Bibliotheraphy

• Bibliotheraphy is using the reading of books as a

way to heal yourself or solve a problem (Alex 1993)
• It is the process of mending one’s life by reading
books and it is therapeutic.
• Although it is often associated with “self-help”
books, any kind of book, fiction or nonfiction can
be used
• Bibliotheraphy is a dynamic process, by which you
“meet” the author in the pages of book.
• Bibliotheraphy can assist children in building
confidence and self-esteem.
• It attempts to normalize a child’s world by
offering coping skills and reducing their
feelings of isolation, reinforcing creativity,
and problem solving.
 Benefits of Bibliotheraphy
• Can serve as an adjunct to teaching, and there are
several compelling reasons for using literature to teach
children both how to read and how to break attitudinal
or emotional barriers to learning.
• Offers benefits beyond conventional methods and
materials that have long been used in teaching reading.
• The right books offer possible solutions to problems
that create children’s inner turmoil.
• Reading about a personal situation has the potential to
sharpen perception and deepen understanding.
• Intervention through a book can make the difference between an
emotionally well-adjusted child and one who may suffer mental anguish.
• Identification with a literary model can foster thought and possible resolution
to a problem such as dealing with a separation, illness, death, poverty,
disability, alienation, disaster, war etc.
• The underlying premise of bibliotheraphy is that interpreting stories is an
ever-changing process to which children bring their own needs and
experiences.
• Since children often have difficulty identifying and communicating their
feelings, stories can serve to facilitate open discussion and self-
understanding.
• If children become emotionally involved with literary characters, they are
more able to verbalize, act out, or draw pictures describing their innermost
thought.
• Use of bibliotheraphy is not limited to crisis
situations, nor it is a cure for severe
psychological difficulties.
• It may not meet the needs of some children,
especially those who are not ready to face their
specific issue.
• Other children may be unable to transfer
insights gained from reading into their own life,
or may use literature as a form of escape
 The goals of bibliotheraphy.
• Are to help children:
• - identify and validate their feelings
• -realize that other children have problems
similar to their own
• - stimulate discussion
• - foster thought and self-awareness.
• - discover possible coping skills and solution
• - decide on a constructive course or action
 Affective benefits
• Provides self-esteem and self-confidence
• Provides Cathartic release
• Provides psychological relief
• Provides realization that they are not alone
• Helps students with exceptional needs or
those dealing with painful issues, deal with
their problems in an effective, realistic, and
sensitive manner.
 Cognitive benefits
• Increase literacy skills
• Develops critical thinking ( analyzing, drawing
conclusions, decision-making, and problem
solving)
• Provides self-understanding, coping, conflict
resolution, and self- evaluation skills.
 Choice of books
• When choosing stories for bibliotheraphy, there are
specific criteria that the teacher needs to consider:
• - The child’s emotional and chronological age should be
taken into account.
• The teacher should know the material
• It should be related to the child’s circumstances and
feelings
• Illustrations should be clear and colourful.
• Characters should model healthy adaptation patterns
• There should be characters suitable for identification
• The hero in the story should also be portrayed realistically, for
instance she/he must have feelings such as being naughty, while
people still accept him/her.
• There should be other characters in the story that are more or less
the same as those in the child’s situation.
• Long, complicated stories should be avoided as it is time consuming
• When using bibliotheraphy with children, stories should take about
30 minutes or less to read.
• The teacher should know the child’s ability
• Unacceptable characters in the story give the child the chance of
projecting negative feelings.
 Activities that can be conducted using
bibliotheraphy
• Book talks
• Creating a sequel to the story share
• Read aloud of key passages with discussion and
commentaries
• “ I am” character Poem or “ I know” character poem
• Character webs
• Dramatic presentation of the issue or conflict in the book
with alternative resolutions
• Panel debates
• Reader on-the- street- interview
• Collages representing different characters
• A new ending/resolution for the book
• Telling the story from the perspective of a
different character(s)
• Use of the internet to build background
knowledge
• Letter to or from a character
• An interview with the character (Hot seat)