ERIC Number: ED451622
Record Type: RIE
Publication Date: 2000
Reference Count: N/A
"Booking It" to Peace: Bibliotherapy Guidelines for Teachers.
Johnson, Celia E.; Wan, Guofang; Templeton, Rosalyn Anstine; Graham, Lesley P.; Sattler, Joan L.
This paper provides guidelines for teachers of students with disabilities in the use of bibliotherapy in classroom settings. A brief history, definition, guidelines, and benefits of bibliotherapy are discussed relative to application for traditional classroom teaching. Guidelines include: (1) motivate the learner with interesting introductory activities and selected classroom activities and materials that represent diversity among families; (2) allow time for the reading of the bibliotherapeutic book by increasing the normal reading time by at least 25 percent or more; (3) provide ample time for students to develop their thoughts about the book; (4) furnish discussion follow-up time with questions that require a complete range of higher level thinking skills; and (5) evaluate the process and the outcome, directing the student or students to closure through self-evaluation. The paper also discusses the following effective practices for providing a supportive, safe, and positive discussion: using positive reinforcement, choosing predictable characters and situations, asking nonjudgmental questions, encouraging student-generated questions, extending classroom reading time for students who need it, and providing meaningful extension activities. A booklist of children's literature for bibliotherapy in the classroom is provided in an attached appendix. The appendix provides an extensive booklist divided into the following categories in relation to children's literature for bibliotherapy in the classroom: attention deficit/hyperactive disorder; dyslexia; learning disabilities; mental retardation; minorities and immigration; and disabilities; and social-emotional. (Contains 19 references.) (CR)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A