Bibliotherapy in Child

Counseling Practice

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What is BIBLIOTHERAPY?
Combination of the Greek words for therapy
and books
First coined by Samuel Crothers in 1916
(Atlantic Monthly)
Treatment through books (Pardeck & Pardeck ,
1998) or Therapeutic use of literature (Cohen,
1993)

The process of dynamic interaction between

the personality of the reader and literature
under the guidance of a trained helper
(Shrodes, 1950)

ALTERNATIVE TERMINOLOGY
Bibliocounseling
Bibliopsychology
Bookmatching
Literatherapy
Library therapeutics
Guided reading
Biblioguidance

TYPES
Clinical Bibliotherapy - implemented
by trained helping professionals dealing
with significant emotional or behavioral
problems

Developmental Bibliotherapy- may

be used by teachers and other lay helpers

to facilitate normal development and selfactualization with an essentially healthy
population

Range of Issues Addressed

Aggressiveness
Adoption/ foster care
Diversity awareness/ valuation
Death & dying
Chemical dependency
Divorce
Obsessive-compulsive disorder
Giftedness
Conflict resolution
Child abuse/ neglect

Range of Issues Addressed

Nightmares
Ethnic identity
Depression
Separation & loss
Family violence
Homelessness
Sself-destructive behavior

Benefits can include:

Increased self-awareness
Clarification of emerging values
Development of ones own
ethnic/cultural identity
Greater empathic understanding of
others

Benefits can include:

Increased appreciation of different
cultures, viewpoints and lived
experiences
Improved coping skills as learn about
alternative responses to problems
Reduction of negative emotions such as
stress, anxiety and loneliness
Enhanced self-esteem, interpersonal
skills and emotional maturity

Hypothesized Therapeutic
Mechanisms
Shrodes (1950), utilized a

psychodynamic model, which

focused on identification, catharsis and

insight as the key steps for therapeutic
benefit.
This model is more typically applied
when fiction is used than when nonfiction/ self-help books are the tools;
then the model is often a cognitivebehavioral one.

Emotional Benefits (to client)

Relieving feelings of isolation by
learning that others share their
experience (universalization)
Gaining comfort or reassurance
Finding hope from hearing how others
have dealt with similar situations in a
positive fashion
Being motivated to act differently
Temporary escape from pressing
problems
Emotional release or relief (catharsis)

Cognitive Benefits (to client)

Increasing understanding of
feelings and ideas (insight and
integration).
Gaining knowledge such as facts,
advice/ recommendations, or other
information which helped them
make decisions and/ or talk
effectively with gatekeepers such
as counselors.

Cautionary Advice
[Bibliotherapy] is not a panacea neither
can it be used with all individuals
(Zaccaria & Moses, 1968)
For no two persons can there be an
absolute equivalence of symbols, for no
two people have identical psychological
fields. (Shrodes,1950)
Above all, the recommender must be well
acquainted with the content of the
materials he intends to recommend or
use.

More cautions
Helpers must be familiar enough with the
reader/listener, to anticipate the state of
reader/listener readiness for the reading materials.
Helpers are sensitive to cultural, ethnic
and religious messages in material.
Helpers ensure that factual material is

accurate and up to date.

Helpers ensure that stories deal with characters

and situations similar enough to facilitate
some level of identification.
increase empathy and understanding for those from
different backgrounds.
to provide needed distance from painful emotions.

Bibliotherapy Modalities
Recommend a book for self reading
Reading to the client in a session
Reading and reacting to the readings
Reading to a group of clients in a group
therapy session
Reading and writing and journaling
Reading for information
Story starters or discussion starters
Reading and reacting with art, poetry,
drama
Reading and books in guidance

Categories for Evaluation

General Info
General Format
and Structure
Subject Matter
Reading Level and
Suitability
Book Length
Text and Pictures
Developmental
level

Diversity Factors
Usage:
Context
Environment
Situation

Therapeutic Use
Additional
Considerations
Overall Impression

General Format and Structure

In this section the reviewer evaluates
the material from an overall
perspectivethe Gestalt of the text
If it is a fictional book, then the
reviewer assesses factors such as
plot cohesiveness, character
development, universality of the story
line, and general quality of the text.

Subject Matter
In this section the reviewer evaluates the
material from the perspective of subject
matter. Whether it is fiction or non-fiction
there is usually a subject (or multiple
subjects) addressed in the material.
Specific topics are identified. The reviewer
assesses factors such as relevancy of
material, ability to engage the reader, and
fit between reader interests and subject.
The question posed-- Is this a good
subject fit for the client?

Reading Level and Suitability

In this section the reviewer evaluates the
material from the perspective of reading
level and suitability of the material. Some
materials identify an appropriate reading or
age level, some do not. So it is up to the
counselor to make their best guess as to
the appropriateness. It also depends on how
the material will be applied.
If the clinician is reading to the client, it
matters less if the material is an exact match
to the clients skills.
Rhyming and other stylistic devices may
influence how the helper chooses to use the
material

Book Length
In this section the reviewer evaluates the
material from the perspective of how long
will it take to use this material with a
particular client.
Counselor looks at book format and length.
Counselor must decide how text is used.
Session to session
Home reading
One time read, etc.
Individual client characteristics will also
influence how long it will take to use the
book in certain ways

Text and Pictures

In this section the reviewer evaluates the
material from the perspective of print and
illustrations.
Counselor looks at congruence between
text and illustrations.
What is the mood created by the
combination of print and pictures.
Counselor looks at quantity and quality of
illustrations.
Once an implementation strategy is
identified, ask, Will this combination of text
and images create a therapeutic effect for
this particular client?

Developmental Level
In this section the reviewer evaluates the
material from the perspective of
developmental level; consider the client from
a holistic perspective, including age and
grade
Additionally, the counselor looks at the
therapeutic readiness and stage of
counseling for the client
The counselor evaluates fit or match of the
text, character, and subject matter with the
client
The counselor evaluates the appropriateness
of the texts usage with populations who may
be at multiple developmental levels

Diversity Factors
In this section the reviewer evaluates the
material from the perspective of diversity and
social issues.
The counselor looks at the factors of
respectful presentation, cultural
appropriateness, world view expansion, and
needs of the client.
The counselor evaluates the text to ensure
that stereotyping does not exist.
The counselor examines the relevancy and
current nature of the material presented.
The counselor evaluates the administrative
and political impact of literature usage.

Use: Context, Environment

and Situation
In this section the reviewer evaluates the
material from the perspective of the context,
environment or situation in which it will be
used.
The reviewer considers the setting
Home
Healthcare
Mental health
School-education
Social services
Library

Therapeutic Use:
In this section the reviewer evaluates the
material focusing on how the text will used.
The reviewer considers the application of
the text:
Choral reading,
Reading to the client or the group or the class
Reading with the client,
Reading and reacting
Art, writing, story telling
Other

The counselor considers the impact on

client growth. The question considered
might be what will this do for the
therapeutic movement of my client?

Additional Evaluation
Considerations:
In this section the reviewer takes a final
look and evaluates the material from the
retrospective stance.
The reviewer considers overall implications,
benefits, trauma, administrative and
political-cultural factors.
The reviewer offers advice to others who
may consider this book for therapeutic use.
The reviewer gives a ballpark figure of the
projected therapeutic value of the text.

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