- Author:
Miguel Varela
- E-mail:
jmcvarela@gmail.com
- Institution:
University of Coimbra
- Author:
José António Vieira Pereira
- E-mail:
joseantoniovieirapereira@gmail.com
- Institution:
University of Madeira
- Author:
Noemí Serrano Díaz
- E-mail:
noemi.serrano@uca.es
- Institution:
University of Cádiz
- Author:
Regina Capelo
- E-mail:
m.regina.capelo@gmail.com
- Institution:
University of Madeira
- Year of publication:
2018
- Source:
Show
- Pages:
107-119
- DOI Address:
https://doi.org/10.15804/IFforE2018.09
- PDF:
iffe/11/iffe1109.pdf
Bibliotherapy has been applied by several aid professionals, in different scenarios, and at all life cycles. This research seeks to discover the effects of bibliotherapy on human well-being and development. A bibliographical and systematic review on b-On was based on descriptor bibliotherapy. Evidence of the benefits of bibliotherapy on human well-being and development was found. The research highlights that this practice enhances cognitive and affective functions, is effective in children with emotional disorders, learners with learning problems, patients with psychiatric disorders, improving reading competence and social reintegration of prisoners, mourning, pacification of emotions, relaxation, socialisation and hospital humanisation. We conclude that bibliotherapy is beneficial to human well-being and development, and as such, its use should be promoted in human life specifically within education.
- Author:
Agnieszka Łaba-Hornecka
- Year of publication:
2017
- Source:
Show
- Pages:
266-276
- DOI Address:
https://doi.org/10.15804/tner.2017.47.1.21
- PDF:
tner/201701/tner20170121.pdf
Th e world of the social experience and expectations of children with mild intellectual disabilities is very diverse. Such children do not always know how to cope with social expectations. In such situations they tend to withdraw or, conversely, behave improperly, in this way trying to mark their presence. Th e paper presents a pedagogical experiment, during which puppets were used in bibliotherapy classes. The method has already proven effective when working with children with mild intellectual disabilities. The main aim of the project was to develop adaptive behaviours in children with mild intellectual disabilities to include creative actions and the skills of social interaction in their upbringing and school environment and among their peers and to encourage them to seek effective ways to deal with their own difficulties.
- Author:
Agnieszka Miernik
- Year of publication:
2016
- Source:
Show
- Pages:
68-78
- DOI Address:
https://doi.org/10.15804/kie.2016.01.04
- PDF:
kie/111/kie11104.pdf
The main objective of my dissertation is to introduce the assumptions of the Jungian depth psychology to the bibliotherapeutic process. Bibliotherapy as an interdisciplinary method using psychology and literary studies enriched with the theory of integral psychology formulates a new theoretical perspective and constitutes a proposal of a holistic view of bibliotherapy. The extension of the theoretical basis of bibliotherapy will help to augment the therapeutic effect, activate unawareness (the sphere neglected in school education), and strengthen psyche. Integral bibliotherapy will create conditions to expand the dialogue between the rational side and unaware one, and it will contribute to a positive stimulation of the integration processes. Providing archetypal patterns reflecting the rules of life in culture, and drawing attention to the regulatory role of literary works, will enrich both the intellectual and spiritual side of the development of the participant of the bibliotherapeutic process. Archetypal content present in literary texts studied by the participant according to the bibliotherapeutic procedure will achieve an integral orientation focused on the humanistic dimension of existence.
- Author:
Marcin Wlazło
- Year of publication:
2007
- Source:
Show
- Pages:
109-116
- DOI Address:
https://doi.org/10.15804/tner.07.13.3.08
- PDF:
tner/200703/tner1308.pdf
This paper presents teaching reading and bibliotherapy as useful methods for educating and rehabilitating children and youth with mental disability. The theoretical framework is connected with different examples of applying the methods and their real effectiveness. Particularly significant achievements of teaching reading may be observed in the rehabilitation of children with Down syndrome (DS). Teaching reading is very often matched with bibliotherapy programmes as a complex and coherent way for developing children’s speech, language, memory, imagination, creative thinking, and emotional maturity.
- Author:
Jolo Van Clyde S. Abatayo
- E-mail:
jolovanclyde.abatayo@ctu.edu.ph
- Institution:
Cebu Technological University
- ORCID:
https://orcid.org/0000-0001-7987-0612
- Author:
Leizel Silagan
- E-mail:
leizelsilagan1993@gmail.com
- Institution:
Saint Michael College of Caraga, Philippines
- ORCID:
https://orcid.org/0000-0003-1063-8692
- Year of publication:
2024
- Source:
Show
- Pages:
39-55
- DOI Address:
https://doi.org/10.15804/tner.2024.78.4.03
- PDF:
tner/202404/tner7803.pdf
This study explores the relationship between students’ self-efficacy, social intelligence, and librarians’ competency in implementing bibliotherapy programs at Saint Michael College of Caraga. It aims to evaluate the potential of bibliotherapy to enhance students’ socio-emotional skills and assess librarians’ preparedness to support such initiatives. A descriptivecomparative research design was utilized, involving 343 students and five librarians selected through stratified random sampling. Validated survey instruments measured students’ self-efficacy and social intelligence, while librarians’ bibliotherapy competency was assessed using the Bibliotherapy Knowledge Survey. Findings revealed moderate levels of self-efficacy (mean = 3.05) and social intelligence (mean = 3.07) among students, with no significant gender differences (p = .250). However, significant variations were noted across different academic disciplines (p < .05). Librarians demonstrated limited competency in bibliotherapy (mean = 2.40), highlighting the need for further training and professional development. Implementing a structured bibliotherapy program could enhance students’ socio-emotional skills and improve librarians’ ability to facilitate these interventions. The study recommends a bibliotherapy program tailored to students’ academic needs and professional development for librarians. Future research should examine the long-term impact of such programs and the role of librarian training in their success.