Bibliotherapy Assign.docx

1.0 INTRODUCTION It comes to our knowledge that one is not happy for being known of having ailment. For instance, a child with autistic problem may not be happy for being popularly known due to having the weird behaviour. Thus, to dispose of these kinds of problems, a self-help intervention has been introduced which is known as bibliotherapy. Bibliotherapy is a type of self-help intervention where it is now commonly documented in the manual of a counsellor. It includes the use of a broad range of materials whether is fictional or nonfictional which is related to one’s own difficult real-life situation. Hence, by having self-help bibliotherapy, it can be reassuring that one will know that one will not be the first one being exposed to this kind of mishaps. 2.0 BIBLIOTHERAPY DEFINITION Shechtman (2009) claimed that the term bibliotherapy is made up of two words: biblio, originating from the Greek word biblus (book), and therapy, referring to psychological help and thus it can be simply stated that bibliotherapy is the use of books to help people solve problems. Secondly, according to McKenna, Hevey, & Martin (2010) provides a more clinical definition in which bibliotherapy is a form of self-administered treatment in which structured materials provide a means to alleviate distress. However, according to (Miller, n.d.), bibliotherapy is prone for schooling purposes in which it is the process of using books to help children think about, understand, and work through social and emotional concerns. Frankly, all of the above definition shared one common thread that bibliotherapy requires reading as the therapeutic agent. Although reading books serves as helping tool, the effectiveness of a therapy is influenced by the involvement of therapists and the book whether fiction or non-fiction is being used. Hence, in this context, the therapist involvement and the types of books are the two major factors in evaluating the amount of therapy. 2.1 TYPES OF BIBLIOTHERAPY 2.1.1 Clinical Bibliotherapy Pehrsson, Ed, Mcmillen, & Ph (2007) stated that clinical bibliotherapy is utilized by mental health practitioners, addresses emotional-behavioral problems to meet therapeutic goals. In other words, the meaning can be derived as a form of therapy that is used by skilled practitioners to deal with someone who suffers from extremely 1

serious emotional turmoil. 2.1.2 Developmental Bibliotherapy According to Rubin (1978), developmental bibliotherapy is commonly employed by educators, librarians and healthcare workers, facilitates transitions with basically healthy individuals. In this context, the meaning can be derived as anyone who uses it to help ‘normal’ person in their health and development and the purpose is to equip an individual with the knowledge of what to expect and how to deal with the problems emerged. 2.2 STAGES OF BIBLIOTHERAPY

INSIGHT CATHARSIS IDENTIFICATION

BIBLIOTHERAPY PROCESS

2.2.1 IDENTIFICATION First and foremost, the reader first aligns himself with the characters or situation in a book. However, the premise is that the book chosen must be in light of the reader’s interest and knowledge level. Once the reader is interested with a book just by its title, he or she will make a perception that the book will sure be interesting and feels anticipated to read the book. 2.2.2 CATHARSIS Catharsis is when the reader shares the same feelings and motivations of the book’s character. When one startS reading the book, he/she will be entered into the storyline or the situations in the book. Then, it comes to the emergence of feeling of putting oneself in that person’s shoes. For instance, one will cry with the character when the 2

character feels sad. When one is angry with somebody, that person who is in catharsis process will be having angry feeling at the same time. This is the stage where the reader will be knowledgeable about his condition and becomes struggling with his emotion. 2.2.3 INSIGHT Gaining insight or ideas means when one begins to understand his or her own problems and the difficult situation can be dealt with more effectively by imitating or adopting the ways from the reading materials. Thus the types of books being chosen play a crucial role in determining the amount of therapy. 3.0 ISSUE-CHILD SEXUAL ABUSE According to Filzah (2015), it is a state of emotional, physical, neglect and sexual maltreatment or economic or other exploitation meted out to a person aged less than 18 years of age, resulting in potential or actual harm to child’s health, survival and dignity. In this context, it is explicit that the victims of the abuse will be suffering serious sequelae from the aspect of their mental health problems. Besides, it is sadly to say that at least 70% of perpetrators are known to the affected children according to school-based prevalence studies (Cheah & Yuen, 2016). The perpetrators will sure be asking the child to swear to secrecy. Thus, in this circumstance, although the child abuse report is made, it is often months or years after the tragedy has occurred (Filzah, 2015).The silence goes on for a long time especially when the abuser is the family member. According to recent global data, more than one in four children worldwide reported having experienced severe and frequent physical abuse, while child sexual abuse was experienced by nearly one in five females and one in eleven males (UNICEF, 2012). In Malaysia, Statistic of the Malaysian Royal Police showed that child abuse, molestation and rape are on the increase, from 2236 cases in 2005 to 5744 cases in 2008 (Raju, Azlinda, n.d.). From the data above, child abuse become the national epidemic that requires urgent attention from multidisciplinary team. 4.0 BIBLIOTHERAPY BOOK –SOME SECRETS SHOULD NEVER BE KEPT Child abuse has become the social emergency in our nation. Changing pattern in child abuse, including worsening cases complexity and changes in the nature of type of child abuse are just the tip of iceberg of the child abuse. Thus, in order to protect the child, in my opinion, the best weapon against child abuse is the child himself. 3

They need to be aware of their rights, their bodies and their confidence. We need to prepare them with the essential knowledge and awareness so as to help them to discover this with “prepare not to scare” mentality. In relation with this subject, I have found a book entitled “Some Secrets Should Never Be Shared” written by Jayneen Sanders. This is an illustrated picture book which is suitable for young children aged above 3. This book has been written and illustrated in a way that is neither frightening nor confronting and is an invaluable tool for parents. The story is about a brave little knight who is ‘tickled’ inappropriately by an older companion, making him feel sick inside and unable to speak up. The key message is that there is nothing so terrible you can’t tell someone you trust. Jayneen’s use of simple and clear language provides a story that is frank and honest in its discussion of inappropriate touching and that lead parents beautifully into discussions with their children about body confidence, breeches of trust and bad secrets. This book also does a lot to work against the stereotyping of sexual predators, portraying the older adult as a high ranking member of society, loved by all and most importantly, a trusted friend of both the brave little knight and his mother. I believe this portrayal shows children and parents alike, that it does not matter how important or loved a person might be, hurting a child is forbidden and should never be kept a secret.

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5.0 APPLICATION OF BIBLIOTHERAPY BOOK TO SOLVE CHILD ABUSE ISSUE

Insight-children solve their problems with help

Through storytelling, the children in catharsis process be knowledgeable about their situations.

Identification (Choosing "Some Secrets Shoud Never Be Kept" book) BIBLIOTHERAPY PROCESS BY USING “SOME SECRETS SHOULD NEVER BE KEPT” BOOK 5.1 Strategies, Techniques and Materials Used 5.1.1 Before Reading (How Are You Feeling Today) According to Child Welfare Information Gateway (2007), the child suffers from sexual abuse exhibit symptoms such as suddenly refusing to participate in physical activities, having nightmares or bedwetting, sudden change in appetite, abdominal pain, demonstrating unusual sexual knowledge or behaviour and running away. Besides from the aspect of behavioural and physical symptoms, one can also get to know the feelings of the child so as to know the recent condition of the children. In relation to this, “How are you feeling today” poster can be used by teachers to know how the students feel and why they are feeling that way. Teacher can talk to the children about each feeling first. Then, teacher picks the students randomly to give them the opportunities to choose and verbalise their feeling. Teacher can guide the students to voice out their feeling by asking some questions. However, if a student refuses to talk about their feelings, teacher can ask them to write down on a paper (Diagram 2). In 5

this context, the teachers will get to know what the students are thinking, feeling and saying. Implicitly, teacher can also detect the early signs of the students with problems through feelings described and resolve the problems instantly.

“HOW ARE YOU FEELING TODAY” POSTER (Diagram 1)

Writing on paper describing feelings if refusing to describe orally (Diagram 2)

5.1.2 While-Reading (Story-telling) Teacher can start introducing the book to the students. The books chosen entitled “Some Secrets Should Never Be Kept” will help the students to know that they are not alone in that certain kind of situations. Teacher must first tell the students that they are going to read a special storybook and asks them to listen carefully. During the storytelling session, teacher must stop appropriately to discuss the picture and asks some questions regarding to it. Palak Shah (2017) stated that the right stories can help your child become well-equipped to face life and various situations. Hence, by choosing this book with the character facing the same problem as the children will help them to be knowledgeable about their difficulties. 5.1.3 After Reading After reading the stories, the teacher can tell the students the ways to cope when facing this kind of problem. In this context, they must first tell the person that they trust with to talk about their problems. Teacher can ask them to list down the five person that they trust with to tell their secrets (Diagram 3). Through this method, the students will get to release their burden and stress and in turn prevent from

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Diagram 3 shows the 5 fingers where students can write down 5 of their trusted person.

manifesting into other problems. They must know that some secrets should never be kept so that this will not cause the deprivation of their mental health. 6.0 Ways in Which The Elements In Multicultural Children’s Literature Can Be Used In Bibliotherapy Elley (2014) stated that teaching specific social skills using literature and cooperative learning follow-up activities was fun, non-invasive, and nonthreatening for the students. It is explicit that teaching elements in children literature can be done through bibliotherapy strategies. With the intervention of the bibliotherapy books which are mostly published by other countries, the culture of that certain countries are abruptly being brought into our country such as tolerance and respect which are desperately needed by our multicultural country. In this context, teacher can teach the value of respect through bibliotherapuetic approach. One of the ways in which the respect element can be cultivated through bibliotherapy is by using storytelling technique. By using storybooks in teaching respect values, the students will understand more easily and be able to remember the respect values more easily. Stories can actually help to activate several areas of our brains and put our brains to work (Leo, 2012). One of the moral stories that can be introduced is The Respectful Prince and The Dwarves which is written by Pedro Pablo Sacristan, a Spanish writer. The key moral values of the story is that one must respect everyone if want to have friends. By telling stories to the students, all students’ attention can be attracted and a behaviour change will be undergone by the students by telling the stories more often. 7.0 Conclusion In short, bibliotherapy offers an insight into one’s personal problems. Children are vulnerable kids who often have no one to turn to for help with their everyday difficulties or more serious crisis situations. The richness of literature may be an important source to help them gain deep understanding on the human interactions. Akinola (2014) claimed that exposure to book medium is crucial to the large-scale 7

psychosocial change and economic development in developing societies. All of the authorities should also shoulder their responsibility to promote the bibliotherapy intervention as the children are the future pillars of our country.

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