decision-making is required on the issue of what should be the proficiency
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levels of students to make them eligible to study literature-in-English.
Kapinga(quoted in Mwape, 2010, p.15) conducted a research on high school
students in which she described her students as being seriously anxious about
learning English literature which they perceived as “too difficult to comprehend
and understand independently without the assistance of their teachers”. Kapinga
suggests that the study of literature should be pre-conditioned by “the mastery of
English language itself”. The scholar remarks that “the weak L2 student probably
needs literature more than the more proficient L2 learner” and that the solution to
the dispute of linguistic barriers lies simply in making Literature curricula “avoid
prescription of books beyond the average student’s ability” (p.20). English
literature, it is argued, is immensely resourceful and can provide for any level of
proficiency: beginner, intermediate or advanced.

In addition to proficiency levels, while motivation and self-confidence are

considered important aspects in terms of their effect on student performance, field
knowledge and teacher training are equally important in terms of their effect on
teacher performance. However, this study seeks to provide answer to the problem
teachers and students face in learning and teaching of Literature. This research
recognizes Bibliotherapy as a remedy to solve the problem that the students of
Literature face.

Bibliotherapy is given to a small group of 5 to 7 students. Books that are being

read, connect to the students’ mental representations and backgrounds and level
with their reading- and language skills. The readings are weekly discussed in the
groups supervised by a trainer. Bibliotherapy deals with all the five SEL
competencies according to Casel (2005). This is done by identifying oneself with
the character or the story (self-awareness), construct meanings and interpretations
of the text (social awareness), getting insight in problems that touches one and

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discussing those problems (self-management and relationship management),
gaining new norms and values (self-awareness and social awareness), gain
conscience that others can experience the same problems as you (social awareness)
and gain the ability to think of different solutions for those problems (responsible
decision making) (McCullis & Chamberlain, 2013).

Apart from teaching social-emotional skills, bibliotherapy tries to let students

experience reading in a meaningful and personal way. This is done by creating a
non- educational setting and focusing on pleasure in reading. This is important in
order to change students’ reading attitude in a positive way (Kush et al., 2005;
Stokmans, 2007).

Eventually, bibliotherapy has three goals: improve self-reflection and social-

emotional learning by reading books, stimulate a positive reading attitude and
improve vocabulary and reading comprehension (Tijms, Stoop, & Polleck, in
preparation). One of the goals of bibliotherapy is to let students get in touch with
reading in a positive manner, emphasizing reading in a safe and recreational way
and discussing the books without giving it an educational vibe. This is
accomplished by choosing books that students can relate to and by not forcing any
rules on them (they make their own rules together). This makes it possible for
students to get a positive reading experience, which is very important in order to
change reading attitude in a positive direction (Kush et al., 2005; Stokmans, 2007).
An important part of bibliotherapy is the book discussion in the meetings, this can
lead to an insight that reading does not have to be something to do solo, but can
also lead to social interaction (Nelck-da Silva Rosa & Schlund Bodien, 2004).
Getting this insight is important for developing a positive reading attitude,
especially if you want to change reading attitude in adolescents (Merga, 2014;
McKenna, 2016). As explained before, reading attitude can be divided into two

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components: hedonic reading attitude and utilitarian reading attitude (Stokmans,
2006).

Bibliotherapy mainly tries to change the hedonic component (pleasure in reading),

because this component is most important for enhancing the intrinsic motivation to
read, which has a positive influence on reading comprehension (Schaffer et al,
2013; Martin- Chang & Gould, 2008; Taboada, Tonks, Wigfield, & Guthrie, 2008).

Rozalski, Stewart and Miller (2010) also found that bibliotherapy can have a
positive influence on behaviour towards others, for example to fellow students.
The role of the trainer is important in order to achieve this change in behaviour
among students following the bibliotherapy. The trainer has to be open and
involved in the group process and make it possible for each student to speak freely.
By creating a safe and trustworthy environment, the relationship between the
trainer and the students will grow stronger and will increase school engagement
(Durlak et al., 2011; Polleck, 2010).

Rozalski, Stewart & Miller (2010) also describe bibliotherapy as a projective

indirect tool that employs literature for growth of children and it can be used to
teach children on life’s challenges by encouraging them to connect with book
characters, thereby letting them evaluate themselves individually. In other words it
is the process of using books to help children think, understand, and work through
social and emotional concerns. Reading in this sense can be therapeutic because
children are encouraged to enter the world described in the pages of a good book
and become involved with the character there in having gained insight and ideas.

The goal of bibliotherapy is to broaden and deepen mainly children’ understanding

of a particular problem that requires attention. The written books may educate
children about their problem itself or be used to increase their acceptance of a

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proposed treatment. Opportunity to read about emotional and behavioral disorder
outside the therapist’s office facilitates active participation in the rehabilitation
process and promotes learning. Books used as therapies have been instruments of
change, development and effective decision-making since time immemorial. No
wonder then books have continued to be relevant from one generation to another.
According to Ajayi (2016), the use of books in the treatment of mentally sick
people dated back to 300 BC when Aristotle delineated the influence that book had
on the psyche, especially the purifying or purgative effect on tragedy.

Bibliotherapy has a rather elusive definition. On the surface level, it is easy to

know what it basically is. Bibliotherapy combines two Greek words, biblio
meaning book and therapeio, meaning healing. However, academics studying
bibliotherapy have been trying to agree on the exact definition. The most widely
accepted definition, reported in the literature, is Caroline Shrodes's definition.

In her classic, 1998, dissertation, she defined bibliotherapy as a "process of

dynamic interactions between the personality of the reader and literature as a
psychological field which may be utilized for personality assessment, adjustment
and growth" . Using this definition, she explained the dynamic process of
bibliotherapy which is still present in the literature today. Other clearer definitions
also prevail. Webster's dictionary defines bibliotherapy as, "the use of selected
reading materials as therapeutic adjuvants in medicine and in psychiatry; guidance
in the solution of personal problems through directed reading" (Babock, 2009, p.
212).

This definition makes it clear that bibliotherapy is an adjunctive therapy and

should not necessarily be considered useful on its. own. Another definition
provided by Cornett and Cornett, (2010) reduces bibliotherapy to "getting the right
book to the right child at the right time about, the right problem (9)." However,
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bibliotherapy is a bit more complex than this definition. Cornett and Cornett (2010)
provide another definition of bibliotherapy saying it is "psychology through
literature-reading that is used to solve or prevent problems." This definition comes
with two assumptions, first that a need is unmet and secondly that the reader will
personally identify with the character in the book used.

Clinical bibliotherapy is using imaginative literature for the goal of changing

behavior or having insight into their behavior. Lastly, developmental bibliotherapy
is either imaginative or informative literature used to promote normal development
and maintain mental health. Taking these three categories further, the literature
has grappled with whether bibliotherapy is defined as a science or as an art. The
science of bibliotherapy is basically the prescription of reading for treating medical
problems. This would be Rubin's institutional category. This view requires several
key factors. First, the medical professional must analyze the needs of the patient
and have excellent rapport with the hospital librarian.

The librarian must have rapport with the patient and have a large selection of
books and other reading materials (Brown, 2017). The science of bibliotherapy was
what started the trend toward using books with patients. According to Pardeck
(2003), the informational purposes of bibliotherapy can be helpful for patients who
are experiencing clinical problems that are unfamiliar to them. This literature may
help them change things in their lives.

The art of bibliotherapy is when a professional uses a book to help their client or
patient solve a problem. This requires a person knowledgeable about books, a large
collection of books and good rapport between the counselor and client (Brown,
2013). This is the type of bibliotherapy that most professionals are familiar with
using. Rubin (2010) placed this in the clinical category of bibliotherapy. A third
area that bibliotherapy has moved into, is using books for preventative aspects.
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This is the developmental category from Rubin (2010). Anticipating
developmental milestones or problems and using a book to make that transition go
smoothly is the hallmark for preventative bibliotherapy (Cornett and Cornett,
2005). This type of bibliotherapy is very useful in the schools.

For the purpose of this Research, bibliotherapy will be described in two senses,
why it should be used, how it has been used in assisting students in schools and to
know whether it is applied in teaching by teachers of some selected secondary
schools in Ado Ekiti. The definition of bibliotherapy for this research combines
two current definitions, for problem-solving and developmental purposes. As noted
earlier, Webster's third dictionary said it was the "guidance in the solution of
personal problems through directed reading," (Babock& Pardeck 2010, p.212) add
that it is the use of literature to help students with developmental changes, growth
and adjustment. This definition focuses on both using it to solve problems and for
developmental purposes.

Statement of the Problem

Lack of achievement motivation by students among other factors is a major

hindrance to students' academic pursuit in Nigeria, hence the perennial experience
of mass failure in national examinations. Empirical research reports show that
students who lack achievement motivation can hardly make progress academically.
The researcher is therefore of the view that Bibliotherapy which involves
prescribing relevant books (either by self or by trained/qualified professionals)
including other helpful literature can be used as a support/back-up approach to
addressing the problem' of poor academic performance in Literature-in-English, in
States and national examinations due to lack of achievement motivation.

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This study therefore is an attempt to investigate this possibility. That is, using
Literature teaching and learning to enhance sustainable students' motivation for
academic achievement and to solve societal problems. The investigation will
involve finding out how much reading of books can impact and communicate
specific messages to readers and library users, especially those who lack
motivation for academics.

Objectives of the Study

The investigation aims at achieving the following objectives

i. to identity why Bibliotherapy should be used in schools

ii. to determine whether reading books can actually influence and increase students
motivation for achievement.

iii. to determine whether achievement motivated respondents actually use and

access library materials.

iv. to determine how it has been used in assisting students

v. to examine whether it is applied in teaching by teachers

vi. to determine the kinds of books students prefer reading

Research Question

1. What is the most serious problem of Literature teaching to secondary school

students from the point of view of Literature teachers?

2. What percentage of students are actually influenced or motivated by reading

books?

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3. Do students who use/read library resources/books acquire their own personal
reading collection?

4. What kinds of books do students prefer to read?

5. Does library material usage translate to students achievement?

Research Hypothesis

1. There is no significant difference in the use of Bibliotheraphy between male

students and female students

2. There is no significant difference in the use of Bibliotheraphy between students

that use the library books and those who acquire their own personal reading
collection.

Significance of the Study

The study will provide an additional approach for enhancing reading habits and
techniques in students who lack it. Furthermore, the findings will provide deeper
insight and revelations into the problems of academic underachievement resulting
from low reading habits amongst secondary school students in Ado Ekiti.
Furthermore, the findings and knowledge generated from this study will be an
addition to the existing body of knowledge.

Delimitation of the Study

Ordinarily, this research should covered all the secondary schools in Nigeria.
However, for logistic reasons, it will be limited to some selected private and public
senior Secondary Schools in Ado Ekiti local Government

Definition of Terms

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1. Bibliotherapy: The process of reading for the purpose of identifying with

characters and observing how the characters face challenges in order to further
one’s emotional good health (Gavigan, 2012; Heath, Sheen, Leavy, Young, &
Money, 2005; Jack & Ronan, 2008; Pardeck, 1994b)

2. SEL: Social Emotional Learning (SEL) is an integral part of Education and

human development. SEL is the process through which all young people and
Adults acquire and apply the knowledge, skills and attitudes to develop healthy
identities, manage emotions and achieve personal and collective goals, show
empathy for others, establish and maintain supportive relationships and make
responsible and caring decisions.

3. Self-awareness: This involves being aware of different aspects of one self

including traits, behaviors and feelings. It is a psychological state in which oneself
becomes the focus of attention.

4. Self-management: This is also referred to as self-control or self-regulation. It is

the ability to regulate one’s emotions, thoughts and behaviors effectively in
different situations

CHAPTER TWO

This chapter presents the review of related literature on English Language

teaching, the techniques and gadgets used. It presents the review under the
following sub-headings

 Literature in English Curriculum

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  Societal Problems
 Bibliotherapy
 Advantages of Bibliotherapy
 Disadvantages of Bibliotherapy
 Bibliotherapy in a School Settings

Literature in English Curriculum

The Literature in English Curriculum and Assessment Guide (Secondary 4 – 6)
(2019) delineates the aims, learning targets and objectives of the subject. It also
provides guidelines, suggestions and exemplars to promote effective learning,
teaching and assessment practices, and to help schools and teachers to plan,
develop and implement their own school-based Literature in English curriculum.

The Literature in English Curriculum and Assessment Guide is built on the

previous Literature in English curriculum for secondary schools as well as the
ASL and AL Literature in English curricula.

The rationale for studying Literature in English reinforces the guiding

principles for education reform outlined in the Senior Secondary Curriculum
Guide (2016). Brumfit, C., & Carter, R. (2017)

It helps learners to develop a humanistic outlook on life. Through a close

interaction with literary or creative works which portray a diverse range of human
thought, emotion and experience, learners gain knowledge and understanding of
the nature of human existence and of the world and the society in which they live.

Representing the human situation through a creative use of language, literary or

creative texts can offer learners much aesthetic, intellectual and emotional
pleasure.

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It provides ample opportunities for learners to develop their creativity, sharpen
their critical and analytical skills, and enhance their language proficiency.

It broadens their awareness of the culture of different places where English is

used, and enhances their appreciation and understanding of Hong Kong as a
culturally diverse society.

The intellectual, aesthetic and emotional qualities, which learners develop through
studying Literature in English, prepare them for further study or work, particularly
in areas such as publishing and the media, where creativity, critical thinking and
intercultural understanding are highly valued.

Curriculum Aims
The aims of the Literature in English curriculum are to enable learners to:

 appreciate and enjoy a wide range of literary or creative texts and other
related cultural forms;
 develop their capacity for critical thinking, creativity, self-expression,
personal growth, empathy and cultural understanding;
 enhance their awareness of the relationship between literature and society;
 develop a greater sensitivity to the nuances of the English language;
 be adequately prepared for areas of further study or work, where qualities
promoted in the study of literature, such as creativity, critical thinking and
inter-cultural understanding, are highly valued.

Interface with the Junior Secondary Curriculum and Post-secondary Pathways

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The senior secondary Literature in English curriculum aims to capitalise on
students’ learning of English at the junior secondary level to further enhance
their language proficiency and develop their critical abilities, aesthetic sensitivity
and cultural awareness. To enable learners to effectively meet the challenges of the
senior secondary Literature in English curriculum, a solid foundation of knowledge
and skills in English Language has to be laid at the junior secondary level. Schools
are encouraged to:

Promote a culture of reading among learners, by exposing them to a wide spectrum

of language arts materials, including imaginative or literary texts (notably, poems,
songs, dramatic texts, short stories, films); and

Enhance the learning of English in the Experience Strand through the use of
language arts materials to help learners to develop a range of knowledge, skills and
qualities critical for the study of Literature in English, including:

an enjoyment of reading, increased awareness and appreciation of literature as a

subject, knowledge of the features of various literary genres such as prose, poetry
and drama; reasoning, analytical and critical skills; sensitivity to the use of the
English language; creativity and the power to formulate and express informed and
imaginative views and responses.

By broadening and enriching learners’ knowledge, skills and experience, the senior
secondary Literature in English curriculum also provides a firm foundation for
further study, vocational training or work. It opens up a variety of post-secondary
education and career pathways, particularly in the areas of media production,
performing arts, teaching, law and social sciences.

SOCIETAL PROBLEM

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Standard "textbook" definitions of social problems are generally grouped into three
categories, with the second two categories most often used by sociologists
themselves. As we will consider in the following, however, there are many more
underlying assumptions about the nature of society and humans that shape what
sociologists as well as the general public come to define as social problems.

The public generally sees a social problem as any condition that is harmful to
society; but the matter is not so simple, for the meanings of such everyday terms as
harm and society are far from clear. Social conditions that some people see as a
problem harm some segments of society but are beneficial to others.

A social problem is an issue within the society that makes it difficult for people to
achieve their full potential. Poverty, unemployment, unequal opportunity, racism,
and malnutrition are examples of social problems. So are substandard housing,
employment discrimination, and child abuse and neglect. Crime and substance
abuse are also examples of social problems. Not only do social problems affect
many people directly, but they also affect all of us indirectly. The drug-abusing
driver becomes the potential traffic accident that doesn’t choose its victims by race,
color, or creed but does so randomly. The child of abusive parents all too often
becomes the victim or perpetrator of family violence as an adult.(
http://www.npr.org/templates/story/story?storyId=4946028)

Social problems tend to develop when we become neglectful and fail to see that
serious problems are developing. Between 1988 and 1993, for example, the United
States saw a phenomenal increase in youth violence. In a book about children who
commit violent acts (Glicken, 2004b), he says that children younger than age 12
cause one third of all fires resulting in death and that the average age of children
who sexually abuse other children is younger than age 10. According to Osofsky
and Osofsky (2009), “The homicide rate among males 15–24 years old in the
23
United States is 10 times higher than in Canada, 15 times higher than in Australia,
and 28 times higher than in France or Germany” (p. 287). These are troubling
examples of social problems that affect all of us.

Could these problems have been prevented if our social institutions had been
working well? I think so, but this is where political philosophies are important to
understand. Some people believe that government should be very involved in
providing services to people most at risk. I don’t know if the labels liberal and
conservative have much meaning anymore, but in times past, we might have called
these folks liberals. Liberals believe that where our usual institutions fail, the
government and the private sector should help out. Conservatives believe that
intruding in people’s lives often leads to a weakening of social institutions and the
values that have served us well in the past.

However, there are several kinds of societal problem, but just a few would be
discussed below:

Drug Abuse

Drug abuse may be defined as the “arbitrary” over dependence or miss-use of

one particular drug with or without a prior medical diagnosis from qualified
health practitioners. (Lakhanpal, & Agnihotri, 2007). (Oluremi, 2012), Drug
Abuse is the harmful use of mind altering drugs. It added that the term usually
refers to problem with illegal drugs, which also include harmful use of legal
prescription drugs, Such as in self-medication. Majority of the Nigerian
adolescents ignorantly depend on one form of drug or the other for their various
daily activities–social, educational, political, moral etc. Such drugs include:
Tobacco, Indian hemp, cocaine, morphine, Heroine, Alcohol, ephedrine,
Madras, Caffeine, Glue, Barbiturates, and Amphetamines.

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 (Oshikoya and Alli, 2006;Oshodi, Aina, Onajole, 2010) in their studies on
perception of Drug Abuse amongst Nigerian undergraduates identified
dependence and addiction as one of the major consequence of drug abuse,
characterized by compulsive drug craving seeking behaviours are use that
persist even in the face of negative consequences. These changes are
maladaptive and inappropriate to the social or environmental setting, therefore
may place the individual at risk of harm. Drug use among youth’s and
adolescents should be a matter of concern to all Nigerians especially the
society, government, school heads, religious leaders, groups and other NGOs.

Experiment with drugs during adolescence (11–25 years) is common. At this

age, they try so many new things. They use drugs for many reasons, including
curiosity and desire to find out the effectiveness of a particular drug, to feels
good, to reduce stress, or to feel grown up. Using alcohol and tobacco at a
young age increase the risk of using other drugs later. In one of the WHO’s and
the World Heart Foundation’s data, posit that in Nigeria, 22.1 percent of school
youth age between 12 to 17 years use tobacco.

The Government of Nigeria seems to lose sight of its responsibilities, though it

claims that tobacco should be regulated in a market oriented frame work, which
strikes an optimal balance and the need to ensure healthy work force. The fear
is that adolescents are lured into early death from Cardio Vascular diseases
(CVD), lung cancer and other tobacco related diseases. (Abudu, 2008; Giade,
2011)

Causes of Young People Vulnerability to Drug Abuse

1. Peer group Influence: Peer group pressure plays a major role in influencing
many youth’s into drug usage. This is because peer pressure is a fact of

25
 teenage and youth’s life. In Nigeria, and other parts of the world, one may
not enjoy the company of others unless he conforms to their norms.
2. Environment: Many young people live in communities which suffer from
multiple deprivations, with high unemployment, low quality housing and
where the surrounding infra-structure of local services is splintered and
poorly resourced. In such communities drug supply and use often thrive as
an alternative economy often controlled by powerful criminal groups.
3. Lack of Parental Supervision.
4. Self- medication of primary psychological disorders.
5. Pathological family background
6. Broken homes, illegitimate relationships, alcoholic parents or parent’s
7. Involvement in antisocial and illegal activities.
8. Ignorance of the dangers of illegal drug use.

CULTISM

Here are 10 reasons students join a cult group in schools:

1. The overwhelming influence of peer pressures
2. The parental background, if my dad or mom was in a cult, I will likely join one
3. Society decay in standards, morals, dignity, religious faith, honor and discipline
4. Fallen standard of education
5. Violent electoral and political processes
6. Inadequate siting of fun or recreational centres like spas, steam baths, swimming
pools, exercise, entertainment, athletic and playground
7. Uncontrolled desire to control others
8. The quest to get protection from intimidators or evil powers

26
9. The desire to belong or not to look odd
10 .Poor law enforcement
CAUSES OF CULTISM

What makes people join organizations that endanger their own lives and people
around? Consider several significant factors.

For a strange reason, some students do not want to assert themselves by winning in
the mathematics or sports competitions - they just show strength through violence.
Youthful maximalism forces them to assert authority in rather dangerous ways.
Participation in the cult gives a false sense of superiority.

1. Revenge is another important motive. If someone has mocked a student, he

looks for companions to carry out a brutal massacre against the offender. Having
established a friendship with cruel people, they hope to translate their revengeful
desires into reality.

2. Also, an attractive factor is protection. If a student is intimidated by some

organization, he can join a rival group. Although most of the students noticed that
such organizations do not provide any protection, on the contrary, make them
vulnerable and threatens their lives.

3. Popularity and recognition. Many want to create the image of a big boy or girl
who has high status in student communities. O

4. Often young people enter sects following their peers. Friends' beliefs have a
strong influence on students' worldview. That's why it's important to choose the
right friends that will not make a person turn off the right path. Read more:
https://www.legit.ng/1151827-causes-consequence-cultism-nigeria.html

27
5. Lonely people seek to establish fraternal relations because they lack spiritual
affinity with like-minded individuals. No matter how unhealthy the atmosphere in
the company is, it seems better than loneliness. The words about mutual love and
protection sound pretty beautiful until this all turns into violence Read
more: https://www.legit.ng/1151827-causes-consequence-cultism-nigeria.html.

6. Students who have learned the patterns of destructive behavior in childhood

strive to communicate with similar personalities. In such companies, their bad
habits are not blamed but on the contrary, receive approval

Consequences of cultism

1. Whatever eloquent are the slogans propagated by the cults’ leaders, in the
majority of cases the result of their activities is negative:
2. Innocent people die during the violent clashes.
3. The philosophy of most cults refutes traditional human values and imposes
negative patterns of thinking.
4. The crime rate noticeably increases as the cultists are ready to use any means
to achieve their goals, even if they are contrary to the law. The activities of
the cults are a huge danger for all members of society.
5. Youth becomes more violent. In their eyes, human life has no value. The
culture of peaceful resolution of conflicts is lost. Instead brute force is used.
6. Society acquires a negative image. The country loses its favorable
appearance and is likened to a medieval community.

RAPE

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 Rape is defined as any form of sexual intercourse without free mutual
consent between those involved. Ezere et al (2009). It is a sexual intercourse
that involves force, threat, blackmail, deceit or coercion. Hornby (2006)
define rape as a crime of forcing somebody to have sex with one especially
using violence. Under Nigerian law, rape is defined as forcible unlawful
sexual intercourse, without a woman’s consent (Imoukhuede 2007). It is the
crime of forcefully having sex with someone against the person’s wish
(Chiedu, 2012). In a simple language rape may be define as a sexual
intercourse between a man and a woman or a girl against the will or consent
of the female partner.

Type of Rape

Rape can be categorized in different ways, according to the situation it occurs or

by identity or characteristic of the victim or the characteristic of the perpetrator.
The classified rape includes:

Exchange Rape: is a rape occurring as a result of bargaining or solidarity

displaying among men (Ruparel 2004).

Theft Rape: this happen when a woman is abducted, in most cases to be used as a
slave or a prostitute.

Ceremonial/Traditional Rape: this occurs during ritual, this give men a greater
power to select activities or isolated locations that are conducive to rape such as
“parking” or “making out” in a car (Muehlenhard and Linton, 1987).

29
Rape by Deception: is another type of rape that occurs when the perpetrators gain
the victims consent through fraud. A man pretended to be an official for a
government who had power to cause negative impacts on a woman to pressure her
into sexual activities (Di Silvio, 2011). This includes the rape of children in
institutional care such as orphanages.

War Rape: is a forced sexual relationship that occurs during wars by soldiers on
female victims. Rapes in war are often systematic and thorough, and military
leaders may actually encourage their soldiers to rape civilians. (Wikipedia).

Stranger Rape: describes nonconsensual sexual penetration between individuals

who do not know each other before sexual act. It is an offence committed by a
stranger (Allison and Wrightsman, 1993; Bachman – Prehn and Ward, 1990;
Baker, 2003).

Anger Rape: this rape is where the main aim of the rapist is to hurt, humiliate and
debase their victims through physical violence and profane language using sex as a
weapon to defile and degrade their victim by grabbing, striking, knocking, beating,
tearing clothes and raping them.

Power Rape: is a way of compensate for their underlying feelings of inadequacy

and displays their acts of mastery, control, strength, intimidation, and authority
(Muehlenhard and Linton, 1987).

Despite decades of feminist activism, men continue to rape girls and women at
appalling rates. Rape is one of the more pervasive forms of violation against
women in which the assailant uses sex to inflict humiliation on the victim or exert
power and control over the victim. There is no doubt that rape is prevalent across
all sectors of Nigerian society.
30
Testimony of girls and women who have been raped and reports by Nigerian
human rights organisations identify the Nigerian police force and other members of
the security forces particularly the military as the principal actors. Amnesty
International (2007), Rape at times was used strategically by police and security
forces to coerce and intimidate entire communities. Amnesty International has met
some women and girls who have been raped, some of whom have been abducted
by the security forces in areas of the country where violence is rife and have
documented their harrowing experiences.

PROSTITUTION

Prostitution according to James (2007) is a business or practice of engaging in

sexual relations in exchange for financial reward. The person who works in this
field is called a prostitute and it is one of the branches of sex industry. Prostitution
occurs in variety of ways such as full time prostitution, some engage in legitimate
business in the day time and go into prostitution at night while some indulge in it
as an auxiliary service. There is no doubt that the act of prostitution puts the
prostitutes, their patrons and the larger society in a number of risks.

These risks are described by Wickham (2009) as physical, emotional,

psychological and behavioural. For example, many sex workers lack adequate
sleeping conditions and often sleep and provide sexual services in the same bed.
As a result, commercial sex workers can suffer from a range of health conditions
such as frequent headaches, stomach pain, lower abdomen pain, skin disease, body
itching, and fatigue (Crawford & Kaufman, 2008). Engaging in sexual activity
with numerous partners, especially without protection, results in a high probability
of contracting sexually transmitted diseases (STDs), including HIV/AIDS.

31
Furthermore, young adolescent girls experience a higher risk of infection and long‐
term damage because their immature reproductive tracts are more sensitive
(Chatterjee, Chakraborty, Srivastava, & Deb, 2006).

Also the presence of commercial sex workers, pimps and patrons in an area tends
to attract crime, illegal substance use, and violent activities, all of which negatively
impact businesses and create an unsafe and unhealthy environment for children and
families (Nokomis Foundation, 2002). Despite these risks, most of commercial sex
workers still continue to indulge in the trade. This situation calls for worry among
social workers including adult and non-formal educators. The focus of this paper
therefore, is to examine reasons why prostitutes engage in sex work with a view to
understanding how non-formal education can be used to address the menace.

In African society prostitution is dated back to stone-age where female slaves were
used by their masters as sex toys. Prostitutes apart from female slaves were seen as
social outcast and hardly women with nobility were involved (Yusuf, 2013).
Naanen (1991) traced the rise of commercial sex activities during the first half of
19th century in West African countries particularly in Nigeria to the colonialism
and the sexual habits of the colonialists. There was, in fact, only a very small
colonial population in Nigeria.

Reasons Why People Involve in Prostitution

Reasons why youths get involved in prostitution are numerous. Researches and
observations have shown reasons why youths especially women selling their
bodies for money or for other gratifications. Some of these reasons are discussed
under the following sub-headings.

Poverty is described as inability to meet the basic necessity of life such as food;
clothes; education; health; etc. Stephen (2012) submitted that the women’s

32
involvement in prostitution though can be linked to poverty is not limited to it.
Also most of the money generated from prostitution is expended on the sustenance
of family, education, etc. Most women and children are not freely choosing to
work in prostitution, “it is a choice based purely on economics of food and
shelter”.

Sexual Abuse Prostitution is frequently alluded to as one of the possible long term
effects of the sexual abuse of children (Bagley & King, 1990). Sexual abuse is to
regard it as inappropriate sexual involvement between a minor (under 18) and a
sexually maturer person (at least 5 years older) (Louw, 2015)

Illiteracy

With the high rate of illiteracy in Nigeria, many parents can neither read nor write.
The youths are not left out in this illiteracy problem. This has resulted in their
being deceived into believing that in big cities, milk and honey flows, only to be
forced into sex work when they get to the city (Ewah, 2010). Illiteracy is a disease
and a person is illiterate can easily been deceived into anything including
prostitution. Meanwhile lack of literacy skills can put anyone into disadvantage of
no job.

Peer Group pressures

Peer group pressure has also been identified as one of the reasons why people
engage in prostitution. Maria (2007) is of the view that, many young women and
girls fall prey to pressure from their peers, who they perceive as having made it.
The young girls and women want to make it too and be able to flaunt their
influence like those people not knowing or caring how they made it.

BULLYING
33
Bullying and harassment are not new issues that students and schools face. In
fact, over the years, it has been viewed as being so commonplace in schools that it
has been overlooked as a threat to students and reduced to a belief that bullying is a
developmental stage that most youth will experience then get over (Ross, 2015, p.
107). But not everyone gets over the personal trauma that can come with bullying
both for the victim and the bully. This is why it is seen happening by adults in
work places, in homes, and in the community. Therefore, this harassment is not
isolated to schools alone. But schools are the best place to actively intervene.
Teachers, administrators, counsellors, and even students have the greatest access to
the most students through a school system. It is here that school staff can
intervene, support and educate students about ending bullying behaviours directly
and indirectly; breaking the bullying-cycle.

In defining what bullying is, many researchers have quoted Olweus’ work, which
defines bullying as occurring when a student is exposed to negative actions
repeatedly and over time by one or more students (Ross, 2015, p.106). While this
definition is widely accepted around the world, it leaves some researchers wanting
more clarification. If the same person repeats similar negative actions, one time, to
multiple people; is it bullying? If one person receives a negative action, one time,
from someone who has done this to other students; have they been bullied?

The problem with this definition is that this can become a very blurred line of
intent versus perception and the power differential that was experienced by both
parties in this one-time event.

For schools that are implementing zero tolerance policies for bullying, when do the
teachers and administrators act on these behaviours? As Ross points out (2015, p,
106), “the problem with the repeated occurrence requirement is that the waiting
period heightens the negative effects on the victim, allows the bully to feel
34
rewarded, increases fear in onlookers, and makes intervention a more lengthy
process”. Therefore, more diligence in acknowledging negative behaviours and
language in the hallways and classrooms is needed by staff and students. Perhaps
by pointing out a one-time behavior, it will prevent it from becoming a bullying
behavior.

Unfortunately, witnessing the negative actions is not always obvious for staff or
other students because bullying can be physical, relational or psychological. There
can be direct behaviors such as “teasing and taunting, racial, ethnic, and sexual
slurs or harassment, threatening, hitting, and stealing” (Harris, Petrie &
Willoughby, 2002, p.4), is what most people think of when bullying is mentioned
and can be acted on immediately. But indirect behaviours such as spreading
rumours, socially excluding students, and dirty looks in passing are much harder to
catch or prove. Research shows that middle school has the highest rates of
bullying than any other school level. At this level, bullying is both direct and
indirect and the percentages of incidents that occur are approximately the same for
both males and females, however males were slightly higher for both bullying and
being bullied. Harris & Hathorn (2006, p. 55) quote a study indicating that “86%
of junior high students indicated that they had been bullied”.

Although the number of incidents decreases, it does continue to happen through

high school. Harris & Hathorn (2006, p. 55) state that “in secondary schools,
bullying is more indirect and is more likely to occur with an older student bullying
a younger student”. They have categorized these indirect behaviours into four
categories; relational aggression, verbal bullying, racial bullying, and other.
Relational aggression refers to behaviours such as “giving hurtful nicknames,
making humiliating remarks, mocking, and making others feel alone at school…it
is emotional violence that inflicts harm on others through the use of relationships”

35
(Harris & Hathorn, 2006, p. 51). Verbal bullying is the most common form.
Combine verbal bullying (action) with racial bullying / minority bullying (reason)
and it is the majority of bullying taking place in secondary schools.

However, all these problems are what we face in the society today especially in
schools all because we neglect some therapy which could solve these problems.
Literature has had a major impact on the development of society. It has shaped
civilisations, changed political systems and exposed injustice. Literature gives us a
detailed preview of human experiences allowing us to connect on basic levels of
desire and emotion. But what is today’s youth reading? Are they reading at all?
“The foundation of every state is the education of its Youth” said Kevin Nawn,
assistant Professor of English at the American University in Dubai. “The Youth
should be educated in the great ideas of not only its own culture and time, but other
cultures and time as well” However, the disregard for Literature is a main
component of ignorance and constituents like stereotypes, judgments and
preconceived notions about different people and cultures.

If students are well taught and well knowledgeable, they wont be involved in all
these menace, some Teachers teach but didn’t make use of some strategies that can
help the students. However, this research suggests Bibliotherapy as a remedy to the
societal problems listed above.

Bibliotherapy

In an attempt to break the concept into two key words, bibliography is a

combination of: biblio and therapy. Biblio is a greek word that means “book” or
“relating to book” while therapy means “healing, remedy, treatment, or cure” In
the words of Aiex (2018), bibliotherapy is a technique used to assist individuals to
overcome negative emotions related to a real-life problem by guided reading about

36
the dilemmas of a third person, followed by individual or group discussion in a
non-threatening environment. Sometimes referred to as, biblioguidance,
bibliocounseling, literatherapy, bookmatching or reading therapy, bibliotherapy
involves the use of books and other media to facilitate both normal development
and clinically significant problems (Rubin, 2017).

While clinical bibliotherapy addresses emotional-behavioral of individuals,

developmental bibliotherapy facilitates transitions with basically healthy people.
Bibliotherapy is part of a larger framework, often an integral part of a therapeutic
plan. It is best used by trained professionals (like librarians) who have skills in its
application. Reading books is recognized as a means to help individuals deal with
deep concerns and can offer strategies specific to developmental issues (Pehrsson
and McMillen, 2007).

As individuals, especially students, there are issues of life that affects

psychological and emotional stability, which in turn, may determine academic
performances. Some persons have challenges with trust and love because they have
been disappointed in the past; some cannot obey authority because of their family
background and upbringing; others have low self-esteem because they have been
looked down upon or bullied; many were raped by strangers or relatives; some lost
their lovely parents and loved ones at gunpoint to armed-robbers; many felt they
cannot become great in life because they are from humble background with little or
no financial or material support; some believed marriages is an evil thing,
something that cannot work out because their parents never lived peacefully. All
the stated challenges are some of the big sicknesses or ailments that are wrestling
with people in the society today. One of the major concerns is that they are issues
that reside within but affect the way an individual behaves or reasons in the
society.

37
Sometimes, because those issues are considered personal issues, these challenges
are not readily expressed to people around the persons bearing the pain, then, it
continues to hurt them. Remember, anything that hurts or brings pain is likened to
sicknesses. The best thing to do to a sickness is for it to be treated by a specialist;
one of the ways of treating such problems is to consult a librarian who will
recommend a book or other electronic resources for you to read and digest. That
service is called bibliotheraphy.

Bibliotherapy is a concept that gained popularity from 1917. It is a term coined

to describe the use of books for solving varying kinds of human problems.
Appreciating the curative power of books, Crowther (1960) recommended the
prescription of books to patients who needed help in understanding their problems
better. He described a bibliotherapeutic process in which specific literature, both
fiction and non-fiction, was prescribed as medicine for a variety of ailments.
Although bibliotherapy is not widely used, it depends and relies solely on the use
of books and other reading resources (non-print media) to solve emotional,
behavioral and some medical health problems.

It provides opportunity for readers to identify with someone experiencing similar

overwhelming painful problems. Bibliotherapy helps the reader gain insight into
how to manage the problem. The emotional involvement of readers while reading
the material provides awareness of self. The identity is also strengthened.
Bibliotherapy has been used to give children confidence at school; and parents
opportunities to discuss ideas with their children and to initiate conversations about
learning.

At a basic level, bibliotherapy consists of selecting reading materials for readers;

the idea seems to spring from the human need to communicate with others through
an understanding of literature and art. For instance, a grieving child who reads (or
38
is read to) about other people and cultures or about setbacks will naturally feel less
alone in the world. The concept of · bibliotherapy has evolved to include self-help
books without "prescriptions"; the phrase has fallen from favour in recent times but
is still used in reference to children.

Also, students experiencing frustration academically might be helped just by

reading stories about others who passed through similar academic challenges and
helping them to see the possibility of overcoming their academic challenges. For,
instance the books on Ben Carson, Afe Babalola, Thomas Edison and several
others are good motivational materials for overcoming academic failure
challenges. These great men have thread the path of academic struggles and many
of them were written off as failures or good for nothing, but struggled against the
tides academically to become celebrated today. These men read volumes upon
volumes of books till they began to write themselves. They were indeed
achievement motivated individuals who with determination drove themselves to
success.

Bibliotherapy can be described as the process of reading self-help books to help

people (both young and adults) solves certain difficulties they may be facing in
their lives at a particular time. This involves reading specific books or e-books
which are related to certain challenges in someone’s life. Essentially, bibliotherapy
may be described as the act of using books or other information-bearing resources
to help people in solving personal issues that are affecting them emotionally and
psychologically at a particular time.

(Baruchson-Arbib, 2015; Jack & Ronan, 2008). As Baruchson-Arbib (2015)

points out, “The Ancient Greeks called their libraries ‘The Healing Place for the
Soul’” (p. 102), and through all of history, religious practitioners have sought
comfort from their respective holy texts. During the Middle Ages, books were
39
prescribed to individuals in institutional, medical, and correctional facilities as a
means of healing the human condition and various afflictions (Jack & Ronan,
2008). The use of literature for curative purposes reached the United States in 1802
when Dr. Benjamin Rush prescribed reading to a medical patient; several years
later, books were utilized to treat one of Rush’s mentally ill patients as well (Jack
& Ronan, 2008).

In modern times, bibliotherapy includes a wide range of therapeutic practices

connected through the use of literature (Jack & Ronan, 2008). Its aims include
achieving self-actualization, self-assessment, self-help, and problem-solving skills,
and it can take place in a variety of settings, whether under the tutelage of a
psychologist or teacher or independently-directed, accidental self-help (Jack & 25
Ronan, 2008).

Ultimately, bibliotherapy is a practice that has existed, named or unnamed,

formally or informally, throughout much of human history, and research into its
uses continues to provide promising results on the benefits of this time-honored
technique.

To foster an individual’s honest self-appraisal

To increase an individual understanding of human behaviours or motions.

Pardeck ( 2010) established six potential goals of the use of bibliotherapy.

To provide information about problems.

To provide insight into problems

To stimulate discussion about problems

Advantages of Bibliotherapy
40
The benefits are immediate and can be practiced as soon as the person starts
reading the book.

 It can be reassuring to identify that you are not alone in dealing with a
particular problem. This can help breakdown any isolation that you are
feeling.
 It helps in learning about an issue that might give someone the right words
and confidence to seek additional help, such as talking with friends, family
members, teachers, bosses, and also at interviews.
 Bibliotherapy helps readers to gain new insight on the challenging situation
they are facing and how it could be managed.
 Bibliotherapy helps students to improve on their academic performances and
competences.
 Some of these books accessible to readers for free and they may be
borrowed at no cost.

Disadvantages of Bibliotherapy

 If the reader involves in a self-help process of bibliotherapy, he/she may end

up selecting wrong materials which can worsen the situation.
 Ideas and experiences picked from books, especially from a foreign culture
or country, may contradict the moral standards applicable in Nigeria.
 The method someone else used in solving his/her problems may not be
directly applicable to the same problem at hand elsewhere, considering
different factors like: age, religion, economic situation, and technological
advancements, among others.

41
  Inability of the reader to directly apply the ideas, as obtained from success
stories of others, may further compound the problem at hand. This is
because such can lead to frustration.
 The proposed solutions to the problems that have been obtained by the
person may make him/her become desperate to come out of the problem.
This may make him to be over ambitious, over react, or restless.

Self- Help Bibliotherapy

Self-help bilbiotherapy involves the use of non -fiction books based on cognitive
behavioral therapy techniques to help people to understand and change their
behavior (Brewster, 2008). Self-help bibliotherapy involves a prescription element
frequently operating under the name of "Books on Prescription". Brewster (2008)
observes that the U.K. bibliotherapy schemes are typically operated by libraries,
often in partnership, with health care organizations like the NHS. Jack and Ronan
(2008}, a librarian (Sadie Peterson-Dehaney) in 2007, involved in the
rehabilitation of (W.W. I Veterans), established one of the earliest recorded formal
programmes of bibliotherapy. She prescribed reading materials to soldiers to boost
their self esteem and "relieve the mind from malady and worry".

Alex ( 2019) identifies several ways in which bibliotherapy can be beneficial.

 To· show an individual that he or she is not the first or only person to
encounter such a problem.
 To show an individual that there is more than one solution to a problem.
 To help a person discuss a problem more freely
 To help an individual plan a constructive course of action to solve a problem
to an individual self-concept.
 To relieve emotional or mental pressure
 To foster an individual 's honest self-appraisal
 To provide for away for a person to find interests outside of self.

42
  To increase an individual understanding of human behaviours or motions.

Bibliotherapy in a school settings

Friedman and Kutash (2016) claim that schools are often the least restrictive
settings for delivering mental health services to adolescents.

Jack and Ronan (2008) echo this sentiment in their assertion that bibliotherapy is,at
its heart, an educational pursuit focused on both academic and psychological
achievement. Schools provide the permissive reading environments necessary for
bibliotherapy to take place (Russell & Shrodes, 2009), and literature is already
being utilized in schools as an instructional tool to influence the total development
of students (Cook et al., 2006; Russell & Shrodes, 2008), so it stands to reason that
the next logical step would be to deliberately expand the use of literature in schools
for therapeutic purposes.

Implementing bibliotherapy in schools has a direct impact on the educational

environment. It can be used in conjunction with other counseling approaches to
treat disorders many students struggle with, including anxiety, depression, and
ADHD (Mumbauer & Kelchner, 2017), and it promotes the development of
students’ self-awareness, self-regulation, motivation, empathy, and social skills
(Sullivan & Strang, 2003). Moreover, bibliotherapy can be adopted to educate
parents about mental health issues and management (Mumbauer & Kelchner,
2017), and it can “penetrate [barriers] of silence, creating a more supportive school
climate” (Vare & Norton, 2004, p. 190). Ultimately, educators and their students
can only benefit from the deliberate implementation of bibliotherapy in the school
setting.

43
Although many school professionals could deliver a bibliotherapy program,
including teachers, counselors, psychologists, librarians, and nurses (Jack &
Ronan, 2008; Mumbauer & Kelchner, 2017; Prater et al., 2006; Sullivan & Strang,
2003), Prater et al. (2006) assert that even if schools have specialized staff such as
a school counselor or psychologist, those individuals may not have time to conduct
bibliotherapy for all of the individual students who need it.

Conversely, teachers are in a unique position of having dedicated time with

students each day, and ELA teachers in particular have experience with assisting
students in formulating ideas and theories about human nature through novels and
texts (Rosenblatt, 2013), giving them a distinct advantage over other school
personnel when administering a bibliotherapy program.

Shrodes (2009) supports this idea, stating that the more familiar a teacher is with
the dynamics of reading, the more successful he or she will be when harnessing the
power of literature for healing purposes, and Rosenblatt (2012) claims that teachers
of literature often deal with subjects “thought of as the province of the sociologist,
psychologist, philosopher, or historian” (p. 5). With training from a school
counselor or psychologist, ELA teachers could easily and successfully implement
bibliotherapy as part of a general education curriculum (Prater et al., 2010;
Sullivan & Strang, 2012).

When a teacher initiates bibliotherapy, it may be helpful for him or her to refer to
the program as “bibliocounseling” or “biblioguidance” to present the concept in a
way that other stakeholders will understand (Gladding & Gladding, 1991, p. 9).

Additionally, teachers should make an effort to collaborate with other school

personnel throughout the bibliotherapy process; enlisting the assistance of other
teachers, school librarians, counselors, and psychologists when available can help

44
the main bibliotherapy practitioner ascertain student problems, create goals,
recommend books, implement strategies, and evaluate the effectiveness of the
program (Baruchson-Arbib, 2006; Prater et al., 2006; Russell & Shrodes, 2005b).

During deployment, the teacher should consider individual students’ struggles and
areas of concern when planning units, then select texts and activities that, with the
teacher’s guidance, will encourage the identification, catharsis, and insight phases
of bibliotherapy (Russell & Shrodes, 2005b). Discussions meant to assist in the
catharsis and insight phases could take place in the classroom as well as one-on-
one with a school counselor for at-risk students (Prater et al., 2006). Most
importantly, bibliotherapy implementation must be deliberate and undertaken with
a plan of action as it may be ineffective if not employed with prudence (Prater et
al., 2006).

Knowing the reader. The teachers who lead bibliotherapy programs must be
familiar with a variety of books, but even more importantly, they must know the
student or students for whom the bibliotherapy program is implemented (Russell &
Shrodes, 1990b). As Jack and Ronan (2008) state, “If guidance is to be more than a
very superficial service, the reader must be understood as a whole personality” (p.
168), and Prater et al. (2006) argue that the relationship between the teacher and
students must be strong enough for the students to feel comfortable divulging
sensitive information. In order to create the environment necessary to facilitate
effective bibliotherapy sessions and to tailor the bibliotherapy experience to the
students’ specific needs, the teacher must know the following information about
each of the students involved:

 The usual characteristics and behaviors of children in the students’ age range
(Russell & Shrodes, 1950b).

45
  The students’ reading habits and abilities (Ackerson, Scogin, McKendree-
Smith, & Lyman, 1998; Pardeck, 2009b; Russell & Shrodes, 1990b).
 The students’ interests and talents (Pardeck, 2009b; Russell & Shrodes,
1990b).
 The nature of the students’ family and home lives (Heath et al., 2015;
Russell & Shrodes, 2008b).

Number of participants. As previously stated, bibliotherapy can occur both

individually or in a group setting (Cook et al., 2006). When working with
elementary-aged students who need more assistance to avoid distractions,
delivering bibliotherapy individually is best (Sullivan & Strang, 2015), while
middle school students could succeed in groups of about six to eight individuals
(Gladding &Gladding, 2019). High school students, however, would likely see the
most gains from practicing bibliotherapy in larger groups or student-directed book
clubs (Sullivan & Strang, 2015).

From the review of literature, it is clear that Bibliotherapy can play a vital role in
societal problem. It has effect on students, in specific terms, scholars agreed that
teachers need to be more involved in giving instructions to students and also help
to recommend some literature books that can help solve personal problems.

46
 CHAPTER THREE
RESEARCH METHOD
Research methodology refers to a set of skills that are applied to carry out social
and scientific investigations. The term methodology also describes all processes
involved in the collection of data required for the research subject

This Chapter presents the Research Design, Population of the Study, Sample and
Sampling Technique, Research Instruments, Validity of the Instrument, Reliability
of the Instrument, Administration of the Instrument and Method of Data Analysis.

Research Design

This research is of a survey type, it uses descriptive analysis through the aid of
questionnaire to elicit information from the representation sample of the population
in order to arrive at a meaningful conclusion. This would enable the researcher to
describe systematically the facts, events on area of interest as factual and accurate
as possible so as to answer the questions raised for the purpose of the study

Population

The population for the study consists of all Secondary Schools in Ado Metropolis
including Private and Public Schools. They are Schools under the control of the
Ministry Of Education. There are about 20 Public secondary schools in Ado Ekiti,
and there are more than 6000 students in those public schools. There are more
private schools in Ado Ekiti than public schools. There about 4000 students in the
private secondary schools.

Sample and Sampling Techniques

Sampling technique is an act of choosing a subset of individuals from a statistical
population to estimate characteristics of a whole population. Non probability

47
sample class will be used. The three types of non-probability samples are Quota
sampling, convenience sampling and judgmental sampling. Convenience sampling
will be used because it involves choosing respondents at the convenience of the
researcher

The sample consists of hundred (100) respondents. The simple Random technique
was used. 10 secondary schools in Ado Ekiti was selected from the population for
the study. Meanwhile, 5 public secondary schools were selected, and 5 private
schools respectively. The public schools selected within Ado Ekiti are Anglican
Grammar School, Christ Boys, Christ Girls, Mary immaculate, Muslim Grammar
school. While the selected private schools are Jokotayo senior secondary school,
Fountain High School, Nova Group of Schools, Happy Day Group of Schools,
Beautiful Beginning High School.

Research Instrument
The instrument that was used for the study is questionnaire developed by the
researcher. The questionnaire was drawn to collect relevant information on the
effect of Bibliotherapeutic on Senior Secondary School students learning outcomes
in Literature-in-English in Ado Ekiti Local Government Area, Ekiti State.

It consists of two sections which are section A and B. Section A was based on
background, length of services while section B consists of items drawn from
research objectives.

The items are based on the kind of gadget used by teachers to teach the students.

The instrument will have four point Likert- response scales organized into four
clusters. The scale used were categorized into SA-Strongly Agree, A- Agree, D-
Disagree and SD- Strongly Disagree on a scale point of 4, 3, 2 and 1 respectively

Validity of the instrument

48
The instrument which was developed by the researcher was given to three experts
from the field of educational management including the Researcher supervisor and
two experts from the field of test, measurement and evaluation to ensure the face
and content validity. Corrections and observations yield the final draft that was
used for the study

Reliability of the instrument

A test re-test method of reliability was used to establish the reliability of the
instrument. The instrument was administered to the respondents who were not part
of the respondents for the study within an interval of two weeks. The data collected
on the administrations were correlated and analyzed using t-test method and the
reliability coefficient of 0.73

Administration of the instrument

The researcher seeks permission room the principal/ head-teacher of the selected
secondary schools before the administration of questionnaire. Hundred (100)
copies of the instrument were administered to the respondents with the help of
research assistant.

Data Analysis

Data gathered from filled questionnaires would be represented or presented in

tables for each group of respondent and would be interpreted through statistic

49
 CHAPTER FOUR
RESULTS AND DISCUSSION
This Chapter describes the analysis of data and discussion of the research findings.
The findings relate to the research questions that guided the study. For clarity and
logical presentation purposes, the analysis was organized around the respective
research questions, hypotheses and objectives of the study as presented below.

Table 4.1: Demographic Characteristics of Students

Variable
items Frequency Percentage
Male
40 40.0
Gender Female 60 60.0
Total 100 100.0

12-16 years 75 75.0

Age
17 years and 25 25.0
above
Total 100 100.0

Christianity 85 85.0
Religion
Islamic 15 15.0
Total 100 100.0

Result presented in Table 4.1 on the demographic characteristics of the students

showed that 40% of the respondents were male while 60% of them were female
respondents.
75% of the respondents were between the ages of 12-16 years, 25% were between
17years and above.

50
It was also revealed that 85% of the respondents were Christians, 15% were
Muslims

Section B: Research Question

Question 1: What are the problems of Literature teaching in schools?

Table 1: Percentage analysis on the problem of literature teaching in schools

S/N ITEMS A SA D SD Total
1 I did not offer literature because of the volumes of f 25 35 20 20 100
books to read
% 25 35 20 20 100%

2 I am not capable of reading for a long period of f 10 20 25 45 100

time
% 10 20 25 45 100%

3 I cannot afford to buy literature texts f 35 45 15 5 100

% 35 45 15 5 100%
4 I do not find Literature books interesting f 18 22 25 35 100
% 18 22 25 35 100%
5 I do not like poetry like the other genres of f 30 55 10 5 100
literature
% 30 55 10 5 100%

6 I cannot read literary text when i’m not motivated f 38 40 10 8 100

% 38 40 10 8 100%
Table 1 revealed the problem with reading and teaching of literature in schools. It
showed that the major problem is that respondents could not afford to buy
literature books. Also, Respondents didn’t read literature books because of its
volume, and majority of the students didn’t like to read poetry. However, 60% of
the respondents Agreed and strongly agreed that they do not offer literature
51
because of the volume of books to read. It has also been shown in item 2 that 30%
of the respondents agreed and strongly agreed that they are not capable of reading
literature for a long period of time. Item 3 showed that 80% of the respondents
agreed and strongly agreed that they cannot afford to buy literature books. Item 4
revealed that 40% of the respondents agreed and strongly agreed that they do not
find literature books interesting. Item 5 showed that 85% of the respondents agreed
and strongly agreed that they do not like poetry like the other genres of literature.
Item 6 revealed that 82% of the respondents agreed and strongly agreed that they
cannot read literature books when they are not motivated to do so.

The analysis of Table 1 also showed that 40% respondents both disagreed and
strongly disagreed the claim that they do not offer literature because of the volume
of books to read. Item 2 also revealed that 70% of the respondents disagreed and
strongly disagreed. In item 3, 25% 0f the respondents disagreed and strongly
disagreed. In item 4, 60% of the respondents disagreed and strongly disagreed with
the statement. In item 5, 15% of the respondents disagreed and strongly disagreed
with the statement. Item 6 claims that 18% of the respondents disagreed and
strongly disagreed with the statement.

Question 2: Are students influenced or motivated by the books they read?

Table 2: Percentage analysis on how students are influenced by the books they
read.

52
S/N ITEMS A SA D SD Total

1 Literature texts have helped me to increase my f 40 48 7 5 100

reading speed and skills
% 40 48 7 5 100%

2 Literature texts have helped me to be more f 25 60 10 5 100

creative enough
% 25 60 10 5 100%
3 Literature texts have helped me to be able to f 39 40 11 10 100
comprehend easily and fast
% 39 40 11 10 100%

4 Literature books have helped me to identify who i f 20 30 20 30 100

am
% 20 30 20 30 100%
5 Reading of literature books have helped me to f 35 30 15 20 100
achieve my goals
% 35 30 15 20 100%

6 Literature texts have helped to improve my f 43 49 5 3 100

sensitivity and my spoken English
% 43 49 5 3 100%

Table 2 shows that literature books have improved the students in many areas. It
has improved their creativity, increase their reading skills, help them to
comprehend well, improve their spoken English and sensitivity. Item 1 shows that
40% and 48% respondents believes literature books have helped to increase their
reading speed and skill. Item 2 reveals that 85% respondents agreed and strongly
agreed that Literature books have helped them to be more creative. Item 3 shows
53
that 79% respondents agreed and strongly agreed that literature books helped them
to comprehend easily and fast. Item 4 on table 2 revealed that 50% respondents
agreed and strongly agreed that literature books have helped them to identify
whom they are. Item 5 revealed that 65% respondents agreed and strongly agreed
that reading of literature books have helped them achieve their aims. Item 6
revealed that 92% respondents agreed and strongly agreed that literature text has
helped to improve their spoken English and sensitivity.

Item 1 revealed that 12% respondents disagreed and strongly disagreed the
statement. Item 2 revealed that 15% respondents disagreed and strongly disagreed
the statement. Item 3 revealed that 21% respondents disagreed and strongly
disagreed the statement. Item 4 revealed that 50% respondents disagreed and
strongly disagreed the statement. Item 5 revealed that 35% respondents disagreed
and strongly disagreed the statement. While item 6 revealed that 8% respondents
disagreed and strongly disagreed the statement.

Research Question: What kind of books do students prefer to read?

Table 3: Percentage analysis on the type of books students prefer to read

S/N ITEMS A SA D SD Total

1 I prefer to read: f 45 30 15 10 100

54
 Prose % 45 30 15 10 100%

2 I prefer to read: f 68 22 5 5 100

Drama % 68 21 5 6 100%
3 I prefer to read: f 10 5 40 45 100
Poetry % 10 5 40 45 100%

4 I prefer to read: f 43 52 3 2 100

Comic books % 43 52 3 2 100%
5 I prefer to read: f 28 48 14 10 100
Epic books % 28 48 14 10 100%

6 I prefer to read: f 12 15 70 6 100

Fictional books % 12 15 70 6 100%

Table 3 shows that respondents prefer to read prose books, drama and comics book
than poetry.

Item 1 shows that 75% respondents agreed and strongly agreed that they prefer to
read prose books. Item 2 shows that 89% respondents agreed and strongly agreed
that they prefer to read Drama books. Item 3 shows that 15% respondents agreed
and strongly agreed that they prefer to read poetry. Item 4 shows that 97%
respondents agreed and strongly agreed that they prefer to read comic books. Item
5 shows that 76% of the respondents agreed and strongly agreed that they prefer to
read epic books. Item 6 shows that 27% of the respondents agreed and strongly
agreed that they prefer to read fictional books.

55
Item 1 revealed that 25% of the respondents disagreed and strongly disagreed the
statement. Item 2 revealed that 11% of the respondents disagreed and strongly
disagreed with the statement. Item 3 revealed that 85% of the respondents
disagreed and strongly disagreed with the statement. Item 4 revealed that 5% of the
respondents disagreed and strongly disagreed with the statement. Item 5 revealed
that 24% of the respondents disagreed and strongly disagreed the statement. While
item 6 revealed that 76% of the respondents disagreed and strongly disagreed the
statement.

DISCUSSION

The study showed effect of Bibliotherapeutic on Senior Secondary School Students

Learning outcomes in Literature-in-English in Ado Ekiti Local Government Area.
The outcome of the result in table 1 showed the opinion of the respondents
concerning the problem of Literature teaching in senior secondary school students.
The result revealed that majority of the students agreed and strongly agreed with
the statement. Majority of the students could not afford to buy literature books, the
finding was supported by Rosenblatt (2012) which claims that the problem with
Literature teaching and learning is the inability of the students to be able to buy
literature books.

The result in table 2 revealed the opinion of the respondents how they are
motivated by the books they read. Majority of the respondents agreed and strongly
agreed that Literature texts have helped them to increase their reading speed and
skills, it has helped them to be more creative and help them to achieve some
certain goals. The finding was supported by Jack & Ronan 2008.
56
The result in table 3 revealed the opinion of the respondents on the type of books
they read. Due to this, majority of the respondents strongly agreed and agreed that
they prefer to read some certain literature books. The finding was supported by
Pehrsson and McMillen 2007, Reading Prose books is recognized as a means to
help individuals deal with deep concerns and can offer strategies specific to
developmental issues.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary

The study was carried out to examine Effect of Bibliotherapeutic on Senior

Secondary School Students Learning outcomes in Literature-in-English in Ado
Ekiti Local Government Area, Ekiti State. It concentrated on the problem of
literature teaching in schools; how students are influenced and motivated by the
books they read; and the kind of books students prefer to read.

In Chapter one, we examined the background of the study, statement of

research problem, specific objectives of research, Research Question, Research
Hypothesis, Significance of the study and Scope of the study.

In chapter two, we made a review of literature related to the topic thereby

discussing the Literature in English Curriculum, Societal Problems, the concept of

57
Bibliotherapy, Advantages of Bibliotherapy, Disadvantages of Bibliotherapy, and
Bibliotherapy in a School Settings.

Chapter three presented the Research methodology, it stated the instruments and
method used to gather all data of this research. The population for the study
consists of some Secondary Schools in Ado Metropolis including Private and
Public Schools. The sample consists of hundred (100) respondents. The simple
Random technique was used. 10 secondary schools in Ado Ekiti was selected from
the population for the study. Meanwhile, 5 public secondary schools were selected,
and 5 private schools respectively. The public schools selected within Ado Ekiti
are Anglican Grammar School, Christ Boys, Christ Girls, Mary immaculate,
Muslim Grammar school. While the selected private schools are Jokotayo senior
secondary school, Fountain High School, Nova Group of Schools, Happy Day
Group of Schools, Beautiful Beginning High School.

Chapter four analyzed and interpreted data collected from respondents. They were
analyzed in tabular form and the results were calculated in percentage.

CONCLUSION

The purpose of this study was to investigate the Effect of Bibliotherapeutic on

Senior Secondary School Students Learning outcomes in Literature-in-English in
Ado Ekiti Local Government Area, Ekiti State. It was established that students did
not offer literature because of the volumes of books to read. It was made known
that students could not read for long due to laziness and nonchalant attitude.

Secondly, it was established that reading of Literature texts helped to increase

reading speed and learning skills of students. From the result, Literature helps
readers to gain new insight on the challenging situation they are facing and how it
58
could be managed. Therefore it is logical to conclude that literature text use by
students increase students reading speed.

However, Research question two which showed that students are motivated by the
books they read was significant. The findings justify that literature books serve as
guide which influence students morally and academically.

Finally, Based on the findings of this research, Bibliotherapy should not only be
embraced in schools at all levels by way of providing students with good books to
read, bibliotherapy should be viewed and adopted as a serious subject of
considerable importance by all stake holders in the education sector, including the
students themselves, this will go a long way in arresting the persistence mass
failure problem and other consequences such as examination malpractices, school
dropout etc . Also the rate of crime will be reduced to the barest minimum.
Furthermore, the quality of man power in the country will improve by and by.
Reading shapes the mind and thinking of readers. It shapes their attitude towards
people, towards life and ways of doing things. The implication is that students
should be exposed to good reading materials that will help them handle academic
challenges.

Recommendations

Based on the findings of the study, the following recommendations were made:

1.Government and all · other institution responsible for managing Education of

younger generations should come together and find a lasting solution to the
education sector, conduct research, and prescribe practicable educational policies
that will move the nation's education forward.

2. Government should increase the funding of education.

59
3. Parents should encourage their children by providing literature books and other
appropriate books for them.

4. Librarians should work with school teachers ·and counsellors to know the
reading needs and challenges of students; this will assist in acquiring relevant
reading materials in addition to academic books.

5. Book club programmes packaged with giving of awards to best readers and most
frequent users of library resources should be encouraged in schools.

6. Bibliotherapy should be taught as a course or incorporated into an already

existing course offered in Nigeria Library Schools.

7. Teachers should encourage students by advising and telling them the dividends
of reading.

8. Nigerian authors should write and publish books that are readers' friendly,
especially for the young ones.

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Doctoral dissertation, University of California at Berkeley

EKITI STATE UNIVERSITY, ADO EKITI

FACULTY OF ARTS AND LANGUAGE IN EDUCATION

DEPARTMENT OF ENGLISH EDUCATION

63
BIBLIOTHERAPY EFFECTS ON SENIOR SECONDARY SCHOOL STUDENTS: A CASE STUDY OF SOME
SELECTED SECONDARY SCHOOLS IN ADO EKITI

Dear Respondents,your response will be treated with utmost confidentiality and will be used
for academic purpose only. Thanks in anticipation of your co-operation

SECTION A: Demographic Information

Please kindly tick in the appropriate space that reflects your personal data.

(1) School: …………………………………………………………………………………………….

(2) Gender: Male ( ) Female ( )

Please tick ( ) where Agree ( A ), Strongly Agreed (SA), Disagree ( D ) and Strongly Disagree (SD).

Section B: The followings are the problems of Literature teaching & learning in Schools.

S/N ITEMS A SA D SD

1 I did not offer literature because of the volumes of books to read

2 I am not capable of reading for a long period of time

3 I cannot afford to buy literature texts
4 I do not find Literature books interesting
5 I do not like poetry like the other genres of literature
6 I cannot read literary text when i’m not motivated to

7 Literature texts have helped me to increase my reading speed

and skills

8 Literature texts have helped me to be more creative enough

9 Literature texts have helped me to be able to comprehend easily

and fast

64
10 Literature books have helped me to identify who i am

11 Reading of literature books have helped me to achieve my goals

12 Literature texts have helped to improve my sensitivity and my

spoken English

C I prefer to read the following types of Literary texts

13 Prose

14 Drama

15 Poetry

16 Comedy

17 Epic
18 Fiction
19 Non Fictional

65
66