The diploma thesis deals with the issue of bibliotherapy and possibilities of its use in older school age children with ADHD diagnosis. The objective of this thesis is to create, to implement and to evaluate a bibliotherapeutic program for the defined group. The first theoretical chapters defines the concept of bibliotherapy, its types, forms, objectives and the process of compiling the bibliotherapic program. The next chapters describes the ADHD disorder, its etiology, diagnostics, ADHD manifestations and the treatment and education of a child with ADHD. The last theoretical chapter describes the use of bibliotherapy for children with ADHD in our country and abroad. The practical part occupies with layout of a bibliotherapeutic program and its implementation. It is focused on the development of social skills and self-reflection and also on attention training for children with ADHD. The program have been done with a small group of boys with ADHD aged 13 - 15. Structured and unstructured observations and unstructured interview was used as a research method. The results of the research refer to the benefits and risks of bibliotherapeutic work with children with ADHD.

To belong somewhere is a basic human need. It is necessary for the psychological well-being of children to feel that they belong to a family, group and community and that they are loved and appreciated for who they are. A lack of a sense of belonging may cause children to find acceptance and belonging in destructive behaviour or groups. Children from fractured families who live in disadvantaged communities face more challenges than children who have easy access to education, health services and emotional support systems. Caregivers in these circumstances have a daily battle to survive and to keep their children safe. They do not always have the necessary knowledge to be aware of the children’s emotional needs, or the ability and means to fulfil in these needs. Social workers who render services to these families do not always have the time or aids to assist the children to enhance their sense of belonging or to enable the caregivers to strengthen the bond between them and the children. The overall goal of this study was to determine how bibliotherapeutic techniques can be utilised by caregivers and social workers to enhance a sense of belonging in children in their middle childhood years from fractured families in disadvantaged communities. In order to reach this goal, the way in which children from fractured families in disadvantaged communities experienced their sense of belonging was explored, as well as how the children, their caregivers and social workers perceived the social capital in the community. The content of a strategy that focuses on the uses of bibliotherapeutic techniques for children in fractured families from disadvantaged communities in order to enhance their sense of belonging was also determined, as well as ways in which such a strategy could be implemented by the social workers and the caregivers. The research findings suggested that children did not always have a sense of belonging with their primary caregivers and that the caregivers were unaware of the emotional needs of the children. The children expressed a need for playful interactions, nurturing and to listen to stories with their caregivers. Due to the caregivers’ lack of insight in the emotional needs of the children and illiteracy in some cases, a training programme that focussed on the importance of a sense of belonging and practical ways in which they can interact with the children to strengthen the emotional bond between them, was created and tested. The caregivers and children were able to identify schools, neighbours and churches as potential social capital in the community. Ways in which the social capital in the community could be utilised were suggested. Bibliotherapeutic techniques for the use of social workers to enhance a sense of belonging in the children were compiled and then tested by social workers. Both the training program and the bibliotherapeutic techniques proved to be useful and effective and will be disseminated for the use of social workers in their services with children and caregivers in disadvantaged communities. / Thesis (PhD (Social Work))--North-West University, Potchefstroom Campus, 2013.

To belong somewhere is a basic human need. It is necessary for the psychological well-being of children to feel that they belong to a family, group and community and that they are loved and appreciated for who they are. A lack of a sense of belonging may cause children to find acceptance and belonging in destructive behaviour or groups. Children from fractured families who live in disadvantaged communities face more challenges than children who have easy access to education, health services and emotional support systems. Caregivers in these circumstances have a daily battle to survive and to keep their children safe. They do not always have the necessary knowledge to be aware of the children’s emotional needs, or the ability and means to fulfil in these needs. Social workers who render services to these families do not always have the time or aids to assist the children to enhance their sense of belonging or to enable the caregivers to strengthen the bond between them and the children. The overall goal of this study was to determine how bibliotherapeutic techniques can be utilised by caregivers and social workers to enhance a sense of belonging in children in their middle childhood years from fractured families in disadvantaged communities. In order to reach this goal, the way in which children from fractured families in disadvantaged communities experienced their sense of belonging was explored, as well as how the children, their caregivers and social workers perceived the social capital in the community. The content of a strategy that focuses on the uses of bibliotherapeutic techniques for children in fractured families from disadvantaged communities in order to enhance their sense of belonging was also determined, as well as ways in which such a strategy could be implemented by the social workers and the caregivers. The research findings suggested that children did not always have a sense of belonging with their primary caregivers and that the caregivers were unaware of the emotional needs of the children. The children expressed a need for playful interactions, nurturing and to listen to stories with their caregivers. Due to the caregivers’ lack of insight in the emotional needs of the children and illiteracy in some cases, a training programme that focussed on the importance of a sense of belonging and practical ways in which they can interact with the children to strengthen the emotional bond between them, was created and tested. The caregivers and children were able to identify schools, neighbours and churches as potential social capital in the community. Ways in which the social capital in the community could be utilised were suggested. Bibliotherapeutic techniques for the use of social workers to enhance a sense of belonging in the children were compiled and then tested by social workers. Both the training program and the bibliotherapeutic techniques proved to be useful and effective and will be disseminated for the use of social workers in their services with children and caregivers in disadvantaged communities. / Thesis (PhD (Social Work))--North-West University, Potchefstroom Campus, 2013.

Diploma thesis Usage of bibliotherapy for vocabulary building of scholar in preparatory class of primary school deals with the usage and efficiency of bibliotherapy as a tool for vocabulary development of children in preparatory class of primary school. The work consists of two main parts. The first is the theoretical part, which mentions the specifics of the preschool period especially in relation to the development of speech, specifically vocabulary. Also summarizes the existing knowledge about bibliotherapy and its usage in preschool children. The second is a practical part. The aim of this part is to design a complete bibliotherapeutic program focused on the development of active and passive vocabulary in five selected categories (animals, occupation, food, transport and emotions). By means of actions research is subsequently verifies the program's usability in practice and considers the possible adoption of a new approach to vocabulary strengthening of preschool children. To illustrate the success of the program, two comparative groups are included in the research, the results of each group are used to compare the progress achieved. The research results point to bibliotherapy as a suitable tool for vocabulary development. KEYWORDS pre-school age, preparatory class, vocabulary, bibliotherapy,...

ŠTÝSOVÁ, A. Use of bibliotherapy in the prevention of socially pathological phenomena in adolescents. Thesis. Prague: Department of Special Education, Faculty of Education, Charles University in Prague. Leader: Mgr. Barbara Valešová Malecová, Ph.D., 2021, 108 p. The diploma thesis The use of bibliotherapy in the prevention of socially pathological phenomena in adolescents focuses on the use of bibliotherapy as a therapeutic tool for the prevention of socially pathological phenomena, specifically substance abuse. The target group are adolescent students with some form of social disadvantage. The work is divided into two parts - theoretical and practical. The first part is theoretical and mentions important developmental milestones that may be related to the issue of substance abuse in adolescents. It also defines the basic theoretical basis for the prevention of socially pathological phenomena and their legislative entrenchment. It also summarizes the basic knowledge about bibliotherapy and possible specifics of its use in adolescents. The second part is practical and its aim is to create a proposal for a comprehensive bibliotherapeutic program for the prevention of substance abuse and then to determine its impact on students in action research. Part of the research is also the evaluation of the use...