Supporting Children’s Social and Emotional Growth Through Developmental Bibliotherapy

Suvilehto, Pirjo; Kerry-Moran, Kelli Jo; Aerila, Juli-Anna

doi:10.1007/978-3-030-19266-2_15

Cited by 6 publications

(2 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Those three terms are used here as key emotional understanding capabilities of children just before they are about to enter school. While using narratives and the literature as a tool for social-emotional processing is pervasive in education settings [57,58], the influence of bibliotherapeutic methods on early emotional competencies and the connection to other early academic skills is underexplored empirically. In a meta-analysis of the effectiveness of bibliotherapy on mental health and social outcomes for children (aged 5-16), Montgomery and Maunders [59] found that only 8 studies of the over 9000 studies screened met the research standards to be included in their meta-analysis.…”

Section: Children's Emotional Understanding From a Bibliotherapeutic ...mentioning

confidence: 99%

Are You Ready for a Story? Kindergarten Children’s Emotional Competencies during a Story-Reading Situation Is Associated with Their Readiness for School

Sofri,

Czik,

Ziv

2023

Education Sciences

View full text Add to dashboard Cite

The current study aimed to explore the associations between children’s emotional reactions to stories and their school readiness skills. One hundred and fifty kindergarten children (Mage = 66.98 months; 66 boys) were interviewed to examine their emotional reactions to a story, and the children’s kindergarten teachers reported on the children’s school readiness skills: verbal abilities, approaches toward learning, and social skills. Using bibliotherapeutic terms and methods, the children’s identification with the main character in the story, their insight about the story, and their ability to connect the story to their own experiences were coded. Findings revealed associations between the children’s emotional responses to the story, specifically, the children’s identification and echoing with all three school readiness indicators (verbal abilities, behavior, and approaches toward learning). Additionally, the children’s insight into the story mediated the link between verbal abilities and approaches toward learning and between verbal abilities and hyperactivity. Practically, the current study offers a new approachable method that practitioners can use as a possible emotional tool in early education. Children’s responses to a story can provide a unique opportunity to better understand children’s perceptions of different narratives and socio-emotional situations, which can direct educators in their work. Empirically, the current study can guide further research and training on utilizing stories to understand children’s readiness for school.

show abstract

Section: Children's Emotional Understanding From a Bibliotherapeutic ...mentioning

confidence: 99%

Are You Ready for a Story? Kindergarten Children’s Emotional Competencies during a Story-Reading Situation Is Associated with Their Readiness for School

Sofri,

Czik,

Ziv

2023

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Guidance and counseling services facilitate students to be able to solve problems that are happening in their lives (Galassi, 2017;Jones-Smith, 2020;Kok & Low, 2017;Smith & Wood, 2018;Sommers-Flanagan & Sommers-Flanagan, 2018). One of the strategies that exist in guidance and counseling services is biblio-counseling or biblio-therapy (Suvilehto et al, 2019). Biblio-counseling can be done individually or in groups (İlbay, 2016;Özen & Köksalan2i, 2019;Supriyanto & Wahyudi, 2018;Yontz-Orlando, 2017).…”

Section: Introductionmentioning

confidence: 99%

Efforts to Overcome Truancy Behavior in Students with Biblio-Counseling (Studies in Class IX C SMP Negeri Wonomulyo)

Mahyuddin¹,

Sulaiman²,

Sura³

et al. 2021

BIRCI

View full text Add to dashboard Cite

This research is a classroom action research (PTBK). The purpose of this study is to overcome truancy behavior of students in class IX C at SMP Negeri 1 Wonomulyo. The research subjects were taken by using a purposive sampling approaches. The number of research subjects is 8 students with truant behavior varied from 3 to 9 times. The results showed that the truant behavior of students after the first cycle of action was reduced to 0. Thus efforts to overcome student truancy behavior can be done by using biblio-counseling.

show abstract

Dealing with death: The role of animal-themed literature in supporting children with grief and loss

Smit

Smith

2023

Human-Animal Interactions

View full text Add to dashboard Cite

The way that children deal with, and develop an understanding of death has long-term effects on their development and wellbeing. Mental health practitioners regularly turn to bibliotherapy (the use of books), many of which portray non-human animals as central characters, as a therapeutic tool for bereaved children. However, the extent to which non-human animal characters are used to assist children dealing with loss and dying, nor how and why it is used, particularly in relation to available therapies, is not well understood. To explore this, we conducted an online survey of 47 Australian mental health practitioners ( M = 45.55 years of age, SD = 12.81; 80.9% female) who specialise in providing grief counselling to children (average of 13.26 years +/− 10.05 of professional experience). Overall, just over half (60.0%, n = 24/40) of practitioners preferred to use animal-themed death literature. However, it was not the most frequently used, nor considered the most effective therapeutic option across all age groups. There was a clear reduction in perceived usefulness with age. Bibliotherapy with animal characters was considered most effective for children between the ages of 2 and 7, and least effective for those over 12. Thematic analyses of open-ended responses revealed three overarching themes: (1) Animal-themed bibliotherapy was viewed as helpful in creating a bridge to access children’s emotions and providing a safe space to share them. (2) Practitioners considered animal-characters helpful for developing accurate death conceptualisation in younger children due to their familiarity with animals. Familiarity helps to encourage children to apply their observations of animal life cycles to human death, children identify with animal-characters, and they generally find animals appealing. (3) Its adoption by a therapist is dependent on children’s unique characteristics, practitioners’ personal preferences and the availability of appropriate literature. Findings from this study provide insight into practitioner perceptions of the role animal-characters play in children’s understanding of death at different ages and help to inform subject-matter choice for bibliotherapy literature. Animal-themed death literature has application as an adjunct therapy tool to assist children experiencing grief related to death and dying, but also more broadly (e.g., teachers and caregivers) to foster a healthy understanding of death in children.

show abstract

Supporting Children’s Social and Emotional Growth Through Developmental Bibliotherapy

Cited by 6 publications

References 34 publications

Are You Ready for a Story? Kindergarten Children’s Emotional Competencies during a Story-Reading Situation Is Associated with Their Readiness for School

Are You Ready for a Story? Kindergarten Children’s Emotional Competencies during a Story-Reading Situation Is Associated with Their Readiness for School

Efforts to Overcome Truancy Behavior in Students with Biblio-Counseling (Studies in Class IX C SMP Negeri Wonomulyo)

Dealing with death: The role of animal-themed literature in supporting children with grief and loss

Contact Info

Product

Resources

About