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Several studies targeting individuals with panic disorder have demonstrated that Cognitive-behavioral treatment (CST) is the psychological treatment of choice. CST interventions that include exposure to panic symptoms, along with cognitive restructuring. breathing retraining, and relaxation training are more effective than any of these components administered alone. Past studies have demonstrated the efficacy of imparting the above CBT components in the form of bibliotherapy (BT) in the treatment of panic disorder. The present study examined the differential effectiveness of BT and self-regulatory treatments in the treatment of individuals with panic attacks. The present study examined a much purer version of a self-help bibliotherapy intervention by reducing therapist contact much more than prior studies had done. In addition, the present study examined the additive effectiveness of self-regulatory components-self-monitoring (SM) and feedback (FB)--to BT. Sixty-three participants who experienced a DSM-IV full-blown or limited symptom attack in the two weeks prior to beginning the Self-help Project were assigned via stratified randomization to 1 of 4 experimental conditions: 1) BT alone (N = 17); 2) ST plus DML (daily self-monitoring plus feedback; (N = 15); 3) DML (N = 13); or 4) WL (N = 18). The present study utilized a pre - post treatment assessment design with pre-treatment assessment occurring two weeks prior to treatment and post-treatment assessment occurring approximately two weeks after the end of treatment. Treatment was 8 weeks in duration. Participants were sent pre-treatment assessment and treatment materials via mail in order to minimize therapist contact. At post-treatment assessment, participants were assessed either in-person or via mail/phone depending upon their geographic location. It was expected that participants in all treatment conditions would experience less full-blown panic attacks, limited-symptom attacks, avoidance, fear of having a panic attack, panic cognitions. panic symptoms, state anxiety and depressive symptoms and increases in coping strategies and coping self-efficacy than participants in the WL condition. Furthermore, it was expected that participants in the BT plus DML condition would experience more change on the above dependent variables than participants in the BT alone and DML alone conditions from pre- to post-treatment assessment. A 4 X 2 repeated measures MANOVA revealep no Condition by Time interaction or Condition effect. However, a main effect for time across conditions emerged. Univariate tests revealed significant reductions from pre- to post-treatment assessment for full blown panic attacks, avoidance. fear of having a panic attack. panic cognitions, panic symptoms, depressive symptoms, and state anxiety. In addition, an exploratory 4 X 2 repeated measures ANOVA revealed a Condition by Time interaction with partiCipants in the BT and BT plus DML conditions increasing in coping self-efficacy from pre- to post-treatment. Partial correlations revealed that change in coping self-efficacy was related to lower scores on the Panic Attack Symptoms Questionnaire (PASQ) at post-treatment assessment for participants in the BT and BT plus DML conditions. The results of this study are discussed in terms of motivational issues and the effectiveness of such "pure" self-help interventions with individuals experiencing panic attacks. / Ph. D.

A whole class of people is largely missing in contemporary Anglophone literary studies: readers. This dissertation argues that readers matter to our understanding of literature and merit study as an independent object of analysis. I make the case for the value of studying readers through ethnographic analysis of reading communities across four contemporary organizations that claim to use literary reading and discussion for a particular social end. Changing Lives Through Literature (CLTL) is an alternative-sentencing program that claims to use literary reading and discussion to reform criminal offenders. Reflection Point is a professional training organization that claims to use literary reading and discussion to improve workplace productivity. The Reader is a charitable organization that claims to use literary reading and discussion to support people’s mental health. And Reese’s Book Club (RBC) is a media company that claims to use literary reading and discussion to empower women. By studying these communities of readers — by analyzing, as I call it, “literature in action” — we develop a clearer picture of literature as a social object. Neither, in absolute terms, autonomously resistant nor instrumentally reducible, literary texts are material forms with context-dependent yet medium-specific effects that are activated in particular contexts of reception. Literature is not simply whatever people do with it. However, at a time when literary scholars are making claims for the social value of literary forms even as “serious” literary reading seems to be becoming ever-more socially marginal, it is important to develop an understanding of how literature has effects and how literature is valued by readers now, if we are to make more substantiated claims about its social status and function. Through ethnographic research of these four reading communities, I show how readers — engaging with an aesthetically and generically broad range of literary texts — put literature to use in ways that diverge from the stated aims of their organizations and that complicate common assumptions about literature’s social value.

Many children in the United States struggle with mental health issues. The increase in mental health difficulties for children and adolescents has increased so greatly after the COVID19 pandemic that it has been declared a national mental health emergency by the American Academy of Pediatrics, the American Academy of Child and Adolescent Psychiatry and the Children’s Hospital Association (AAP et al., 2021). The burden to provide children with socialemotional learning, opportunities, access, and support often falls on teachers, and this burden can be particularly acute in rural communities, stemming from the limited availability of resources. Using picturebooks through means such as developmental bibliotherapy is one way for educators to address the increasing need to care for children’s social and emotional wellness in schools. This self-study explored my lived experience reading and connecting with award-winning Mo Willems picturebooks for emotional literacy content and considering the possibility of using them in interactive read-aloud sessions. Analyses revealed four overarching themes: (a) my personal journey, (b) discovering emotions in characters, (c) the importance of relationships, and (d) nurturing and recognizing positivity. These findings highlight important implications for supporting young children’s emotional literacy through interactive read-alouds, emphasizing the idea that teaching is a personal act, the potential for interactive read-alouds to provide hope or positivity, and the opportunities afforded to foster meaningful interactions with text through developmental bibliotherapy. This study may inform future work regarding teaching and supporting social-emotional learning concepts for young children, specifically applying insights related to pedagogy, teacher perspective, and student learning.

Diploma Work Bibliotherapy as a tool of developing communication skills pupils with mild intellectual disabilities deals with opportunity of using bibliotherapy and its elements within Czech langage lessons. The educator by the means of appropriate reading materials affects the verbal expression advancement of pupils with mild intellectual disabilities. The aims to develop suitable exercises and arrange them into a bibliotherapy program, to show the beneficial effect that working with texts can have on the pupils' communicative competence, and to make certain that the program operates as expected, through working directly with the pupils, observing them and evaluating the different outputs of the program. Outcomes of the research prove pupils' improvements in desired sphere. Keywords Intellectual disabilities, mild intellectual disabilities, pupils with mild intellectual disabilities, bibliotherapy, bibliotherapy program, communication skills

<p>As evidenced by several trials, cognitive behavior therapy (CBT) is a highly effective treatment for Panic disorder with or without agoraphobia (PD). However, therapists are short in supply, and patients with agoraphobia may not seek therapy due to fear of leaving their homes or traveling certain distances. A major challenge therefore is to increase the accessibility and affordability of evidence-based psychological treatments.</p><p>This thesis is based on five studies; three treatment studies set up as randomized controlled trails (RCT), one prevalence study, and one study testing the equivalence of an Internet-administered diagnostic assessment tool with a clinician-administered interview.</p><p>Study I showed that the Swedish 12-month PD prevalence is consistent with findings in most other parts of the Western world (2.2%; CI 95% 1.0%-3.4%). There was a significant sex difference, with a greater prevalence for women (3.6%) compared to men (0.7%).</p><p>Study II showed that the validity of the computerized diagnostic interview (CIDI-SF) was generally low. However, the agoraphobia and obsessive-compulsive disorder modules had good specificity and sensitivity, respectively.</p><p>The three RCTs showed, directly or indirectly, that Internet-based self-help is superior to a waiting-list. When 10 individual weekly sessions of CBT for PD was compared with a 10-module self-help program on the Internet, the results suggest that Internet-administered self-help, plus minimal therapist contact via e-mail, is as effective as traditional individual CBT (80% vs. 67% no longer met criteria for panic disorder; composite within-group effect size was Cohen’s <i>d</i>= 0.78 vs. 0.99). One-year follow-up confirmed the results (92% vs. 88% no longer met criteria for panic disorder; <i>d</i>= 0.80 vs. 0.93). The results generally provide evidence to support the continued use and development of Internet-distributed self-help programs.</p>

As evidenced by several trials, cognitive behavior therapy (CBT) is a highly effective treatment for Panic disorder with or without agoraphobia (PD). However, therapists are short in supply, and patients with agoraphobia may not seek therapy due to fear of leaving their homes or traveling certain distances. A major challenge therefore is to increase the accessibility and affordability of evidence-based psychological treatments. This thesis is based on five studies; three treatment studies set up as randomized controlled trails (RCT), one prevalence study, and one study testing the equivalence of an Internet-administered diagnostic assessment tool with a clinician-administered interview. Study I showed that the Swedish 12-month PD prevalence is consistent with findings in most other parts of the Western world (2.2%; CI 95% 1.0%-3.4%). There was a significant sex difference, with a greater prevalence for women (3.6%) compared to men (0.7%). Study II showed that the validity of the computerized diagnostic interview (CIDI-SF) was generally low. However, the agoraphobia and obsessive-compulsive disorder modules had good specificity and sensitivity, respectively. The three RCTs showed, directly or indirectly, that Internet-based self-help is superior to a waiting-list. When 10 individual weekly sessions of CBT for PD was compared with a 10-module self-help program on the Internet, the results suggest that Internet-administered self-help, plus minimal therapist contact via e-mail, is as effective as traditional individual CBT (80% vs. 67% no longer met criteria for panic disorder; composite within-group effect size was Cohen’s d= 0.78 vs. 0.99). One-year follow-up confirmed the results (92% vs. 88% no longer met criteria for panic disorder; d= 0.80 vs. 0.93). The results generally provide evidence to support the continued use and development of Internet-distributed self-help programs.

This study aims to design and investigate the effect of Self-Esteem Enrichment Bibliocounseling Program on the self-esteem level of sixth grade students. Twenty four subjects (13 female, 11 male) out of 166 total sixth grade students from a university affiliated private middle school in Ankara, were randomly selected based on Coopersmith Self-Esteem Inventory (CSEI) total scores and assigned to treatment and no-treatment control group conditions. An experimental design with one selfesteem treatment group and one no-treatment control group, and two measurements (pre and post) were used to investigate the effectiveness of Self-Esteem Enrichment Bibliocounseling Program. The treatment program developed by the researcher was introduced to subjects during eight weeks. The group sessions were held once a week. Each session lasted 80 minutes. Mixed Design (one between and one within factor) Repeated-Measures Analysis of Variance (ANOVA) was employed to the pre-test and post-test CSEI scores of experimental and control group subjects. Results indicated that, the Self-Esteem Enrichment Bibliocounseling Program employed to the treatment group produced significant increase in treatment group subjects self-esteem scores.

Zugl.: Fribourg, Univ., Diss., 2007

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Diante do desafio de nosso tempo em relação a problemática do abuso no uso das drogas cresceu a oferta de atendimentos e internações em comunidades terapêuticas para a reabilitação das pessoas atingidas por esse mal. Conforme a legislação vigente sobre a saúde mental, esse espaços terapêuticos devem proporcionar um momento de Espiritualidade em seus programas de atendimento. A Igreja Católica Apostólica Romana dispõe da Pastoral da Sobriedade, um departamento que destina-se a cuidar do assunto de apoio a reabilitação de adictos. Muitos agentes de pastoral se dedicam a tarefa de fazer o acompanhamento junto a essas comunidades terapêuticas. Contudo, nem todos possuem indicações claras de como devem agir em suas atividades direcionadas à reabilitação. Nossa tese visa responder a questão: como proporcionar um momento de Espiritualidade a partir da Lectio Divina respeitando critérios terapêuticos que articulem o momento de Espiritualidade como um momento terapêutico? Diante dessa dúvida buscamos investigar a Logoterapia como uma abordagem Psicoterapêutica que respeita a esfera noológica da pessoa, e em especial, buscar elementos da Biblioterapia, uma das técnicas da Logoterapia que possui características semelhante a Lectio Divina em sua operacionalização. / The challenge of our time we have faced about drug abuse increases the supply of care and admissions in therapeutic communities for the rehabilitation of people affected by this disease. According to current Brazilian legislation on mental health, therapeutic settings should provide a spiritual moment in their care programs. The Roman Catholic Church has the Pastoral da Sobriedade, a department that deals with the issue of supporting the rehabilitation of addicts. Most of pastoral agents are dedicated to the task of support these therapeutic communities. However, not all of pastoral agents have clear indications of how they should work to get success at rehabilitation. Our thesis aims to answer the question: how is possible to provide a spiritual moment according to the Lectio Divina in compliance to therapeutic criteria that causes the spiritual moment as a therapeutic moment at same time? In view of this question we investigate the Logotherapy as a psychotherapeutic approach that respects the person noological sphere. In particular way, we find elements of Bibliotherapy that is one of the Logotherapy techniques has similarities Lectio Divina in its implementation as groundwork to therapeutic criteria.