Bibliotherapy is the use of literature to understand and cope with a personal social or emotional problem or situation. By reading and connecting with the literature one is able to identify with the situation of characters (real or fictional) to gain support and implement change in their own life. The process of bibliotherapy occurs in four stages: identification, selection, presentation, and follow-up (Pardeck, 1993). Within the first two stages, books are being carefully selected for use. One may have to research suitable sources or take a closer look at a potential book for any situations or reasons why the book may provide false information or be a bad resource to use. Next, the books are presented to the child and explored individually or with assistance before a follow-up discussion, activity, art project, creative drama, or other means of expression are used to illustrate meaning and understanding in the child’s life. Without the last stage, follow-up, the effects of bibliotherapy are vastly different because children need to opportunity to identify with a character and/or situation, analyze, reflect, connect, question, and explore. The last stage is when a child’s feelings become an integral part throughout the learning process. As Fischer (2009) points out, bibliotherapy not only helps gifted students learn new strategies and cope with their social and emotional issues, but it also helps them better understand themselves, their sensitivities, and their quirks. It shows them that they are not alone in the world and gives them an ally to learn from and identify with.
There are many instances and situations where gifted children need assistance with their social and emotional development. Some children are comfortable talking and working with the adults they trust in their life while other students do not want to admit they have a ‘problem’ and want to learn and make changes independently. Every child is different. Using books as a means of social and emotional support can be used in either situation. Books can be read aloud and discussed in a one-on-one situation, small group, or whole group setting as there are benefits and limitations to each situation. When used one on one, the child can share personal thoughts in a private setting. With group settings, the child is interacting with peers who can share similar situations or offer support from personal experiences. For those children who like independent reflections at their own convenience, teachers and parents can make various social and emotional books available to be identified with the use of a list or sticker on the book.
I believe that children can identify, learn, and change by identifying with the characters in a book (whether they are real or fictional). I have developed this website as a resource for early elementary (K-2) teachers and parents to use with gifted children who need support with perfectionism and stress/anxiety. All of the books are available in public libraries or for purchase on Amazon’s website and have texts and pictures developmentally appropriate for students ages 4-9. The books and discussion questions can be used in any setting with any group size. I hope you find this website as useful as I have through the process of creating it.
ENJOY!!!
