| Competent Bibliotherapy: Preparing counselors who use literature to be culturally responsive : Competent Bibliotherapy: Preparing counselors who use literature to be culturally responsive Dale-Elizabeth Pehrsson & Paula McMillen
Oregon State University
American Counseling Association
Montreal, Canada
April 2, 2006 |
| Bibliotherapy Education Project : Bibliotherapy Education Project The birth of this almost seven-year project began with a cup of coffee and a simple conversation. We pondered about the use of books by various helping professionals.
Spontaneously, we posed two questions to each other,
“How do therapists, teachers, or librarians know what books to recommend?” and
“How do they choose and evaluate materials?”…
…the project was born. |
| Bibliotherapy “a rose by any other name…” : Bibliotherapy “a rose by any other name…” (AKA) Known by many names:
Bilbio-counseling
Biblio-guidance
Biblio-psychology
Book matching
Literatherapy
Library Therapeutics
Literapeutics
Reading Therapy
And many more…
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| Defining Bibliotherapy : Defining 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 |
| Benefits of Bibliotherapy : Benefits of Bibliotherapy Provides a Window: 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 ethnic/cultural identity
Promotes coping skills
Provides information and alternatives
Stimulates discussion of feelings and ideas
Increases enjoyment of literature and reading
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| Types of Bibliotherapy : Types of Bibliotherapy Developmental
The use of literature and facilitative processes by skilled helpers to assist individuals in dealing with life transitional and normal developmental issues.
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 (Mazza, 2004). |
| Therapeutic Mechanisms : Therapeutic Mechanisms All models expand from initial Psychodynamic Model developed by Carolyn Shrodes (1949)
Four stages or steps
Identification (projection)
Catharsis (abreaction)
Insight (self-awareness)
Universalization |
| Counselor Stages : Counselor Stages Preparation
Selection
Intervention
Facilitation
Evaluation
Follow Up
Refinement |
| Implementation Models : Implementation Models Counselor Initiated
Counselor plays a more facilitative and directive role in selection of therapeutic materials and process for the client
Interactive
Counselor and Client negotiate materials and process, there is a mutual give and take
Client Initiated
Client takes leadership role in therapeutic processes related to literature |
| Problem Statement : Problem Statement Books are widely used in education & mental health settings
Limited training, tools or strategies for new or experienced helping professionals
Limited knowledge related to training tools exist
Limited ability to articulate materials selection criteria to consider when working with clients from diverse backgrounds
Update collection to include global and multicultural materials
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| Project Landmarks : Project Landmarks
Literature review
Electronic evolution
Student collaborations
Teaching curriculum for graduate counseling students
Clinical supervision
Ongoing research
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| Support for Using Multicultural Literature in Bibliotherapy : Support for Using Multicultural Literature in Bibliotherapy Change attitudes towards under-represented groups (Ford, 2000; Kaplan, 1994)
Improve ethnic self-identity (Baber, 1992; Erickson, 1966; Ford, 2000; Holman, 1996; Malgady, et al, 1990)
Improve positive social and problem solving skills (Constantino, et al., 1986)
Demonstrates respect for the culture (Greenbaum & Holmes, 1983; Holman, 1996)
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| And now it’s evaluation time! : And now it’s evaluation time! Spend 10 minutes going through the book-
Look at the content, pictures, subject, characters and plot-
Discuss the pluses and concerns
Ask yourselves, is this book applicable for more that one population or is it specific?
Decide—is it appropriate for use with culturally diverse clients? |
| Considerations in Selecting Bias-Free Multicultural Literature : Considerations in Selecting Bias-Free Multicultural Literature Omission: the most common form of bias
Stereotypes in illustration or text: appearance, character traits, roles
Diversity within the culture/group (vs. token representations)
Values and perspectives presented or promoted
Authenticity: consider language, settings, author’s background
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| Checking Literature for Cultural Responsiveness : Checking Literature for Cultural Responsiveness Illustrations
Emotional congruence
Look for stereotypes
Extreme and subtle
Tokenism.
Analyze roles
Story
Standards for success
Resolution of problems
Role of young and grown women
Beauty or brawn or brains
Lifestyles
In costume/ in character Characters
Weigh the relationships
Power players
Heroes and leaders
And the hero is....
Child's Self-Image
Enhancement, truth or downer
Author/Illustrator Background
Authenticity
Author's Perspective
Objectivity and personal context.
Loaded Words
Offensive and inaccurate
Copyright Date
Adapted from 10 ways to assess children’s literature for bias |
| Analysis time again... : Analysis time again... Spend another 5 minutes going through the book-this time through a more critical lens
Illustrations
Story
Lifestyles
Characters
Heroes and leaders
Child's Self-Image
Author/Illustrator Background
Author's Perspective
Loaded Words
Copyright Date
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| Future Directions : Future Directions Continued usability testing of overall Web site design
Further development of database search options
Increase flexibility of site and database structure for ease of maintenance
Establish ongoing funding mechanisms
Promote use to librarians and helping professionals to build database of evaluated literature
Focus creativity & scholarship
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| Slide19 : Future Projects Create therapist guide
Fund student assistantships
Focused evaluation tools
Develop subject based lists of materials for students
Create librarian guide
Learning modules for other courses
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| Lessons Learned : Lessons Learned There is a growing body of multicultural and global children’s & YA literature
Some cultures/ groups/ lifestyles are still poorly or minimally represented with quality literature
Cultural authenticity is a controversial issue in the field—proceed with caution
No individual is the definitive representative of a culture nor is any single work of literature
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| Biggest Lessons Learned for Multicultural Literature Choice : Biggest Lessons Learned for Multicultural Literature Choice Always, always, always read the book before recommending it to a client
No two clients will ever take the same experiences away from the a given work of literature -- for no one has identical psychological and cultural fields |
| For more resources and information … http://bibliotherapy.library.oregonstate.edu : For more resources and information … http://bibliotherapy.library.oregonstate.edu Dr. Dale-Elizabeth Pehrsson
dale.pehrsson@oregonstate.edu
Phone 541.737-8551
College of Education
311 Education Hall
Oregon State University
Corvallis, Oregon 97331
Dr. Paula McMillen
paula.mcmillen@oregonstate.edu
Phone 541.737.7272
Valley Library
Oregon State University
Corvallis, Oregon 97331
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