Intervention in Counseling Storytelling Therapy & Bibliocounseling/Bibliot heraphy
EDU3073 Sem 7 2017 - Guidance and Counseling for Children
Types of Intervention: Storytelling WHAT IS STORYTELLING Storytelling Therapy Therapy THERAPY? Storytelling Therapy is a medium of communication between therapist and client.
The therapist incorporates verbal and
non-verbal information provided by the client into the formulation and delivery of a story that affects therapeutic outcome. Advantages of Storytelling Therapy Defuse Fears:Tell a story that deals with a fear your child is wrestling with. Is your child afraid of thunderstorms? Tell a story about a child or an animal who finds a safe, cozy place to curl up during a storm. Sometimes children need to see someone else conquer a fear before they believe they can overcome it.
Stimulate Your Child's
Imagination:storytelling is a great way to Storytelling METHODS? Therapy Be Subtle:Make sure the story is about a similar situation, but not the exact same one. Has this child just lost a parent? You might want to use animals as characters instead of people.
Be Creative:You need to tell the story in
such an enthusiastic and creative manner that the child forgets he is dealing with hurt and gets involved in the story itself. If you tell the same story over and over, M ethod METHODS? Be Positive:Always end the story positively, with a happy ending where the character finds solutions for the problems.
Invite the Child to Invent Stories:You
will gain a great deal of insight as to how your child is coping if you listen to her stories. By making up her own stories, your child may process distressing events even further, exploring emotions and solutions as she spins tales. Listen carefully and allow your child freedom to Techniques of Storytelling Therapy Mutual Storytelling Technique The child tells a story with a beginning, middle and an end. The child invents the characters, the setting, the themes and the plot of the stories. The therapist listens to the story, choose one or two important ideas from the original story and tells a different story using the same setting and characters. The characters in therapists story should resolve their differences in a more mature, adaptive way than do the characters in the original story. Techniques of Storytelling Therapy
Creative Characters Technique
The therapist establishes characters, setting and some general themes at the beginning of the story. Each story contains significant characters that represent the child and significant others in the childs life. The therapist takes on the active role of key character to communicate to the child the dynamics of each character. Exercise Expressive Therapy
Explain the important aspects to be
considered when implementing story telling therapy. (5 marks) Types of Intervention: Bibliocounseling
Bibliotherapy is the use of books to
help children and teens heal social, emotional, or personal problems. Reading allows a reader to identify with characters and problems in a book and relate them to their own lives. Bibliotherapy
Hynes and Hynes-Berry define
bibliotherapy as the use of literature to bring about a therapeutic interaction between a participant and facilitator.
Bibliotherapy means to engage with
clients using books to bring about psychological healing. Bibliocounseling/Bibliotherapy
Although bibliotherapy is the most
recognizable term for using books in this way, several other names are also used.
The application of literature and books for therapeutic value has a rich history that can be traced to ancient Greeks. Aristotle proposed the notion of emotional catharsis through literature (Pehrsson & McMillen, 2005) Why Bibliocounseling? A reader learns how others deal with frustrations and disappointments, and allows them to gain insight into alternative solutions to their own problems. In essence, the aim of bibliotherapy is to help children (clients) develop the necessary skills to cope with their developmental needs. WWhy Bibliotherapy hy Bibliocounseling?
Therapeutic use of books can
enhance a childs self-awareness, promote clarification of values, and assist in the development of emphatic understanding. Books promote self-discovery and self-awareness and therefore can help children learn about themselves. WhyBibliotherapy Bibliocounseling?
Throughout the ages, elders and
parents have employed literature to guide their childrens decision making and to strengthen their character development and moral reasoning. WWhy Bibliotherapy hy Bibliocounseling?
For children, both imaginative and
nonfiction stories increases understanding of other cultures, people, places, and times and encourages flexibility and tolerance of difference. Why Bibliotherapy
Bibliotherapy offers a respite, because it
can provide a temporary escape from lifes worries. Literature puts forward advice and recommendations for problem solving and decision making Books provide a safety net that helps children communicate a bit more openly. (Drewes, Bratton & Schaefer (2011). Integrative play therapy, new Jersey : John Wiley & Sons, Inc. ) Why Bibliotherapy
Bibliotherapy might not be helpful with
children who have attention difficulties, learning disabilities, or visual impairment, and for those who have experienced academic trauma or acquired reading phobias. Although bibliotherapy may not work for everyone, for various reasons, nevertheless books are often very appropriate interventions for many children. (Drewes, Bratton & Schaefer (2011). Integrative play therapy, new Jersey : John Wiley & Sons, Inc. ) GENERAL GUIDELINES BOOK SELECTION
Good books for therapy are a lot like
good books in general They engage, they excite, and we relate to them and to their characters GENERAL GUIDELINES BOOK SELECTION
First, the cultural, ethnic, and religious in
material must be inclusive, accurate, and respectful Second, factual material needs to be correct and current, as when dealing with a topic that pertains to health and history Third, characters matter should be closely related to the children. Stories should include characters who provide constructive solutions and instill hope. GENERAL GUIDELINES BIBLIOTHERAPY CAUTION
Bibliotherapy is not about reading or
teaching reading. It is about the use of literature to create therapeutic growth. Types of Biblio Counseling
perhaps before they arise in their lives, using stories to acquaint them with issues and solutions. Self-help Biblio Counseling
There are many self-help books that
counselors can recommend to students, parents or teachers on a given topic that will allow them to work through a problem and learn new strategies at their own pace. The Boy's Body Guide: A Health and Hygiene Book for Boys 8 and Older A Smart Girl's Guide to Money: How to Make It, Save It, And Spend It Informal Biblio Counseling
Allows school counselors or
librarians to suggest books relevant to certain groups or individuals on particular topics that may be helpful for group discussions in processing current events or problems as they occur. Autism: The Gift That Needs to Be Opened Gaining: The Truth About Life After Eating Disorders Bibliotherapy Interventions
It is important to note that biblio
counseling is not just reading the book. It is critical to facilitate discussion, allowing the students to identify with the characters and storyline, express emotions and reactions and gain insight that translates to their own lives. Types of Expressive Therapies: Inter Therapy
Integrated arts approach or
intermodal (also known as multimodal) therapy involves two or more expressive therapies to foster awareness, encourage emotional growth, and enhance relationships with others. Bibliotherapy Interventions Play Therapy + Bibliotherapy
Every child at play tells a story; children are
born storytellers. Telling stories is what they do. Children sometimes express their stories verbally, but more often they do so by their interactions with objects and most specially with their toys. Children use their stories in play as metaphors that represent their knowledge, ideas, concerns, fears, and an array of mixed feelings. (Drewes, Bratton & Schaefer (2011). Integrative play therapy, new Jersey : John Wiley & Sons, Inc. ) Bibliotherapy Interventions
Play therapiests often select a book
and read to children or read with then during a session. But it is the processing of the information and the facilitation of disscussion of the material, the story, or the characters that helps clients learn more about (Drewes, Bratton &themselves and play Schaefer (2011). Integrative their life circumtances. therapy, new Jersey : John Wiley & Sons, Inc. ) Bibliotherapy Interventions
Processing material can occur
through discussion, but for children it is usually discussion accompanied by playing drama, sandwork, or art that is most benefical and that creates therapeutic movement and healing. CASE STUDY 1
Gigi had been referred to a play
therapist by the country court system. Because of accusations of alleged sexual abuse, the court had mandated the visitations with her father were to be supervised. Although her physical safety was an issue, Gigis severe anxiety, night terrors, and (Drewes, Bratton hypervigilant & Schaefer behaviours (2011). Integrative play therapy, new were of primary concern to the Jersey : John Wiley & Sons, Inc. ) CASE STUDY 1
Gigi would start her session by reading a book,
Go Away, Big Green Monster! After reading the book, she reached up the toy shelf and grabbed a puppet that she had previously named the scary guy. She threw the scary guy into the sandbox. Next she reached for the lid and covered the sandbox. She placed 2 heavy blocks on the lid and then turned and sat on top of it. Gigi took a deep breath and said, Now we are finally safe. CASE STUDY 2
Joshua was referred to counseling
because of nightmares and severe symptoms of anxiety that developed 6 months after his brothers death from drowning. The book, Goodbye Rune (Kaldhol, 1987), provide the mechanism to introduce a more direct discussion (Drewes, Bratton & Schaefer (2011). Integrative play therapy, new about his own feelings. Jersey : John Wiley & Sons, Inc. ) CASE STUDY 2
After reading the story to Josh, the
therapist asked Josh if he wanted to talk about the story or draw a picture. Josh chose to draw, and then the therapist discussed the picture and related it to the story and to Joshs life; the picture provided an additional container, a safe one for discussing Joshs concerns. Bibliotherapy in school Expressive Therapysetting
For those who practice within school
settings, books, may be included that help with academic success, problem solving, friendship and social skill development, and anxiety and phobias. Conclusion Expressive Therapy
Bibliotherapy is largely a receptive
avenue for learning about problems and solutions, and identifying with the feelings of others. In play therapy, children can express their feelings in symbols, analogies, and methapors and through actions work to solve their own problems. Tutorial Expressive Therapy
Discuss the important elements that
a guidance teacher has to consider if the teacher wants to conduct story telling therapy in a counselling session. (10 marks) The appropriate title of the story The content of the story should be interesting The message to be conveyed The main character in the story Identify main events in the story How does this story unfold across time? The correlation of character in the event of the story The words used should be in accordance with the students experience.