INTRODUCTION
HAPPY TO BE ME!
WHAT IS “HAPPY TO BE
ME” ALL ABOUT?
• It’s about telling a story…
– It is told from a particular point of view
– It is filled with precise detail
– It uses plot, including setting and characters; a climax;
and an ending
– It uses dialogue to bring characters to life
– It uses conflict and sequence as does any story
– It shows how the character(s) resolves the conflict and
what happens next
– It leaves the reader with strong emotion and an
important lesson
THE FIVE ELEMENTS
OF A STORY
1) Introduction
2) Rising action
3) Climax
4) Falling action
5) Resolution
WHY DO WE READ
STORIES TO OUR
CHILDREN?
Because it is something children can
understand!
SOMETHING A CHILD
CAN UNDERSTAND
Bibliotherapy and its Potential
Applications in the Foster Care
Environment
A project
developed by
Todd Fries,
Dan Velton &
Eric Despotes
WHAT IS
BIBLIOTHERAPY?
• Bibliotherapy Literally involves treatment through
books - Pardeck & Pardeck, 1998
• Guided reading of written materials to help the
reader grow in self awareness - Harris & Hodges,
1995
• Process of dynamic interaction between the
personality of the reader and literature under the
guidance of a trained helper - Shrodes, 1950
WHAT ARE THE BENFITS
OF BIBLIOTHERAPY?
•
Increases awareness of and empathetic understanding for other cultures,
lifestyles & lived experiences
•
Provides a Mirror: increases appreciation of, pride in & identification with
one’s own identity, culture, ethnitcity
•
Promotes coping skills with life’s challenges and relieve emotional or mental
pressure
•
Provides information and alternatives solutions to a problem
•
Stimulates discussion of feelings and ideas
•
Increases enjoyment of literature and reading
TYPES OF
BIBLIOTHERAPY
1) Developmental: The use of literature and
facilitative processes by skilled helpers to assist
individuals in dealing with life transitional and
normal developmental issues
2) Clinical: The use of literature and facilitative
processes by skilled mental health or medical
clinicians in meeting a deliberate therapeutic goal
for the purpose of assisting individuals in dealing
with severe disorders and traumatic life
experiences
ROOTS OF
BIBLIOTHERAPY
•
Bibliotherapy can be traced as far back as the ancient days of
Greece, when libraries were first formed.
•
Although “bibliotherapy” has been around for centuries, it may
have been referred to by different terms depending on the time
period, such as:
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–
–
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–
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Bilbio-counseling
Biblio-guidance
Biblio-psychology
Book matching
Literatherapy Library
Therapeutics
Literapeutics Reading Therapy
ROOTS OF
BIBLIOTHERAPY
•
In the early part of the nineteenth century, scholarly articles began to
appear that promoted the use of reading as a therapeutic measure;
specifically, reading was viewed as one of the best ways to treat mental
patients
•
By the mid-nineteenth century, every major mental institution in the
country had a “patient’s library” with carefully selected books, for use by
the patients
•
Although the concept and knowledge of bibliotherapy has been known since
ancient times, it wasn’t until 1916 that bibliotherapy was given the specific
term to imply the use of books as a therapeutic means to help people
•
In addition, bibliotherapy was not applied to children until almost half a
century later in 1946
•
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HOW CAN
BIBLIOTHERAPY HELP
CHILDREN?
Adoption and foster care
Bullying
Death and dying
Disabilities and handicaps
Divorce, separation and step-families
Alcoholism and abuse
Nutrition and healthy eating
Anger management
WHO SHOULD CONDUCT
BIBLIOTHERAPY?
•
•
•
•
•
Mental health professionals
Teachers
Librarians
Social workers
Parents
CAUTION: Bibliotherapy must be handled with great delicacy,
and not every practitioner possesses the personal
qualifications to be a facilitator in the process. Those who
are interested, however, should possess personal stability; a
genuine interest in working with others; and the ability to
empathize with others without moralizing, threatening, or
commanding
WHO SHOULD CONDUCT
BIBLIOTHERAPY?
•
Although traditional bibliotherapy may be carried out by a therapist, using
fiction to help children isn't limited to that setting
•
As children read fiction and observe the behavior of the characters, they
learn how to solve problems or at least that problems can be solved
•
A parent, a teacher, a librarian or a counselor who knows a particular child
need not shy away from finding an appropriate fiction book for that child
•
Reserving bibliotherapy to specialists means foregoing a valuable tool to
help kids with resources available to all of us
•
NOTE: Bibliotherapy is an adjunct, NOT a substitute, for therapy
HOW DOES
BIBLIOTHERAPY WORK?
All models expand from initial Psychodynamic
Model developed by Carolyn Shrodes
(1949) Four stages or steps:
1.
2.
3.
4.
Identification (projection)
Catharsis (abreaction)
Insight (self-awareness)
Universalization
THE FOUR STAGES AS
APPLIED TO CHILDREN
•
Identification - the youngster identifies with a book character and events
in the story, either real or fictitious. Sometimes it is best to have a
character of similar age to the youngster who faces similar events. At
other times, cartoon characters and stories are best
•
Catharsis - the youngster becomes emotionally involved in the story and is
able to release pent-up emotions under safe conditions (often through
discussion or art work)
•
Insight - the youngster, after catharsis (with the help of the
teacher/parent), becomes aware that his/her problems might also be
addressed or solved. Possible solutions to the book character's and one's
own personal problems are identified
•
Universalization – the youngster understands that their problems are not
theirs alone and realize that they are not isolated in either circumstances
or feelings
HOW SHOULD
BIBLIOTHERAPY BE
CONDUCTED?
The basic procedures in conducting bibliotherapy are:
(1) motivate the individual or individuals with introductory
activities;
(2) provide time for reading the material;
(3) allow incubation time;
(4) provide follow-up discussion time, using questions that will
lead persons from literal recall of information through
interpretation, application, analysis, synthesis, and
evaluation of that information; and
(5) conduct evaluation and direct the individual or individuals
toward closure--this involves both evaluation by the
practitioner and self-evaluation by the individual
WHEN CONDUCTING
BIBLIOTHERAPY,
FACILITATORS SHOULD…
1. PRE-READ THE BOOK
Pre-reading to decide which text and/or illustrations to emphasize, or edit out, helps maximize focus on
what is causing the child concern.
2. INTRODUCE WHY YOU ARE READING TO THE CHILD
Use a simple opening script to avoid getting tongue tied. For example, explain “We are reading this book
because (..you’re being placed in a foster home with a new family..) and, you may have some
questions, or feelings, about this. This book can help us sort these out.”
3. MAXIMIZE SUCESSUL LISTENING AND TALKING
Read in a quiet, calm and uninterrupted environment to avoid having to strain when you talk to or listen to
the child. TVs, computers and music systems should be turned off.
4. OPEN & GUIDE DISCUSSSION BY OPEN ENDED QUESTIONS
Avoid asking questions that can be answered by only ‘yes’ or ‘no’ and instead use ‘open ended questions’ to
better understand the child’s thoughts, concerns and feelings.
5. BALANCE HEAVY AND LIGHT
Reading therapeutic books can be a difficult and ‘heavy’ experience for the child, so help them transition
back into their routine life by a ‘light’. For example, saying: “OK, before we end today’s reading let’s
both share one thing we’ve seen this week that was funny.”
“TAKE A LOOK, IT’S IN
A BOOK!”
A NEW HOME FOR FINALOO
ILLUSTRATED BY
TODD FRIES
WRITTEN BY
TODD FRIES,
DAN VELTON &
ERIC DESPOTES
FINALOO – A BRIEF
DISCUSSION
•
•
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What problem(s) does this book address?
What was the overall mood of the book?
How did the book make you feel?
What metaphors were used in the book?
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Who does Bobby represent?
Who does Finaloo represent?
Who does Bobby’s mother represent?
What does the second hand store represent?
• Did anyone notice the play on words w/ “second hand”
store?
– Who does Thomas represent?
FINALOO - A BRIEF
DISCUSSION
• Who does
Bobby
represent?
FINALOO - A BRIEF
DISCUSSION
• Who does
Finaloo
represent?
FINALOO - A BRIEF
DISCUSSION
• Who does
Bobby’s mother
represent?
FINALOO - A BRIEF
DISCUSSION
• What does
the secondhand store
represent?
FINALOO - A BRIEF
DISCUSSION
• Who does
Thomas
represent?
WHY USE
BIBLIOTHERAPY IN
FOSTER CARE?
•
Reading stories such as “A New Home for Finaloo” can provide a much needed sense of
community for foster parents and children and can be used more purposefully as a
starting point for discussion between case workers and foster parents, between case
workers and foster children and between foster parents and their children
•
The millions of children in foster care benefit from the opportunity to learn about
themselves through the characters and to learn about ways of relating to others
•
It provides an indirect and non threatening way to explore their fears, hopes and
dreams
•
It helps children feel less alone and isolated and understand that children come in all
shapes and sizes with different feelings even in the system
•
Helps foster parents to understand the children's behaviors from their perspective
•
Caseworkers can refresh their understandings the inner workings, thoughts, feelings,
frustrations, hopes and dreams of children in the system
COMMON THEMES USED
IN FOSTER CARE BOOKS
•
Fear of Developing Attachments
•
Children may behave badly in attempts to do right thing
•
Internal conflict over betraying birth family
•
Siblings in foster families play an important role in supporting child's
growth
•
Importance and difficulty of acknowledging the humanity of birth parents
•
Frustrations, inconsistencies and barriers created by the child welfare
system
(only through the foster care system do adults share children with total
strangers that they may be afraid of)
FOSTER CARE FACTS NATIONALLY
•
Across America, more than 500,000 children are in the foster
care system, a number that represents a 90 percent increase since
1987
•
Within 12-18 months after leaving foster case, 27 percent of
males and 10 percent of females had been incarcerated; 33
percent were receiving public assistance; 37 percent had not
finished high school; and 50 percent were unemployed
•
Children in the foster care system were found to be three to six
times more likely than children not in care to have emotional,
behavioral and developmental problems such as behavioral
disorders, depression, and difficulties forming social relationships
FOSTER CARE FACTS CALIFORNIA
• In California alone, there are more than 100,000 foster
children
• Of those who leave foster care, 65 percent do so without a
place to live, and as many as half become homeless within
the first 18 months of emancipation
• Youth in foster care are 44 percent less likely to graduate
from high school and between 40 and 50 percent never
receive a high school degree, even after emancipation
FOSTER CARE FACTS LOCALLY
•
In Santa Clara County, nearly 3,000 children required some sort of
out-of-home care in 2009, according to county statistics and more
than 1,200 of these children required foster care
•
According to the county, 47 percent of Santa Clara County’s
foster children are Latino, 31 percent are white, 16 percent are
African American, and 5 percent are Asian/Pacific Islander
•
Therefore, it is important in efforts such as bibliotherapy not only
to acknowledge a child’s age when reading or choosing literature,
but also to acknowledge his or her culture and linguistic abilities
OUR REASON FOR
DOING THIS PROJECT
• Bibliotherapy is one of the easiest,
cost-effective and most efficient
methods to help these children
confront the emotional problems
they face, and it could ultimately
improve their emotional maturity and
well-being as adults, something that
can help them beat the statistics
EFFECTIVE FOSTER CARE
BIBLIOTHERAPY BOOKS
INCLUDE…
– Vibrant color pictures and appealing illustrations
– Interesting story content and believable
characters
– Information within the child’s understanding
– Broad humor which is fairly obvious for a young
child
– Surprise elements to create suspense and sustain
interest
– Appealing, recurring refrains, which contribute
familiarity and delight the child
DIFFERENT VERSIONS
OF “FINALOO” FOR
DIFFERENT SETTINGS
Version 1: Color storybook w/ puppet –
English and Spanish
Version 2: Coloring book – English and
Spanish
Version 3: Draw-it-yourself coloring book –
English and Spanish
Version 4: CD-Rom with coloring book and
draw-it-yourself formats
COLOR STORYBOOK
WITH PUPPET
• Colored-in illustrations
• Sock puppet: “Finaloo” to be used for
acting out the story
• Good for bibliotherapy right “out of
the package”
COLORING BOOK
• Black and white picture outlines
• Good for engaging activity with child
(coloring) to get the child emotionally
involved with the characters
DRAW-IT YOURSELF
COLORING BOOK
• Text-only
• Space set aside for child to complete
• Good for fostering creativity
through image design and coloring
• Also serves to get the child
emotionally connected with the story
CD-Rom
• Multiple versions of “Finaloo”:
coloring book and draw-it-yourself
• Available in English and Spanish
• Microsoft Word format
• Provides opportunity to edit own book
and re-imagine the story
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WHERE WILL“FINALOO”
BE DISTRIBUTED?
Foster homes
Group homes
Adoption agencies
Libraries
Schools
Planned Parenthood
Family courts
Dependency courts
Delinquency courts
FINAL THOUGHTS
• Inspire parents to create their own
bibliotherapy tools
• Help children in the foster system
adjust to their new environments
• Encourage kids to read!
A library is a hospital for the
mind.
-Anonymous