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ERIC Number: ED399081
Record Type: RIE
Publication Date: 1996
Pages: 37
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Inviting Stories To Help Young Children Cope with Stressful Life Experiences.
McNamee, Abigail S.; De Chiara, Edith
Children experience a wide variety of life experiences that are stressful to them. Children's stories and drawings allow adults to understand children's perceptions and reactions, and picture books enable children to experience stressors safely in a supportive setting. This paper describes a storytelling and drawing intervention based on art therapy, bibliotherapy, and other child psychotherapy techniques for use by teachers of young children coping with stress. The paper emphasizes the complex nature of stress and the wide range in children's abilities to cope with stress, discusses various child psychotherapy methods, and differentiates teachers' and therapists' roles. Several suggestions for using this intervention are offered, including preparing the physical and interpersonal environment, deciding on methods and criteria for picture book selection, identifying topics for picture books, and obtaining available art supplies used by children with little or no instruction. The paper also describes the steps involved in the intervention: (1) selecting the theme, generally an experience that causes stress for young children, and then selecting a picture book that reflects this theme; (2) reading the storybook, focusing more on pictures than text, and then reviewing the story; (3) drawing a story with the children, focusing on personal expression; (4) asking the children to tell a story about their pictures and helping them understand the thematic material presented in the drawings and stories; (5) writing down the story, based on the drawing; and (6) reading the completed stories to the children or making them available for the children to look at and read as they choose. (KDFB)
Publication Type: Reports - Descriptive; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A