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Dufour, Monique S. "Reading for Health: Bibliotherapy and the Medicalized Humanities in the United States, 1930-1965." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/65149.
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In this dissertation, I tell the story of midcentury attempts to establish, develop, and study bibliotherapy in the US. I follow three groups-hospital librarians, psychologists and psychiatrists, and language arts educators-from the 1930s to the 1960s, when each in its own ways expressed belief in the therapeutic power of reading and set out to enact that belief as a legitimate practice in the evolving contexts of its profession and in the broader culture. These professionals tried to learn what happened within people during and after reading, and they attempted to use what they learned to apply reading toward healthy ends.
Today, therapeutic reading has become commonplace to the extent that it seems natural. In this dissertation, I aim to recover and explore the midcentury processes by which therapeutic reading came to seem at once natural, medical, and scientific. I argue that midcentury bibliotherapy functioned in concert with an evolving cultural narrative that I call "reading for health." The reading for health narrative gathers up into a coherent story various and deep beliefs and commonplaces about the power of books over our minds and our bodies. In midcentury bibliotherapy, reading for health was reinvigorated as a story about the marriage of science and culture, a unity narrative that claimed the iconic book-capable of swaying minds and societies alike, and burnished with all that
western civilization signified-for the professions that applied reading toward their healthy
ends. As I demonstrate, however, these narratives were not confined to discrete
professions, but functioned as a part of a larger cultural movement set upon the shifting fault lines of the humanities and science.
Each of the groups I follow took an avid interest in what I have called the embodied reader. Rather than viewing reading as an act of a disembodied mind, they understood the practice as a psychosomatic experience in which mind and body could not be disconnected. Moreover, they believed that reading could capitalize on the embodied nature of thought and affect, and engender healthy effects. In this way, the embodied reader was constructed as a new, modern locus of both the literary experience and the therapeutic ethos.
By valuing above all else how reading could be used to achieve health, advocates of bibliotherapy fashioned a form of applied humanities, one that defined the meaning and judged the value of books in terms of their utility and efficacy. In so doing, they contributed to the development of a form of the medicalized humanities that now resonates in three contemporary sites: (1.) the study and use of bibliotherapy in clinical psychology; (2.) the dominant and naturalized approach to books known as therapeutic reading; and (3.) the medical humanities.Ph. D.
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Fu, Natalie Hsiao-Wei. "Coping with stress through bibliotherapy : the effects of reading Zhuang Zi’s fables for Taiwan college students." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:5119.
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The term “Bibliotherapy” was first coined in 1916. It was mainly used in hospitals for veterans and psychiatric patients before the 1970s (Alexander & Buggie, 1976). Later on, bibliotherapy was applied in the developmental and psychotherapeutic field. Russell (1958) defined bibliotherapy as the application of relevant literature to deal with the client’s personal problem and developmental needs at the proper time. In this thesis, an appropriate source of reading to effect stress reduction has been found in Zhuang Zi’s fables. This philosophy may have current relevance for our hectic and materialistic modern life. This thesis presents an experiment in bibliotherapy carried out with Taiwanese college students reading a popularized version of the fables. For the purpose of studying the effects of bibliotherapy with Zhuang Zi’s fables on various aspects of stress that could be anticipated in the lives of students, an inventory called the “Philosophical Beliefs toward Stress Coping Inventory” was designed, and after pilot testing it was composed of 45 items with a Likert scale. These expressed a low-key philosophy of acceptance of circumstances, i.e., “go with the flow”, seeking inner peace rather than worldly achievements. The dimensions were confirmed in retrospect through factor analysis to be “Discarding Prejudice”, “Removing Greed”, and “Forgoing Demands”. The main findings of this study are as follows: 1. There are significant effects on reduction of the following stress: Financial Problems, Career Planning, School Work, and Interpersonal Relationships. 2. Reducing the stress of Financial Problems is mainly influenced by the concept of Removing Greed. 3. Career Planning stress reduction is significantly influenced by the concepts of Quitting Stubbornness, Managing Emotions, Freeing the Spirit, and Accepting Life’s Fate. 4. Accepting the concepts of Quitting Stubbornness and Being Optimistic in Adversity facilitates stress reduction. 5. People with a “Type A Behaviour Pattern” can be helped in stress reduction. 6. Females are more influenced than males in stress reduction by bibliotherapy intervention; however, males are more influenced than females in stress reduction by self-help bibliotherapy. The results show the beneficial effects of the intervention, which can be recommended by educational or health professionals as an alternative approach in coping with stress.
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Sridhar, Dheepa. "Effects of bibliotherapy+ on text comprehension, reading attitude, and self-concept in third and fourth grade students with attention difficulties /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004379.
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Bruneau, Laura S. "The helpfulness of self-help reading as described by self-guided, adult female readers." [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1176814992.
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Thesis (Ph. D.)--Kent State University, 2007.Title from PDF t.p. (viewed June 7, 2007). Advisor: Donald L. Bubenzer. Keywords: self-help techniques, bibliotherapy, self-change, reading process, qualitative research. Includes survey instrument. Includes bibliographical references (p. 187-203).
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Rivers, Vivian Lynne. "Effects of a bibliotherapy based intervention on literacy, behaviour and self-efficacy of disaffected adolescents." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27941.
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This thesis examines the effects of a Bibliotherapy based intervention on literacy, behaviour, and self-efficacy of disaffected adolescents. This exploratory study sought to understand how the intervention was experienced by disaffected adolescents (RQ1/RQ2) and whether it revealed any changes in their responses to the texts (RQ3). It contributes to the existing knowledge and literature by demonstrating how Bibliotherapy, implemented in an educational context, can be a useful tool in designing an intervention for disaffected students at the secondary level by linking emotional development to development in literacy and overall learning. To begin, the purpose and study aims were to develop an intervention based on the principles of Bibliotherapy in order to address the challenges of literacy and behaviour among disaffected adolescents; to evaluate the various outcomes, which may influence the design or effective implementation of the programme; to revise and make changes based on the evaluation to produce a usable programme. From this, the study aimed to answer the following research questions: how useful is Bibliotherapy and/or its principles as a tool in designing a literacy programme for re-engaging disaffected adolescents? What is the perspective of the students in undertaking the programme in means of the process involved? What changes follow this programme in regards to the improvement of literacy and enhancement of attitude and interest in reading amongst disaffected adolescents? This study used a longitudinal mixed methods approach, taking place over three cohorts (school terms), and involving thirty two Year 9 students from five secondary schools in the United Kingdom. The design and evaluation of the Bibliotherapy intervention was underpinned by both a concurrent triangulation model and action research. The evaluation of the programme involved the collection of both qualitative and quantitative data; therefore, a pragmatic stance to the research was adopted that was positioned as mixed-methods. Qualitative data was analysed using a thematic approach and merged to complement the Quantitative findings offering a more thorough and valid interpretation. The qualitative analysis revealed four overarching themes from the participation in the programme: positive developments in Power Over Learning, Emotional Intelligence, Peer Impact to Learning, and New Reader Identities. The quantitative findings, for the most part, did not reveal any statistically significant changes in reading, self-efficacy, or behaviour; however, there were isolated cases among individual cohorts where the findings did reveal significant changes in fluency, reading, reading difficulty perception, behaviour, and with personal resiliency such as increased optimism, tolerance, and adaptability. This study supports findings from earlier studies suggesting that disaffected adolescents at secondary school levels can benefit from reading and behavioural intervention. It offers new knowledge regarding the effectiveness and use of Bibliotherapy as a tool to design an intervention for re-engagement, social and emotional growth through peer support, development of a deeper understanding of self, and reinforcement of reading skills necessary to achieve literacy.
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Brewster, Elizabeth. "An investigation of experiences of reading for mental health and well-being and their relation to models of bibliotherapy." Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/2006/.
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Bibliotherapy is the use of imaginative or self-help literature as an intervention for mental health problems. It aims to provide psycho-social support and treatment and is used with individuals or in a group. Bibliotherapy has come to prominence in the UK over the past decade. Bibliotherapy schemes mainly operate in partnership between the public library and the NHS. Previous research on bibliotherapy has focused on the quantitative effectiveness of the intervention or anecdotal report of individual successes. Evaluation of current schemes and qualitative investigation of the views of those experiencing bibliotherapy have been neglected in previous research, providing the rationale for this thesis. The thesis argues that because there have been shortcomings in previous research, there are differences in the understanding between those managing bibliotherapy schemes, and those using the schemes. The thesis has a dual research design; it critically analyses the emergence of the main models of bibliotherapy in the UK, deconstructing them using an Actor-Network Theory framework. Document analysis, interview data, and descriptive statistics contribute to these findings. Analysis concludes that the focus of these models is not always user-centred, with other factors driving the implementation of the intervention e.g. cost-effectiveness and health policy requirements. The type of text used is a key element of the intervention. The thesis also takes a qualitative, ethnographic approach based on Interpretive Interactionism to investigate the experiences of people with mental health problems who use bibliotherapy. Data was collected via an interview and observation study. It concludes that there are diverse uses of bibliotherapy. Building on the gaps between the application of bibliotherapy and the experience of using it, the central finding of the thesis is the emergence of four user-centred models of bibliotherapy, focused on the outcomes of bibliotherapy rather than the text used. These proposed models reflect the emotive, escapist, informational, and social outcomes of using bibliotherapy as a form of support for mental health problems.
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Nowak, Kelly Ann. "MY MOMMY DIED, IS THERE A BOOK ABOUT ME?: DEATH AND DYING IN CHILDREN'S PICTURE BOOKS, 2000 - 2006." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174786861.
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Spånberger, Emmie. "Biblioterapi i bokcirklar : Ett sätt för folkbiblioteken att motverka psykisk ohälsa." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-93380.
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The purpose of this thesis was to, in a selected municipality, examine the position of bibliotherapy in reading groups in public libraries. To attain the purpose of the thesis the following questions were asked; What opinions does the librarians in the existing reading groups have on bibliotherapy? What kind of bibliotherapeutic elements exist in the investigated reading groups? Can the reading groups have bibliotherapeutic elements regardless if they were planned for such purposes? Could bibliotherapy be relevant to the public libraries work with the target group mental disabilities in accordance to library law? As a method seven semi-structured qualitative scientific interviews were conducted alongside one web survey. Six of the interviews were implemented with librarians in public libraries and one with two trained bibliotherapists at a hospital library. The theory used was Elizabeth Brewster’s development of Caroline Shrode’s three phases identification, catharsis and insight, where bibliotherapy is divided into four overlapping kinds of bibliotherapy: emotive bibliotherapy, informative bibliotherapy, social bibliotherapy and escapist bibliotherapy. The results show that there are distinct observations of Shrodes three phases in one of the reading groups that fit the description of Brewsters emotive bibliotherapy. In the librarians’ description of the rest of the reading groups, several elements of social, informative and escapist bibliotherapy can also be found. However, in those groups a clear identification of Shrodes theoretical phases are much more elusive, even if there are some similarities. The reading groups’ content of bibliotherapeutic elements appears to be, to some extent, independent of the librarians’ knowledge of bibliotherapeutic terms and denominations. Bibliotherapeutic work seems to be close to unknowingly performed by the librarians in the reading groups, which none the less does not seem to affect its efficiency. Further knowledge about bibliotherapy is assessed to be beneficial to the reading groups in public libraries, which in turn would contribute to the fulfilling of the goals in library law.
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Reynolds, Stephanie D. "Reading selection as information seeking behavior: A case study with adolescent girls." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3921/.
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The aim of this research, Reading Selection as Information Seeking Behavior: A Case Study with Adolescent Girls, was to explore how the experience of reading fiction affects adolescent girls aged 13 through 15, and how that experience changes based upon four activities: journaling, blogging, a personal interview, and a focus group session. Each participant reflects upon works of her own choosing that she had recently read. The data is evaluated using content analysis with the goal of developing a relational analysis tool to be used and tested with future research projects. The goal of this research is to use the insights of the field of bibliotherapy together with the insights of the adolescent girls to provide a higher, more robust model of successful information behavior. That is, relevance is a matter of impact on life rather than just a match of subject heading. This work provides a thick description of a set of real world relevancy judgments. This may serve to illuminate theories and practices for bringing each individual seeker together with appropriate documents. This research offers a new model for relevant information seeking behavior associated with selecting works of essential instructional fiction, as well as a new definition for terminology to describe the results of the therapeutic literary experience. The data from this study, as well as from previous research, suggest that literature (specifically young adult literature) brings the reader to a better understanding of herself and the world around her.
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Mullarkey, Susan F. "The adjunctive use of the developmental role of bibliotherapy in the classroom : a study of the effectiveness of selected adolescent novels in facilitating self-discovery in tenth graders." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/505218.
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The purpose of the study was to determine whether tenth grade adolescents can exhibit the three goals of bibliotherapy, identification, catharsis, and insight, thus achieving self-discovery, through reading contemporary adolescent novels and discussing them with their English teacher on an individualistic basis. Six subjects, four girls and two boys, were selected from two tenth grade English classes at Anderson High School, Anderson, Indiana. The students were given two literary attitude surveys: "Questionnaire: Responses to Feminine Characters in Literature" and "Literary Transfer and Interest in Reading Literature," as pre-tests and post-tests. The six subjects, selected on the basis of average or better grades as well as demonstrated maturity and responsibility, read' Confessions of a Teenage Baboon by Paul Zindel, Don't Look and it Won't Hurt by Richard Peck, The Great Gilly Hopkins by Katharine Paterson, My Darling, My Hamburger by Paul Zindel, The Pistachio Prescription by Paula Danziger, and That Was Then, This Is Now by S. E. Hinton. The students discussed each book in a specific order in a private, tape-recorded session with their English teacher, the researcher, who asked predetermined questions over each book. After the tape-recorded discussions were transcribed, the responses were identified as examples of identification (ID), catharsis (C), and insight (IN).Findings1. Identification with fictional characters can lead to insights by adolescents not only about the characters but also about their own personal lives.2. The number of insights did not increase as more books were read.3. In this study the girls appeared to achieve more identification and to gain more insights than the boys.4. Catharsis is the one goal of bibliotherapy less frequently experienced, but the more an adolescent becomes emotionally involved in a book, the more likely he is to experience catharsis.5. Adolescents can achieve self-discovery if they are given the opportunity to discuss fictional characters and situations as related to their own concerns with teachers who can take the time to do so.Conclusions1. Bibliotherapy on an individual basis with adolescent novels not only has emotional and personal benefits but also academic value in that students will respond more readily and responsibly to literature within the realm of their own experience than to the traditional literature of classroom anthologies.2. Emotional maturity and self-discovery can occur if educators are willing to individualize and humanize education.3. Bibliotherapy with adolescent novels can engender feelings of mutual trust and respect between teachers and their students, who need the opportunity to discuss their feelings and problems with adults whom they perceive care about them.4. The individualized approach to bibliotherapy can provide more thorough and genuine responses, leading to significant conclusions.
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Kapočiūtė, Eglė. "Skaitymo skatinimo strategijų taikymas socialinio pedagogo darbe su paaugliais." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_180622-19823.
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Skaitymas yra vienas svarbiausių gebėjimų, ugdant asmenybę, atliepiančią šiandieninio pasaulio keliamus reikalavimus bendriesiems gebėjimams: kritiškai mąstyti, efektyviai komunikuoti bei mokytis visą gyvenimą. Išlavinta sakytinė ir rašytinė kalba padeda žmogui kritiškai mąstyti, diskutuoti, lengviau integruotis į visuomenę.In the today‘s world people need to have a skills of critical thinking, effective communication and lifelong learning. The best way to educate those skills is reading. The research literature shows that reading for pleasure is decline in the different ages and social status humans. The less in reading are teenagers, which better are watching television or playing in computer games. Parents are one of the most important literacy teachers and stimulators for children.
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Malyn, Brianna O. "Reading and writing for well-being : a qualitative exploration of the therapeutic experience of older adult participants in a bibliotherapy and creative writing group." Thesis, University of the West of England, Bristol, 2018. http://eprints.uwe.ac.uk/33409/.
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Objectives: This study utilises a ‘helpful factors’ approach (Elliot, 2010) to explore the therapeutic processes occurring within community-based adult reading and writing for well-being groups in a large city in England. The groups are facilitated by a practitioner with diplomas in psychodynamic counselling, creative writing, and creative writing for therapeutic purposes. The study aims to develop an understanding of the therapeutic and group factors which participants have experienced as being most important in supporting their well-being. Method: Twelve individual, semi-structured interviews were conducted for this study. Participants were recruited purposively from three reading and writing for well-being groups. By conducting qualitative interviews, the researcher worked to initiate an open dialogue in which participants could freely share their experiences and themes could be developed. The interviews were analysed using thematic analysis, following the guidelines of Braun & Clarke (2006). Results: Four overarching themes and thirteen sub-themes were developed. The overarching themes were named utilising participant quotes that effectively reflected the central organising concept of the theme. Overarching themes were: “Hey look, here I am, this is what I’ve done”, "A space in which you are not only allowed to talk, but also to listen”, "It's a helpful tool that's not invasive, that's not trying to be a cure", and "But I don't want to put him on a pedestal!”. Conclusions: The potential contribution of this work lies in the hope of expanding access to community-based sources of non-pathologizing support—both for adults who identify as well and those experiencing mild to moderate mental health problems. Reading and writing for well-being groups are a cost-effective intervention that may have the potential to address the socio-political problem that is the scarcity of low-cost mental health services in the United Kingdom. The findings of this research support the findings of prior qualitative research on therapeutic creative writing and bibliotherapy groups (Fair et al., 2012; Dowrick et al., 2012; Gray et al., 2016) whilst additionally making a unique contribution to the literature.
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Urban, Abbey N. "Presentation and Representation of Characters with Disabilities in Fictional Children's Books for Intermediate Grades." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1394114909.
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Venia, Kelly C. "Finding Release Through Reading: A Content Analysis of Bibliotherapeutic Literature Appropriate for Verbally Abused, Early Readers." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363636879.
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Glane, Maria. "Biblioterapi – som ett inslag i vården : Fallstudier av två sjukhusbibliotek." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35797.
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The purpose of this thesis is to examine the role of bibliotherapy in Swedish hospital libraries. The aim is to try to identify and evaluate the difficulties with using bibliotherapy in a hospital library. And also see what opportunities bibliotherapy can offer. Choice of method is case study with qualitative interviews with five hospital librarians and two family therapists who use bibliotherapy in treatment. What are their thoughts and beliefs about bibliotherapy? My study also aims to highlight the differences between bibliotherapy as described in the literature and the way it is described in practice. Literature studies show that the term bibliotherapy is difficult to define. It can be divided in two groups, interactive bibliotherapy and reading bibliotherapy. This case study indicates that the knowledge of bibliotherapy in hospitals is limited and that the work is not done consciously and strategically. The interviews show that the librarians working with books as health promotion and that they have a strong conviction that literature has a positive influence on health.
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Daniel, Kelsey R. "CONTENT ANALYSIS OF PICTURE BOOKS ABOUT BULLYING." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1394114907.
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Lin, Wei-Chen, and 林韋辰. "Applying Bibliotherapy-oriented Adolescent Literature Reading Instruction to Improve EFL Students' Peer Relationships and Enhance Reading Comprehension." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/40658096818340194800.
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碩士國立高雄師範大學
英語學系
101
This study explored the effects of the implementation of English adolescent literature on EFL junior high school students’ reading comprehension and peer relationships. The subjects were 28 ninth-grade students in Minde Junior High School in Tainan City, who participated in the 12-week Bibliotherapy-oriented Adolescent Literature Reading Program (BALRP). Three instruments, the pre-test and post-test of English reading comprehension, the Questionnaire of Peer Interpersonal Relationships (QPIR), and the questionnaire of students’ responses to the BALRP, were adopted. Before the BALRP, the subjects were required to take the pre-test of English reading comprehension and the QPIR. During the BALRP, the subjects were guided to read the three reading selections－All Tutus Should Be Pink (Brownrigg, 1992), Football Friends (Marzollo, Marzollo, &; Marzollo, 1997), and The Sisterhood of the Traveling Pants (Brashares, 2009). When finishing every reading selection, the subjects were asked to take the post-test of English reading comprehension. After the BALRP, the subjects were requested to take the QPIR again and answer the questionnaire of students’ responses to the BALRP. The data for this study were analyzed in a quantitative way and a qualitative way. A paired samples t-test and descriptive statistics were utilized to compare and analyze the data collected from the three instruments. Moreover, the data collected from the open-ended questions of the questionnaire of students’ responses to the BALRP were analyzed and discussed qualitatively. Based on the data analyses, the major findings of this study are summarized as follows: 1.There is a significant difference in the subjects’ pre-test and post-test of English reading comprehension. According to the increased mean score of the post-test, BALRP was effective in enhancing English reading comprehension. 2.Though no significant difference was found in the pre-study and the post-study of QPIR, the subjects expressed their improvement of peer relationships in the open-ended questions in the questionnaire of students’ responses to the BALRP. Therefore, the BALRP promoted the subjects’ positive perceptions of peer relationships. 3.The majority of the subjects responded positively to reading adolescent literature. They were more interested in reading English adolescent than in textbooks. Furthermore, they expressed that reading English adolescent literature helped improve their reading comprehension more than the textbooks in traditional curriculum. They hoped to read more English adolescent literature in future classes. 4.Most of the subjects favored the novel in the BALRP, compared to the picture books for two main reasons. First, there were so many similarities between the subjects and the characters to intrigue them. Second, comprehending the novel satisfied the subjects’ self-achievement. According to the study findings, integrating adolescent literature into English reading instruction is an effective alternative for English teachers in junior high school. The implementation of English adolescent literature with real-life issues could help students to deal with the problems in their daily life. In addition, by teaching authentic English adolescent literature through small group activities, EFL teachers can break the barrier between teachers and students in reading class.
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Cheng, Yu-yu, and 鄭玉雨. "An Action Research in Enhancing Self-Concept of Elementary School Fourth Grade Students through Reading and Bibliotherapy." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/87385205782976376182.
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碩士國立臺南大學
教育學系課程與教學碩士班
101
Abstract Through reading, individuals could not only acquire knowledge but also develop positive sentiment internalized to motivate self-improvement to become individuals with physical and mental harmony. In this study, bibliotherapy was integrated into the teaching of reading through discussion, sharing, and action, to explore challenges encountered and potential solutions when the researcher designed a curriculum to “Enhance Self-Concept” and implemented such teaching, as well as changes in students'' self-concept. The purpose is to verify whether a curriculum to enhance self-concept is easy to implement and helpful for students to enhance healthy interpersonal relationships and to establish positive self-concept. The research object of this study was nine fourth-grade students from Tainan Municipal East District Sunshine (a pseudonym) Elementary School, implementing a curriculum to enhance self-concept taught once a week for three hours, for a total of ten weeks. Qualitative analysis was conducted through collection and comparison of teacher observation, reflection journals, minutes of meetings, video transcribed verbatim records, student’s work tasks, activities feedback, and interview records, and quantitative analysis was conducted through Behavior Disturbance Scale and questionnaire data, in order to understand results of implementing the curriculum to “Enhance Self-Concept”, and changes in students’ self-concept when receiving bibliotherapy integrated into the teaching of reading. Based on the analysis of research results and discussion, this study has the following findings: 1. Implementation of the curriculum to enhance self-concept has effective results and is feasible; 2. Action research and synergy cooperation help to solve problems of the the implementation; 3. Bibliotherapy integrated into the teaching of reading can effectively enhance students'' self-concept. Finally, according to the conclusions of this study, the researcher makes specific recommendations on the design of the course program, the teaching of reading activities, and the future related research.
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黃淑貞. "Learning of Friendship-related English Short Stories, Bibliotherapy, and English Reading Performance for Senior High School Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/56988078657690111980.
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碩士國立高雄師範大學
英語學系
102
The main purpose of this study was to explore the effects of applying English friendship-related short stories on EFL senior high school students’ English reading comprehension and friendship. To achieve this purpose, the subject responses to the selected reading materials and to the reading instruction were explored. The subjects of the study were recruited from one class of 39 tenth-grade students in Siaogang Senior High School in Kaohsiung. They participated in the 12-week English friendship-related short stories reading instruction (FRSRI). Before the FRSRI, the students were required to take a pretest of English reading comprehension and the pretest of The Peer Interpersonal Relationship Scale (PIRS) and to answer the pre-study questionnaire on the subject responses to the FRSRI. During the FRSRI, the students needed to read five reading materials ─ The Lion and the Mouse, The Hare with Many Friends, Two Travelers and the Bear, Penny Penguin, and Francis Hippopotamus and the King of Beasts. After reading each short story, they needed to finish the worksheet. After the FRSRI, the students were asked to take the post-test of English reading comprehension and post-test of the PIRS and to answer the post-study of questionnaire on their responses to the FRSRI. The data in this study were analyzed in a quantitative and a qualitative way. A paired samples t-test was adopted to compare the data collected from the pretest and post-test of English reading comprehension and pre-study and post-study questionnaire on the student responses to the FRSRI. Furthermore, the subject responses to five-point scale questions in the questionnaire were analyzed quantitatively by means of descriptive statistics of SPSS. In addition, the subject responses to the open-ended questions in the questionnaire were analyzed qualitatively. Based on the data analyses, the major findings of the present study are summarized as follows: 1. There are 42 significant differences in the student responses to PIRS before and after the FRSRI. The increase in the mean scores in the post-test shows that the FRSRI enhanced the students’ awareness of friendship. 2. There is a significant difference between the pretest and post-test of English reading comprehension. The increased mean scores in the post-test imply that the FRSRI improved the students’ English reading proficiency. 3. There are 12 significant differences in the students responses to reading English short stories before and after the FRSRI. The increase in mean scores in the post-study shows that the FRSRI had positive impacts on the students’ notions about English short stories. The students were more interested and motivated to read English short stories. 4. Most of the students responded positively to the five English reading selections in the FRSRI. Out of the five readings, Two Travelers and the Bear is the most popular one. 5. Most of the students showed positive responses to the reading instruction. The students reported their gains,including (a) the promotion of friendship, (b) the improvement of reading proficiency, (c) the boosting of motivation and interest in reading English short stories, and (d) the change of attitudes toward others. Based on the study findings, the FRSRI successfully facilitated the students’attitude toward friends, relationship, and themselves as well as promoted English reading comprehension. Moreover, it is suggested that EFL teachers in senior high schools can apply bibliotherapy with English short stories of different themes and genres. Additionally, it is suggested that EFL teachers can implement group discussion, group work, and role-play to facilitate reading instructions and to boost students’ interest in reading English short stories.
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Merts, Hilda Wilhelmina. "Die terapeutiese rol van fiksie in die hantering van sekere lewenskrisisse en ontwikkelingsprobleme van kinders." Diss., 2004. http://hdl.handle.net/10500/1315.
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Children experience life crisis and normal developmental problems. This study is aimed at highlighting the role fiction can play in assisting children in coping with certain normal life crisis and developmental problems. A discussion on the nature of the bibliotherapeutic process indicated that fiction plays a major role in the success thereof.
A model was designed for the selection process of fiction for the bibliotherapeutic process. Selection criteria were established for both the reader and the reading matter. Tables were designed consisting of selection criteria for both the reader and the reading matter. Stories about life crisis relating to death and divorce, as well as normal developmental problems about fear of peer group rejection and fear of the acquirement of skills, were evaluated against these criteria. This indicates that it is possible to select the right book for the bibliotherapeutic process with children.Information Science
M.Inf.
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Smith, Karin. "Kriteria vir die seleksie van biblioterapeutiese materiaal vir die opvoedkundige sielkundige." Thesis, 2014. http://hdl.handle.net/10210/11778.
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Šlamberová, Lucie. "Biblioterapie v prostředí veřejných knihoven." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-323111.
Full textAbstract:
This thesis aims to introduce the notion of bibliotherapy and its application in public library environment. The text is divided into two parts - theoretical and practical. In the theoretical part, the notion of bibliotherapy itself is introduced, together with questions of who is engaged in this field, as well as the effects of reading. There are presented several book titles which belong to bibliotherapeutic literature. The substantial part of the thesis is then built on specific examples of bibliotherapy practiced in public libraries in the Czech Republic, as well as abroad. The practical part features first an interview with Mrs Marcela Kořínková who actively engages in bibliotherapy; second, there is a proposal of implementation of a bibliotherapeutic department in an imaginary public library, and last, there is a research presenting the wide public's awareness of, and interest in the field of bibliotherapy.
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Třešňáková, Anna. "Současný stav knihoven pro pacienty v nemocnicích a možnosti jejich dalšího rozvoje." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-296319.
Full textAbstract:
This diploma thesis deals with the current state of libraries in hospitals for patients and their potential future development. At the beginning deals the work with patient's libraries in historical context. The following part introduces to communication processes in hospitals and bibliotherapy. An integral part of the work are evaluated data collected during the survey among hospital patients. End of the paper offers some solutions and directions in which the library for patients in hospitals could go in the future.
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"Reading garden: a transition of seeking solitude." 2002. http://library.cuhk.edu.hk/record=b5891315.
Full textAbstract:
Lam Na."Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2001-2002, design report."
Includes bibliographical references (leaves 77).
Synopsis --- p.p. 1-2
Problem Defining --- p.p. 3-16
Introduction --- p.p .3
Research - Hermit & Recluse Culture in China --- p.p. 4-10
Issues --- p.p. 11-15
Conclusion --- p.p. 16
Site --- p.p.17-28
Prologue --- p.p. 17
Site selection --- p.p. 18-20
Existing context --- p.p. 21
Site image --- p.p. 22-25
Solar study --- p.p. 26-28
Program --- p.p. 29-35
Prologue --- p.p. 29
Reading --- p.p. 30
A study of bibliotherapy --- p.p. 31-32
Garden --- p.p. 33
Precedent --- p.p. 34-35
Design Stage --- p.p. 36-76
Design concept --- p.p. 36-37
Design generator --- p.p. 40-44
Design development --- p.p. 45-55
Chapter - --- Phase 1 --- p.p. 45-46
Chapter - --- Phase 2 --- p.p. 47-50
Chapter - --- Phase 3 --- p.p. 51-56
Final design --- p.p. 57-76
Bibliography --- p.p. 77
Chapter Appendix - --- A study of Chinese scholar garden and Wanshiyuan --- p.App. 1-7
Acknowledgement
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Ferreira, Carmen Zita Honório Santos. "Biblioterapia aplicada a idosos : um novo desafio para as Bibliotecas Públicas Portuguesas." Master's thesis, 2014. http://hdl.handle.net/10437/4940.
Full textAbstract:
Orientação: Gisélia FelícioNa presente Dissertação investiga-se a importância da aplicação da Biblioterapia de desenvolvimento a indivíduos institucionalizados em centros de apoio e lares de idosos. Identificam-se as atividades de Biblioterapia que estão a ser promovidas atualmente pelas bibliotecas da Rede Nacional de Bibliotecas Públicas em Portugal, as metodologias utilizadas e os constrangimentos na aplicação das mesmas, no que se refere à população idosa. No primeiro capítulo, faz-se o enquadramento teórico relativamente à Biblioterapia, seus objetivos, componentes e particularidades na aplicação ao público idoso. No segundo capítulo, apresenta-se um enquadramento teórico sobre o Envelhecimento, destacando os aspetos mais relevantes para a aplicação da Biblioterapia, particularmente os índices demográficos das últimas décadas em Portugal e os aspetos sociológicos, biológicos, psicológicos e da perceção da linguagem, nesta área específica. No terceiro capítulo, refere-se detalhadamente a metodologia utilizada na realização de um inquérito por questionário dirigido aos responsáveis das duzentas e uma bibliotecas da Rede Nacional de Bibliotecas Públicas, apresentando os dados recolhidos e a análise dos mesmos. Constatou-se que os benefícios das leituras dirigidas, para fins de desenvolvimento pessoal com leitores idosos, em contexto de institucionalização, demonstram que se deve investir na aplicação da Biblioterapia a idosos, em grande escala. Concluiu-se também que as bibliotecas públicas e os bibliotecários têm um papel preponderante na aplicação desta terapêutica, através da interação com parceiros nas áreas da saúde, educação e ação social. Termina-se este estudo com algumas considerações finais a que os resultados nos conduzem, nomeadamente quanto à necessidade de se prosseguir este trabalho de forma sistematizada e regular, com reais benefícios para a população em apreço que muitas vezes sofre de problemas de ordem vária, nomeadamente de isolamento.
This dissertation investigates the importance of the application of developmental Bibliotherapy among institutionalized individuals in support centers and elderly nursing homes. It identify the activities of Bibliotherapy currently being promoted by the libraries of the National Network of Public Libraries in Portugal, the methodologies and constraints in implementing them regarding the elderly population. The first chapter addresses the theoretical framework regarding Bibliotherapy, their objectives, components and specifics of its application to aged groups. The second chapter presents a theoretical framework on ageing, highlighting the most relevant aspects for the implementation of Bibliotherapy, particularly demographic indices of the latest decades in Portugal and sociological, biological, psychological aspects and perception of language in this specific area. The third chapter refers in detail the methodology used in conducting a survey questionnaire addressed to the heads librarians of two hundred and one libraries of the National Network of Public Libraries in Portugal, presenting the data collected and its analysis. It was found that the benefits of directed readings, for personal development with aged readers in institutional context show that we must invest in putting into practice Bibliotherapy in a large scale. It was also found that public libraries and librarians have a key role in the application of this therapy, through interaction with partners in health, education and social services. This study ends with some concluding remarks drawn from our results, particularly on the need to continue this work in a systematized way and on a regular basis, with real benefits for the population in study that often suffers problems of various kinds, namely isolation.
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Teague, Rodney. "Literary Imagination and Community Mental Health: A Deleuzian Analysis of Discourse in a Fiction Reading Group." 2012. http://digital.library.duq.edu/u?/etd,154148.
Full textAbstract:
This study presents an empirical, qualitative investigation of transformations as they occurred in the participants' language during a fiction reading and discussion group in a community mental health setting. Session transcripts have been analyzed from the perspective of researcher as literary critic and through the Deleuzian lens of rhizomatic assemblages (Deleuze & Guattari, 1980/2005). This nonlinear, non-hierarchical and non-referential approach re-imagins the relationship among readers, texts and authors. Three themes follow from the rhizomatic perspective on transcript data.
<br>The first of these, Assemblage, details the ways that participants engage in and with fictional story-worlds. This engagement is such that text, readers, author, and other elements of context join together in chains or blocks of becoming. These becomings rely on the mimetic structure of the fictional texts that simulates 'real life' experiences for readers. This special kind of engagement leads to transformations of linguistic forms, images and concepts.
<br>Transformations addressed in the next segment, De-formations, include analysis of mental health talk as it encounters the poetic story world in our sessions. One result of this encounter is the vernacularization of mental health talk. Elements of clinical, usually diagnostic, language introduced in our sessions are transformed in the direction of more colloquial and 'plain-language' use. This result suggests that fiction reading moves mental health consumers away from the problem-saturated language of mental health discourse (White & Epston, 1990) that too often reifies and reinforces illness and dis-ease rather than supporting wellness.
<br>The final section, Re-narration, examines implications of transformations in participants' language for narrative identity, that is, participants' self-understanding and re-contextualization in light of their encounters with the fictional story-world (Ricoeur, 2005). It is possible to discern nascent or potential changes in narrative identity in the language of discussants and to speculate on what changes participants may carry forward into their lives beyond the reading and discussion group.
<br>Finally, implications are discussed for re-understanding the therapist as literary critic and for the development of locally produced bodies of literary criticism as work appropriate to community mental health providers and clients. Also, affinities between literary therapy, bibliotherapy and narrative therapy are discussed.McAnulty College and Graduate School of Liberal Arts
Clinical Psychology
PhD
Dissertation