Using Biblio-

therapy to

Support Stressed Children

IECC 2015Tacoma,

WA

Karen Peterson, Ph.D.

Department of Human DevelopmentWSU Vancouver

Vancouver, WA 98686petersok@Vancouver.wsu.edu

Peterson, K. (2014). Helping them heal: How teachers can support children who experience stress and trauma. Lewsville, NC: Gryphon House.

A rose by any other name…

Bibliocounseling Bibliopsychology Bookmatching Literatherapy Library Therapeutics

Guided ReadingBiblioGuidanceAnd…

So then… Just what ‘IS’ Biblio-therapy?

The term “Biblio-therapy” for some is used only if there are accompanying activities to help the child draw healing or perspective insight from the book. (i.e. discussion, role playing, creative activities, follow-up on ideas and further information shared.)

Adult facilitation separates biblio-therapy from “self-help” where the child manages the book content alone.

The use of selected literature to help the reader grow in self understanding and resolve real life issues

A bit of history…

Early 1800’s…movement toward the moral/humane treatment of the insane

Institutions founded and administered by the early Friends (Quaker) Societies embraced this approach

Reading became one of the most commonly used therapeutic interventions, second only to physical exercise

Late 1800’s to early 1900’s…Reading materials only for adults intended to distract patients; engage in positive thinking (hope); connect them to the outside world during lengthy stay

American Library Association active in establishing libraries for hospitals and other therapeutic institutions

Few materials for children - most focused on living a “moral life”

20th-21st Centuries

Early 1900’s – 1920’s) books for children were instructional (how behave in more appropriate ways) and did not contain a creative story line

Influence of Freud and the “emotional-release” effect of reading - medical model approach

Freud and Adler and emergence of “Play therapy” for children

1930’s-1960’s focused on preparation for medical experiences, learning about differences (many stereotyped), and managing negative feelings

Present day: Cognitive-behavioral therapy approach – variable quality!!!!

Benefits 1

Emotional-management of feelings

Cognitive-understandingSocial-connection to others and the process of story telling

Examples……Increase self-awareness and reduce feelings of isolation

Clarify emerging values and ways of communicating with others

Develop one’s ethnic/cultural identity

Examples…..Increase empathic understanding of others

Increased appreciation of different cultures, viewpoints and lived experiences

Develop perspective-taking (how others think, act, or solve problems)

Reduce experiences of negative emotions such as stress, anger, anxiety and loneliness can be reduced

Clarify (mis) understandings about events and causality; distortions

Benefits 2

Categories for

Biblio-therapy Topics

Family& Lifecycle Siblings-the new baby,

siblings, twins

Cooperation and Love

Facing Responsibility

Adoption/Foster care

Divorce-Aftermath, Managing

Family types – blended, step, extended

Sexuality

Aging

Death – incidental, illness

Immortality and the Supernatural

Societal School and peers

Portrayal of men and boys; women and girls

Environment

Cultural Heritage

Special Needs

Medical conditions

Abuse

War and Peace

Emotions

Other categories

Special Focus on Stressed Children-1

Experience of Stress for Young Children

Physical sensory overload – short and long term impact

Inability to self-regulate (calm down; focus)

Lack of cognitive skills to “de-stress” Loss of problem-solving ability; vocabulary use tied to emotional experiences; deficit in thinking flexibility

Psychological impact Clear sense of loss, confusion, fear, regression

Adapting: Use of coping skills Disruptive; ineffective; resistant to change

Special Focus on Stressed Children-2

Goals for “Intervention”Build capacity for connection, self-regulation & building competence*

Being a part of the group; identification of friends and friendship characteristics

Understand expression of feelings (typical) and options for managing in socially appropriate ways

Identification of specific elements of stressful events (divorce; bullying; homelessness)

Recognizing specific, personal skills and preferences

*Trauma-Informed Care (Steele & Malshiodi, 2012)

Six Goals for using Biblio-therapy in the Classroom

Provide children with information regarding events or emotional conditions which are stressful

Let children know that other people share their concerns

Provide insight into a child’s uneasiness or uncertainty about events and/or feelings

Create an alternative way to understand a concerning events or feeling

Provide solutions to problems

Communicate new perspectives, values, and attitudes

How does biblio-

therapy work?

IdentificationIdentificationCatharsisCatharsisInsightInsight

Children receive the benefitsof biblio-therapy by passing through three stages:

Identification

The child identifies (relates to) with a book character and events in the story, either real or fictitious.

The goal is to help the child “see” themselves (or another) in the events of the story AND how the characters manage their situations

Characters who have similar life situations and/or characteristics are essential for younger children.

Fictional characters Animals

Catharsis(Emotional release)

The child becomes emotionally connected to the story

Increase awareness, appreciation and/or understanding

Able to recognize, and hopefully label emotions or conditions

May be able to release pent-up emotions under safe conditions

(often through discussion or follow-up activity)

Insight(Universalizatio

n)

The child becomes aware that his/her concerns might be

Recognizes solutions or resolutions posed in the story and how the character is portrayed in terms of feelings

Discovers ways these concerns might be addressed or solved.

Reduces the experience of isolation — offers possibilities

Implementing biblio-therapy experiences…

Clarification of the issueSelection of materialsConsideration of presentation (individual/group)

Introductory processReading – telling of the storyDiscussion and questionsFollow-up and extending the experience

Revisiting (the story again but different)

Clarifying the Issue

Is the book being used to…. Prepare children for a forthcoming stress event?

Experienced by many children? Small group of children?

Respond after a stress event? Address a “group” or individual emotional - behavioral issue?

Expand children’s understanding/perspectives on a social issue (diversity of family, ethnicity, gender, etc.)?

Expand children’s understanding/perspectives on different emotional states and feelings?

Identification of feelings and the existence of similar situations In others

Identification and alternative ways of managing or responding

Selecting

Materials1

Within the “children’s picture book category” there is no subject-matter listing

A check list to consider….Adult’s personal like/preferences

Representation of diverse and appropriate characters; carefully consider stereotyping

Material is factually accurate and up-to-date

Story line that has a clear beginning, middle, and resolution; not too long

Selecting

Materials2

A check list to consider….Story content depicts characters/situations that are similar enough to children’s experiences to facilitate some level of identification

Illustrations that expand and clarify the text and can possibly “stand alone” without the text

Story focus is not too “preachy,” value-laden, or overly dramatic/negative (provides a bit of distance from negative interpretation)

Made available for “reading” after group time

Group Presentatio

n

Introduction

& Reading1

Identify the book and why it is being read

Link the reason for reading to the adult’s interest or an upcoming known event shared by the group

Give a very brief overview and name a few “key words” that might be new of help clarify the focus of the story

Group Presentatio

n

Introduction

& Reading2

Use 1-2 “focus” exercises with the children prior to starting the story reading

When reading, emphasize important emotional labels, action verbs/words, and names of the characters; slow down at the ending

Show the children the book and some of your favorite “happenings” within the story

Discussion &

Questions

Goals……… Provide an end or closing to the active reading experience

Clarify the important points Initially from the adult’s asking of

questions

Allow children to modify the character’s experiences (also story line) to their own frame of reference

Allow children to hear other others views, words, and responses

Review/restate possible options for behaving/responding

Reinforce new terms and words Meet the learning needs of auditory and verbal processing children

1. What was the story about?2. How did the main character [____] feel in the story? 3. What was your favorite part of the story? 4. Turning to the last page of the book…What happened at the end of the story? 5. Keeping on the last page of the book...What do you think might happen next in the story? 6. What character was your favorite? Was there one you did not like very much?7. What new word(s) did you learn from the book? 8. What will you remember about this story tomorrow? 9. What about the story made you feel [insert an emotion]? 10. What would you do if you [were that character or in the story]? 11. If you could make up a new end to the story, what would it be?12. If you told your ____ (mom/dad/grandma/friend) about this story what would you say?

Sample Questions

Follow-up: Extending

the Experienc

e

Goal: Provide opportunities for children to further express ideas and feelings about the story contents and message

Address multiple learning options

Offer choices for personalization and communication

Allow for adult interpretation of events, feelings, and options for coping

Reinforce vocabulary and clarification of ideas (both child’s and factual)

Follow-up:Experience Options

Telling the story again or with different characters (use of dolls, puppets, drama activity)

Writing activities – letters, stories, short play

Artistic expression Drawing, painting, illustration, clay/play dough

Skills looking at friends/pictures (what do you see?); taking pictures of active child engagement

Play opportunities Water/sensory, miniatures, block, dramatic, telephone conversations

Final Commen

ts

We KNOW children cannot de-stress themselves – it takes mature adult involvement to assist them in re-balancing (even for a short time)

Goal of re-balancing is to work around the effects of stress and build a secondary structure of resilience

Choose books are memorable because of the story and illustrations

End reading with a short “happy book”

Use of good children's book & the experience of being read to in a group is one significantly positive pathway to building resilience

Biblio-Therapy ResourcesThe “Story S-T-R-E-T-C-H-E-R-S” series by Shirley C. Raines and Robert J. Canady (Lewisville, NC: Gryphon House)

Bruce, Nefertiti and Karen B. Cairone. 2011. Socially Strong, Emotionally Secure. Silver Spring, MD: Gryphon House.

Golding, J. 2006. Healing Stories: Picture Books for the Big and Small Changes in a Child's Life. Lanham, MD: M. Evans & Company

Karges-Bone , Linda. 2015. Biblio-herapy. Dayton, OH: Lorenz Educational Press

 Landy, Sarah. 2002. Pathways to Competence: Ensuring Healthy Social and Emotional Development in Young Children. Baltimore, MD: Paul H. Brooks.

Paley, Vivian G. 1991. The Boy Who Would Be a Helicopter & 1998. AND The Girl with the Brown Crayon: How Children Use Stories to Shape Their Lives. Both from: Cambridge, MA: Harvard University Press.

Pardeck, J.T. and Jean A. Pardeck. 1993. Bibliotherapy: A Clinical Approach for Helping Children. New York: Routledge. Peterson, K. (2014). Helping them heal: How teachers can support children who experience stress and trauma. Lewsville, NC: Gryphon House.

Steele, W. & Malshiodi, C. (2012). Trauma-informed practices with children and adolescents. New York: Routledge.

~“Helping Books” Index of resources and links for therapy book lists. http://www.helpingbooks.org/links_biblio.htm~American Library Association provides extensive annotated book lists for children of all ages by topics including award winning books. Also review professional books on presenting stories to children of varying ages in group settings and working with parents/families. http://www.ala.org/alsc/compubs/booklists~“Children’s Books” are a part of the on-line “About” website lists of children’s books by age and genre are listed, along with tips for parents on purchasing and reviewing books for children. http://childrensbooks.about.com/~“Teachers First” is a collection of lessons, units, and web resources [most focused on literacy] designed to assist classroom, especially kindergarten and first grade. http://www.teachersfirst.com/100books.cfm~The Carnegie Library of Pittsburg-excellent listing of book of young children by therapy topics. http://www.carnegielibrary.org/research/parentseducators/parents/bibliotherapy/~The University of Miami – Children’s Picture Book Data base- therapeutic lists by topic. http://www.lib.muohio.edu/pictbks/