3.1 In 1840 John Gait 11 of Williamsburg,
Virginia, USA, published a book on the therapeutic nature of library service,
which prompted a survey of American asylums. This led to his drawing up
guidelines governing patients' reading and book selection.
3.2 In the 20th century, trained librarians
began to administer hospital libraries.
3.3 The American
Library Association (ALA) sponsored programmes for the Armed Forces in WorldWar
I.
3.4 In 1916, Samuel Crothers used the word
"bibliotherapy" for the first time.
3.5 On
March 3, 1931, the American Congress passed legislation bringing library
services to the blind through Braille books.
3.6 After World War II, bibliotherapy moved
into educational and psychosocial areas.
3.7 In
1949, Carline Schrodes discussed in her doctoral dissertation the use of
bibliotherapy as a treatment method of psycho-therapy.
3.8 In 1962, Ruth Tews wrote an article for Library
Trends regarding bibliotherapy.
3.9 ALA
had the following professional representation at its annual conference in 1964
where an entire workshop was devoted to bibliotherapy, psychiatry, clinical
psychology, psychiatric nursing, social work, occupational therapy and of
course libraries.
3.10 In
June 1966 Congress passed the Library Service and Construction Act for the
improvement of both state institutional library services and services offered
to the physically handicapped.
3.11 An
information explosion has provided us with many forms of information media, i
e, printed and audio-visual materials which are used by counsellors and
therapists as tools for helping clients gain perspectives on their problems and
goals.
3.12 Bibliotherapy
has filtered into areas other than librarianship and the medical field, e g,
educational institutions.
The
brief review of the history of bibliotherapy demonstrates its continuing
vitality. It can be concluded that although the ancients were aware of the
therapeutic effects of reading, the practice of bibliotherapy is a relatively
now science. In order to understand better the evolution of bibliotherapy into
its present form, i e, that of directed reading and group discussion, one must
trace the roots of bibliotherapy in both library science and psychology.
4. ROOTS OF BIBLIOTHERAPY
4.1 In Psychology
Group
therapy was advocated in the 1920's by Burrow and Adler (Rubin: 1978), but it
was in the World War II era of 1939-1945 in which group therapy flourished. The
number of wounded soldiers needing therapy was overwhelming and there were too
many patients and not enough medical staff.
4.2
In Library Science
Margaret
Monroe (in Rubin: 1978) views bibliotherapy as part of the continuum of library
services. Reference services, reading guidance and bibliotherapy are closely
related functions, i e, all serve informational, instructional and guidance
needs. Unlike reference services and reading guidance, bibliotherapy is a
long-term approach to library services used for therapeutic purposes.
Librarians were also serving patients in hospitals and veterans on the streets.
The
following diagram summarizes the roots of group bibliotherapy (Rubin: 1978:
18):
ROOTS OF GROUP BIBLIOTHERAPY
5. BIBLIOTHERAPY AND THE INTEGRATION OF
FAITH AND LEARNING
The question may be posed as to what bibliotherapy has to do with the integration of faith and learning, and this will now be considered.
5.1 Once we accept that all truth is God's truth, we are committed
to do something, i e, not only words but also deeds. Integration of faith and
learning can take place on an individual level, i e, the teacher (Gaebelein:
1968). Ellen White also stresses the personal element in education:
"Christ in His teaching dealt with men individually.... The same personal
interest, the same attention to individual development, are needed in educational
work today" (1952: 231/2). In this process, the teacher is the
facilitator: "The educator's task is to inspire and equip individuals to
think and act for themselves in the dignity of persons created in God's
image" (Holmes: 1975: 16). One of the ways in which this may be done is
through discussion of books specifically chosen for certain individuals in
order to help them overcome emotional and behavior problems. Altmann and
Nielsen (in Marock,: 1983) claim that research substantiates this.
5.2 The purposes of educational bibliotherapy are diverse: to
impart information; to provide insight; to stimulate discussions about
problems; to communicate new attitudes and values; to teach new solutions to
problems; to enhance self-esteem; to furnish relaxation and diversion (Coleman
& Ganong: 1988).
5.3 In the educational situation,
bibliotherapy can be of two types, viz, corrective and preventive. In the
former, a teacher, counselor, or librarian attempts to solve an actual or
perceived problem of the student by presenting a book depicting a similar
situation. By reading the book the student gains insight, which may enable him
to solve his own problem. In the latter, a student is requested to read a book
containing a problem he may have to deal with in the future. In the reading of
the book, he may be better able to adjust, should a similar situation arise in
his own life (Stoneburg in Swart: 1984).
5.4 Literature abounds with information on reading as a therapy
(Stoneburg, Hutcheson, ALA in Swart). In summing it up, reading:
5.4.1 has a positive effect upon personality;
5.4.2 helps persons solve personal problems and
concerns;
5.4.3 Expands potential for growth and
development;
5.4.4 Provides instruction, knowledge,
understanding and inspiration.
6. COMPONENTS OF BIBLIOTHERAPY
The following
components will be discussed in turn:
*Aim
and related objectives
*Different
categories
*Types
of information media used
*Dynamics
of the aesthetic experience
6.1 The Aim and Related Objectives of
Bibliotherapy
Moses
(in Marock: 1983) lists the following aims of bibliotherapy:
6.1.1 To
give the person insights and solutions to his problems through identification
with the characters in the books he reads;
6.1.2 To inform and to explain to him the
complexities of human behavior;
6.1.3 To afford him the opportunity of liberation
from stress.
According
to Cilliers (1980), the main aim of bibliotherapy is to give insight and
discernment of problems so as to bring about a change in attitude and behavior.
Attitude is the way one thinks and feels and then reacts, while behavior is not
only conduct but what a person thinks he should do, i e, social norms, what
they normally do, i e, habits, and the results of the behavior.
THE AIM OF BIBLIOTHERAPY
|
Gaining
of comprehension and insight |
||
|
Change
in attitude and behavior |
||
|
Therapy |
Education |
Relaxation |
|
Emotional/Social |
Intellectual |
|
The
three long-term objectives shown diagrammatically, viz, therapy, education and
relaxation can be considered on three levels, i e, intellectual, social and
emotional. In other words, the therapy objective relates to the social and
emotional level, while the education objective to the intellectual level. The
objective in the area of relaxation is to make available to the client as a source
of compensation or reward information media to be utilized in his free time.
6.1.3.1 Therapy on the emotional level helps the client
to understand his psychological and physical reactions to frustration and
conflict and to gain a clearer understanding of his motives and needs. Help is
obtained through different types of information media, e g, books and films,
where he can read and see how others have handled problems similar to the ones
he is facing. As Schlabassie (in Cilliers: 1980: 30) stated succinctly, it is
"providing vicarious experience without immediately exposing oneself to
the dangers of actual experience." The client is then encouraged to
discuss his problem freely.
6.1.3.2 Therapy on the
social level involves the evaluation of values through information media.
Through constant contact with characters in the information media, he develops
a social sensitivity and through observing their needs and aspirations, he
makes application in his own life. The family and the church can provide assistance
by helping him to absorb cultural patterns.
6.1.3.3 Education on the intellectual level concerns
the stimulation of new creative interests, development of the idea that there
is more than one solution to a problem, and encouragement of positive and constructive
thinking. Through the information media, the client is faced with the problem
he is experiencing and it is discussed objectively with a view to finding a
possible solution (Cilliers: 1980).
6.2
Categories of Bibliotherapy
Three
categories of bibliotherapy may be distinguished, viz, institutional, clinical
and developmental (Cilliers: 1980).
6.2.1 Institutional
bibliotherapy uses didactic information media for individual institutionalized clients. It embraces
the medical and psychiatric use of bibliotherapy, with a person-to-person
situation through a bibliotherapist working with a medical team.
6.2.2 Clinical
bibliotherapy uses imaginative information media for groups of clients with
emotional and behavioural problems. The team is made up of a bibliotherapist
and a clinical worker seeking the attainment of insight and change in conduct
and behavior.
6.2.3 Developmental
bibliotherapy uses imaginative or didactic information media or a combination
of both with groups of normal individuals in the community. The bibliotherapy
group is led by a bibliotherapist and an educator to foster normal development,
self-realization and mental health.
A
noticeable characteristic common to all categories is that a discussion must
take place about what is read, seen or heard.
6.2.4
Summary of the Categories of
Bibliotherapy (Rubin: 1978: 7)
|
|
Institutional |
Clinical |
Development |
|
Format |
Individual or group; Usually passive |
Group-active; Voluntary or involuntary |
Group-active; Voluntary |
|
Client |
Medical or psychiatric Patient, prisoner, or client in Private
practice |
Person with an emotional or behavioral problem |
"normal" person, often in a crisis
situation |
|
Contractor |
Society |
Society or the individual |
Individual |
|
Therapist |
Physician & librarian team |
Physician, mental health worker, or librarian,
often in consultation |
Librarian, teacher, or other |
|
Material used |
Traditionally didactic |
Imaginative literature |
Imaginative literature and/or didactic |
|
Technique |
Discussion of material |
Discussion of material, with emphasis on
client's reactions and insights |
Discussion of material, with emphasis on
client's reactions and insights |
|
Setting |
Institution or private practice |
Institution, private practice or community |
Community |
|
Goal |
Usually informational, with some insight |
Insight and/or behavior change |
Normal development and self-actualization |
6.3 Information Media Appropriate for use
in Bibliotherapy
6.3.1 Principles of selection of materials (Rubin:
1978):
6.3.1.1 Materials with which the therapist is familiar
must be used, i e, literature
suggested
must have been read, videocassettes previewed.
6.3.1.2 When selecting
materials, the therapist should be conscious of length short works are
physically easier to read and recall.
6.3.1.3 Materials should be applicable to the problem
but not necessarily identical to it.
6.3.1.4 Choice of materials should be influenced by the
reading ability of the client.
6.3.1.5 Chronological
and emotional age is an important factor and should be reflected in the
sophistication of the selected material.
6.3.1.6 Reading
preferences are also a guideline for selection, e g, children and adolescents
go through different stages and reading preferences change. For example, during
the early stages, interest is in animal and adventure stories, etc, and later
the interest changes to stories of romance, war, and adolescent life.
6.3.1.7 The therapist
should learn to know the client well so that materials expressing the feeling
or mood of the client can be selected.
6.3.1.8 Cartoons and comics, which have been carefully
considered, may also be used.
6.3.2 Media suitable
for use in bibliotherapy include written and audio-visual materials, both
subject and imaginative.
6.3.2.1 Subject literature can be divided into
empirical, natural and social sciences, technology and humanities. The goal of
this type of literature is to help the client to a better understanding of his
environment and of reality.
6.3.2.2 Imaginative
literature (belles-lettres) is made up of novels, drama, poetry, short stories
and essays. This type of literature is concerned with the affective reactions,
and imagination incorporating the will and intellect. This type of literature
has a greater potential than subject literature to change an individual. It
broadens the understanding of personal motivation and cultural conflicts.
Schrodes (in Cilliers: 1980: 37/38) states that "psychiatrists and
psychologists generally acknowledge that great artists are penetrating
interpreters of the personality ... have intuitively plumbed the depths of the
human psyche and emerged with incisive descriptions of the dynamics of the
personality."
6.3.2.3 Audio-visual media are also used in
bibliotherapy and here we also have subject and imaginative information. Forms
are films, record players, tape recorders, videocassettes, radio and television
programmes. At times this is the only form of information media that can be
used for certain
client groups, e g, illiterates, those with low educational levels, and the
bored. Audio-visual media are non-demanding and non-anxiety provoking. They can
be used for large groups of clients and the reaction is instantaneous and
intense but not long lasting. Films are more direct and immediate than books
and elicit a high degree of recall. Music can also be used and as Juliett Alvin
(in Cilliers: 1980: 30) says, "it works through the effects of sound on
man who is a resonant body able to perceive and to emit sound. ... The
influence of music on man's behavior has been used universally as a healing
power by magic, religion and medicine."
According
to Klapper (in Cilliers: 1980: 38), the radio will reach people, which
literature and films will fail to do. This audience tends to be more
suggestible than the audience of other media. Clients can listen as a group.
Television is another medium which Michael Novak (in Cilliers: 1980: 30/40)
describes as "a moulder of the soul's geography. It builds up
incrementally a psychic structure of expectation." Programmes can be
discussed and this stimulates informative needs. However, only a limited number
of personal emotions, situations and motives can be handled. No research has
yet been carried out in comparing the therapeutic effects of literature and
audio-visual media.
Loevinger
(in Cilliers: 1980: 40) postulates a reflective-projective theory of mass
communication, which is closely related to the theory of bibliotherapy, viz,
"while the mass media reflect various images of society, the audience is
composed of individuals, each of whom views the media as an individual. The
members of the audience project or see in the media their own visions or images
in the same manner that an individual projects his own ideas into the inkblots
of the Rorschach Test commonly used by psychologists."
6.3.3.4 Particularly in the context of the integration
of faith and learning, God's "two books", Scripture and nature,
provide a wide spectrum of subject and imaginative exposure, both verbal and
non-verbal, and these yield many opportunities for bibliotherapy in all its
aspects. "Nothing is so calculated to enlarge the mind and strengthen the
intellect as the study of the Bible. No other study will so elevate the soul
and give vigor to the faculties as the study of the living oracles"
(White: 1977: 93). "There is no position in life, no phase of human
experience, for which the teaching of the Bible is not an essential
preparation" (White: 1958: 599). Bible stories and especially the poetry
in the book of Psalms can be used.
6.4 Dynamics of the Aesthetic Experience
As
has been stated, didactic information media are instructive and informative,
while imaginative information media stimulate the imagination. The latter [ends
itself more to the accomplishment of an emotional experience where the
emotional processes develop parallel with the primary phases of traditional
psychoanalysis (Cilliers: 1980): identification, projection, introjection,
catharsis, insight.
6.4.1 In identification the client identifies himself with the chief
character under study. As a result, the formation of values and social attitudes
occur.
6.4.2 Through
projection, the problem is projected outside the personality; blame can be
placed on someone else.
6.4.3 The opposite
of projection is introjection and here mistakes are accepted and placed on
oneself instead of on others, i e, we internalize and put into ourselves the
superego whose still, small voice reminds us of the values of our parents and
society. A common example here is the identification with heroes and heroines
who are admired.
6.4.4 The concept
"catharsis" originated with Aristotle who looked upon it as a
cleansing and purging through the expression of feelings. One reacts to the
symbolic experience in literature as if it is an actual experience.
6.4.5 Finally, insight and integration start the
change of personality (Cilliers: 1980, and Lewin:
1981).
6.4.6 Norman Holland (in Cilliers: 1980), a
literary critic and psychoanalyst, lists the following principles of the
literary experience:
6.4.6.1 Style seeks itself, i e, readers react
positively to material that fits in with their wishes and needs;
6.4.6.2 Defenses must
be matched, i e, readers are attracted to characters who have similar defense
mechanisms as they do as well as emotional values;
6.4.6.3 Fantasy projects fantasy, i e, personal fantasy
is projected onto the story;
6.4.6.4 Character
transforms characteristically, i e, a work is understood when the reader
translates it into his inner language, taking into consideration his education,
character, needs, defense mechanisms and fantasy.
These
principles of Holland reflect the idea that reading is an active process where
the reader creates for himself a now experience-world that fits in with his
needs, motives, experience and personality.
The
processes identification, projection, catharsis and insight are closely related
to the needs and motives of the reader. All personal needs are covered by the
following:
Material,
spiritual and social security needs, self-actualization, relaxation and
aesthetic needs.
6.4.7 Three forms of needs are identified:
6.4.7.1 Inactive needs - the most difficult to evaluate
as they must first develop before they can be activated;
6.4.7.2 Unspoken needs
- there is an awareness of these but they are not satisfied; they need to be
stimulated and given direction
6.4.7.3 Outspoken needs - spoken about and can usually
be satisfied (Cilliers: 1980).
These
needs must be identified in order for the practice of bibliotherapy to be
successful.
6.4.8 For the purpose of this study, the following
motives are important:
6.4.8.1 Cognitive motives, i e, adjustment, orientation
and interpretation motives;
6.4.8.2 Prestige motives, i e, need for self-respect;
6.4.8.3 Escapist motive, i e, reading for relaxation to
escape conflict and frustration;
6.4.8.4 Aesthetic motive, i e, literature that appeals
to the imagination;
6.4.8.5 Religious motive.
These
reading motives can reconcile the person's basic cognitive and aesthetic needs
and also the needs for recognition, self-actualization and relaxation.
7. THE PROCESS OF BIBLIOTHERAPY
The
bibliotherapeutic process is activated by a client with a problem brought to
the attention of the bibliotherapist. The bibliotherapist with the co-operation
of the client and a multidisciplinary team sets the process going. The clinical
worker diagnoses the problem and prescribes the handling, while the
bibliotherapist selects the subjects of imaginative media and makes these
available to the client. The client is the active one in the process and reads
looks or listens. After this the client discusses what he has read, seen or
heard with the bibliotherapist and the group. The problem is analyzed and
insight and understanding brought about. The ideal is then for the client to
accept this insight and understanding which will change his attitude and
behavior.
7.1 Personal Characteristics
The
bibliotherapist should have the following personal characteristics: empathy,
warmth and honesty, sensitivity, emotional stability, fairness, humor,
initiative, receptiveness for change, ability to communicate verbally and non-verbally,
objectivity, healthy judgment, intuition, self-assurance, authority to get
things done. He needs to understand people thoroughly, have a wide knowledge of
books, and be sympathetic to human needs. This indicates a congruent, genuine
and integrated person. He also needs the ability to suggest the right reading
material tactfully and without being too obvious. Practicing bibliotherapy
cannot be made to appear too simple, or it is possible to do more harm than
good
7.2 Education of the Bibliotherapis
Besides
the above-mentioned characteristics, those practicing bibliotherapy felt that
the following would be beneficial courses in addition to the subjects necessary
for their undergraduate degrees or diplomas in selected disciplines, viz,
librarianship-user studies and readership, psychology, literature and
counseling (Rubin: 1978).
7.3 Methods Used
For
bibliotherapy to be effective it must begin early, at the first sign of an
emerging problem. The following methods may be used in bibliotherapy:
7.3.1 Individual bibliotherapist and individual
client meet to discuss information media;
7.3.2 Subject literature is read out aloud and
then discussed: This is the oldest method;
7.3.3 The client reads literature in his free
time, i e, prepares for the session;
7.3.4 Photocopied
imaginative literature is read out aloud combined with music. This method
involves all and the reactions are spontaneous.
7.3.5 A combination of therapeutic reading and
writing;
7.3.6 Look-and-listen to audio-visual media followed
by discussion.
No
matter what method is used, a discussion must always take place. This
cannot be overemphasized as a amount of reading or watching of audiovisual
materials can substitute for the vital give-and-take exchange between therapist
and client. "Unless such a relationship is somewhere in the background,
whole libraries ... will be of no avail" (Alston in Rubin: 1978: 32).
8. MILIEUS OF BIBLIOTHERAPY
Bibliotherapy
can be considered in our environs, viz, medical, psychiatric, educational, and
rehabilitative.
As
indicated previously (see section 3), bibliotherapy, especially in the USA, is
moving into other fields, e g, education and librarianship. As the barriers
between institutions and society are broken down, the special services of
hospitals and institution libraries, including bibliotherapy, take on a
universal meaning in librarianship. The work is pioneered in the institution
and then has a broader application in public and school libraries (Cilliers:
1980).
8.1 Bibliotherapy
is applied mostly in the general medical milieu, i e, hospitals. Patients have
medical, psychological and social problems and here bibliotherapy can be
practised. A wide variety of problems are treated in the hospital and this is
an excellent environment in which to use bibliotherapy, as a therapeutic team
is always available. The category of bibliotherapy used here is institutional
and clinical.
8.2 Another
milieu is the psychiatric and the type of client treated here is the neurotic,
manic-depressive, paranoid psychosis, schizophrenic, those with brain damage,
alcoholics, drug addicts, those with old age problems and those with venereal
diseases. Categories used here are institutional and clinical. Despite the fact
that many may not be able to express themselves clearly, bibliotherapy can
still be used with books, newspaper articles, radio and television programmes,
films, slides, music, followed by a discussion. "Bibliotherapy in the
psychiatric field is utilized in conjunction with other treatment techniques
such as psychodrama, hypnosis, and insulin shock treatment, among others. It is
also utilized with various psychopathogenic syndromes such as neurosis,
functional psychosis and a variety of personal problems" (in Cilliers:
1980: 56).
8.3 In the
educational milieu, books can play an important part. An attractive school
library or media center is a vital aid to bibliotherapy in this area.
Educationists and bibliotherapists can work together. Clients are pupils,
students, adolescents, and persons with problems in the community. Corrective
and preventative bibliotherapy is useful here. Categories of use here are
institutional, clinical and developmental. Books must be well chosen and
carefully analyzed. Teacher and bibliotherapist can decide on what method to
use. "Inasmuch as the building of a wholesome, self-confident,
self-respecting, effective, happy personality is one of the major goals of
education, the teacher is seeking constantly to find ways of giving each child
the particular guidance that he needs. One of the ways in which such guidance
can be given is through suggestions for reading in which the child may receive
mental and emotional therapy through identification with a character in a book
who faced a problem or situation similar to the child's own problem or
situation" (Cilliers: 1980: 57).
8.4 The
rehabilitation milieu includes prisoners, alcoholics, drug addicts, and the
mentally retarded. Bibliotherapy is seldom used here as it is still as yet
underdeveloped in this milieu. In institutions, these persons are kept busy but
work is usually stereotyped. They do enjoy social activities and doing
something new and stimulating. Cagetories which can be used here are
institutional and clinical.
A
client is any individual who needs help from a professional person. In
bibliotherapy the professional person is the bibliotherapist and the clients
are children, adolescents, adults and the aged who need help. As indicated
above, the bibliotherapist needs to understand the type of client he is working
with, i e, all facets of his life in order to build up a bond of trust.
9. LIMITATIONS OF BIBLIOTHERAPY
The
benefits of bibliotherapy have been well documented, but there is a potential
for harm that exists during bibliotherapy, particularly when implemented by a
novice. The selection of a wrong book, cassette, video, etc, at the wrong time
for a client can aggravate a situation.
Cornett
and Cornett (1980) list the following limitations:
9.1 Readiness of the client
to be seen in a mirror.
9.2 Skill of the therapist in directing the
process through all the necessary steps, especially the follow-up.
9.3 Degree
and nature of the client's problem.
9.4 Availability of quality
materials.
9.5 Manner in which the
material is presented.
9.6 Tendency of some to
rationalize away problems when reading about them.
9.7 Limitations of the
process - problems are not always fully resolved when reading about them.
9.8 Ability of the client to
transfer his insight into real life.
9.9 Using literature as an
escape mechanism and retiring into a world of fantasy.
9.10 Interrelationship between
bibliotherapist and client.
9.11 Availability of training
programmes and courses in bibliotherapy.
"Bibliotherapy
is not foolproof, nor is it a panacea. It is a worthy adjunct to other methods
of helping people cope with needs that arise in life" (p 39).
10. CASE STUDY
Two
mothers approached the author of this paper (referred to as the investigator)
to help them to solve certain problems, by using bibliotherapy, that they were
experiencing with their teenage daughters at home. The two teenagers had worked
for the investigator in the College library after school for a number of years.
They were excellent workers, and both enjoyed reading. The investigator, having
worked with young people in the educational field for over thirty years as
teacher, principal, minister, dean and professional librarian, fell qualified
to conduct the bibliotherapy sessions with the teenagers, and the investigation
was undertaken with the permission and full co-operation of the parents of the
two girls.
The
book, By the shores of Silver Lake, by Laura Ingalls Wilder, was
selected from a list received from ISKEMUS (see note on page 17) after the
director had been briefed about the project. While it is true that this book is
primarily for younger children, the director pointed out that it is still
enjoyed by all age groups. In this book, the author tells of the problems her
family faced when moving out West in the latter part of the last century, her
sister blinded by scarlet fever and her father having to earn a living at a
railway camp. In describing this period of her life, she reflects the
interaction among the different members of the family and one gets a clear
picture of each member - each one's likes and dislikes, moods and feelings, and
the atmosphere in the home. The latter point is important because the two
teenagers had a family relationship problem and this book was chosen in an
endeavor to rectify it. As Frank stated (in Crompton, 1983, p 122),
"reading ... gives children a greater insight into themselves and helps
them grow in appreciation of other people, in understanding the world they live
in and the forces which operate to make people think, feel and behave as they
do."
The
two girls in question were asked to read the book in their free time, and an
appointment was made for the first bibliotherapy session. They had not been
made aware of why they had been selected, but had been asked to help the
investigator with a project, to which they agreed with alacrity. Sessions were
conducted with the teenagers separately. In the first session, the book was
discussed, with the teenagers doing most of the talking. Characters were
analyzed, the way of life observed, and then lessons drawn. During the second
session, they were asked to read an assigned page of Little town on the
prairie by the same author and then write down their reactions. The parents
of pupil A became involved to the point where the investigator worked with them
as he felt that they were adding to the problems of the pupil. They accepted
this and several meetings were held to monitor the progress of their daughter.
They were given two books to read, viz, How to really love your teenager by
Ross Campbell, and The strong-willed child by James Dobson.
10.1 Sessions with pupils
10.1.1 In the first session, pupil A was not afraid
to talk and needed prompting only occasionally. She made the following
observations about the relationships among Pa, Mother, Mary and Laura:
She
could be Laura (pupil 13 years of age too)
Identified
with Pa more than with Mother
Pa did not complain
but did things with Laura
Realized
that Mother was strict because she wanted Laura to be a lady
Pa
had the same in mind, but went about it more diplomatically
At times Laura seemed
older than her 13 years
The whole family
seemed happy
Mary
always said exactly what she meant Laura appeared to enjoy life.
A
discussion on the above followed. When asked to predict the future for Laura,
Pa and Mother, pupil A responded that Laura and Pa would stay the same, whereas
Mother would mellow, or possibly become stricter. After reading the extract
from the second book, pupil A made the following written comments:
Laura
was content to remain on the farm, liked the out-of-doors, loved to be free and
not cooped up in a town; Pa was open-minded but still held to his principles;
Ma was prim and proper, dubious about all strangers, very protective of the
world, and wanted what she felt was best for them.
10.2 Pupil B (13 years of age) reacted as
follows to the first session:
She enjoyed old-type
stories
She could be Laura
(same age)
Laura
was an interesting person, willing to help, considerate of others (e.g, always
willing to help Mary)
The
family relationship was good, i e, they sang together, were on time for meals, all
helped each other, showed respect for each other
Identified
with Pa; Mother reprimanded too much; Pa did things with Laura
Mother
was strict; she wanted her daughters to be ladies
Mother
was too busy to listen, whereas Pa always listened
Pa
seemed to be easy going but had high standards
They
were satisfied with what they had and did not complain
Respected
Pa and Mother
When
asked to predict the future for the family, she replied that Laura would stay pleasant
and happy, Pa would remain the same, and Mother would mellow after Laura was
married and that her children would influence Mother. A discussion followed.
In
the second session, pupil B wrote as follows after reading the extract:
Pa
was always willing to let his girls have a chance at seeing and experiencing a
different way of life. He would only let his girls have those chances if he
thought it was good for them; if he thought it was bad, he would explain why.
Mother
was reluctant to let her girls do something different. She wanted to keep them
from evil and thus protected them. Mother was quick to answer, then apologized
when she realized she had not even considered it.
Laura
was curious yet timid and in same ways did not want things to change as long as
all were happy.
10.3 Analysis
An analysis of the
responses by both the teenagers indicated the root of their problems. Pupil A
came from a home where the mother played the dominant role. She had to do this
because the father was quiet and retiring. The mother was strict and because of
the phase that pupil A was going through, communication had broken down between
her and her parents. She realized that her mother wanted what was best for her,
but felt that her mother's approach was wrong. Pupil A was outgoing and did not
like "to be cooped up". She admitted that she was influenced by what
she read. The investigator felt that she understood her mother and saw her in a
different light after the discussions. She accepted that her parents wanted
what was best for her and that she could not just "go wild" and
"do her own thing" without considering the consequences. Work in the
library and sport subsequently gave her more freedom.
The
parents were also advised of the results of the sessions and promised to read
the two books mentioned above. It was suggested that the mother let the father
become more involved in helping his daughter overcome her problems, e g,
relating to her parents. A bond of trust had to be built up between parents and
daughter.
Pupil
B also came from a home where the mother played a dominant role because the
father was a workaholic and was never at home. Pupil B was becoming bossy and
did not relate well to the other members of the family, i e, one sister and
three brothers. Her response indicated that she would like the family to do
things together because they all go their own ways and even eat at different
times - hence her observation in the first session regarding togetherness. She
also realized that her mother was pushed into the role of running the home. She
longed for a home like Laura lived in.
In
this instance, she realized after discussion that she could respond to all the
members of her family and be helpful. She also expressed a willingness to see
things from her mother's point of view - who wanted what was best for her. She
felt that the father should pull his weight in the family.
It
was fascinating to see how the two pupils projected themselves into the story
and developed a world they would like to live in. Different methods used
produced similar reactions from the pupils.
10.4 Correlation with Literature Survey
10.4.1 Books
specifically chosen for certain pupils can help them to overcome emotional and
behavioral problems (5.3,5.4)
10.4.2 Aims of bibliotherapy were partially realized
(6.1)
10.4.3 Developmental category used (6.2.3,6.2.4)
10.4.4 Imaginative media used (6.3.2.2)
10.4.5 Phases of traditional psychoanalysis
experienced (6.4)
10.4.6 Recommended methods used - 3rd and 5th methods
(7.3.3,7.3.5)
10.4.7 Educational milieu (8.3)
10.5 Conclusion
Despite
the short time factor, it was very satisfying to note that the investigator
found the basic cause of the problems and was able to point the way to possible
solutions.
11. EVALUATION
Three
methods may be used to evaluate the bibliotherapy programme:
11.1 Subjective evaluation
relies upon the feedback from the client.
11.2 The
experimental method of evaluation consists of setting up two groups - one
taking part in bibliotherapy and a non-participating control group.
11.3 Self-evaluation on a
grading scale.
12. REPORTING
With
regard to reporting in bibliotherapy, three types of records may be kept:
12.1 Internal
records for future use by the bibliotherapist with relevant section headings,
subject areas and commentaries on reactions.
12.2 External
records can help in the treatment of clients when one wants to check back to
see what problems existed and method of treatment.
12.3 Records for
research into living habits and behavior, etc, and include personal details
such as age, education, socio-economic position and analysis of problems.
13. CONCLUSION
13.1 Bibliotherapy
is compatible with the goals of Seventh-day Adventist education of the
harmonious development of all the faculties. The tradition of small classes and
personal attention to each individual by the teacher sets the stage for the
close liaison necessary between the bibliotherapist and his client.
13.2 Bibliotherapy
can be used in our educational institutions in both the preventive and
corrective fields to help students to explore and challenge values, to
"prove all things (and) hold fast to that which is good" (I Thess
5:21), to develop that power of discernment that forms the basis of a solid
Christian character.
13.3 Bibliotherapy
can be used correctively to be of assistance to students from divided homes,
those on drugs and alcohol, stepfamily members, those with emotional problems
like loneliness, hatred, selfishness. It can also be used preventatively in
helping students master life skills.
13.4 Porterfield
(1967:1) speaks about "the literary mirror" and states: "there
you are, looking at yourself in the very pages before you - a clear picture
drawn by an author who never saw you." Through the ministration of a
trained bibliotherapist, you can also see yourself as you ought to be and can
be - and will be.
NOTE:
1. Many books written by Seventh-day
Adventist authors could be used in bibliotherapy.
2. ISKEMUS, the Information Center for Children's Literature
and Media of the University of Stellenbosch has drawn up select bibliographies
for all age groups listing books, which can be used in bibliotherapy.
Bibliographies on Adoption, Single Parent Families, Survival, Living with Youth
Adults, The Gifted, War, Young Love, etc. The author is prepared to obtain from
ISKEMUS any bibliographies requested.
BIBLIOGRAPH
Carpenter,
H and Prichard M 1984. The Oxford companion to children's literature. New
York: Oxford University Press.
Cilliers,
J 1 1980. Bibliotherapy for alcoholics and drug addicts (Unpublished
doctoral dissertation). Stellenbosch: University of Stellenbosch.
Coleman,
M and Ganong, L H 1988. Bibliotherapy with stepchildren. Springfield,
Illinois: Charles Thomas.
Cornett,
F C and Cornett, C E 1980. Bibliotherapy: The right book at the right time. Bloomington,
Indiana: Phi Delta Kappa Educational Foundation.
Crompton,
M 1983. Respecting children: social work with young people. London:
Edward Arnold.
Gaebelein,
F E 1968. The pattern of God's truth. Winona Lake, Indiana: BMH Books.
Haldeman,
E G and Idstein, S 1979. Bibliotherapy . Washington, DC: University
Press of America.
Holmes,
A F 1991. The idea of a Christian college. Grand Rapids, Michigan:
Eerdmans.
Levin,
Lydia 1981. Bibliotherapy: A general discussion relating to the reader, the
librarian, and its therapeutic potential. In: Libri Natales 12(7),
January: 7-17.
Marock,
D L 1983. Reading reluctance among children. (Unpublished MA thesis).
Cape Town: University of Cape Town.
Porterfield,
A L 1967. Mirror for adjustment. Fort Worth, Texas: Texas Christian
University.
Rubin,
R J 1978. Using bibliotherapy. Mansell, London: Oryx Press.
Swart,
M H G (compiler) 1984. School media center: Media use in schools.
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E G 1946. Counsels to writers and editors. Nashville, Tennessee:
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1952. Education. Mountain View, California: Pacific Press.
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1977. Mind. Character and personality, Vol 1. Nashville, Tennessee:
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