This study presents an empirical, qualitative investigation of transformations as they occurred in the participants' language during a fiction reading and discussion group in a community mental health setting. Session transcripts have been analyzed from the perspective of researcher as literary critic and through the Deleuzian lens of rhizomatic assemblages (Deleuze & Guattari, 1980/2005). This nonlinear, non-hierarchical and non-referential approach re-imagins the relationship among readers, texts and authors. Three themes follow from the rhizomatic perspective on transcript data. <br>The first of these, Assemblage, details the ways that participants engage in and with fictional story-worlds. This engagement is such that text, readers, author, and other elements of context join together in chains or blocks of becoming. These becomings rely on the mimetic structure of the fictional texts that simulates 'real life' experiences for readers. This special kind of engagement leads to transformations of linguistic forms, images and concepts. <br>Transformations addressed in the next segment, De-formations, include analysis of mental health talk as it encounters the poetic story world in our sessions. One result of this encounter is the vernacularization of mental health talk. Elements of clinical, usually diagnostic, language introduced in our sessions are transformed in the direction of more colloquial and 'plain-language' use. This result suggests that fiction reading moves mental health consumers away from the problem-saturated language of mental health discourse (White & Epston, 1990) that too often reifies and reinforces illness and dis-ease rather than supporting wellness. <br>The final section, Re-narration, examines implications of transformations in participants' language for narrative identity, that is, participants' self-understanding and re-contextualization in light of their encounters with the fictional story-world (Ricoeur, 2005). It is possible to discern nascent or potential changes in narrative identity in the language of discussants and to speculate on what changes participants may carry forward into their lives beyond the reading and discussion group. <br>Finally, implications are discussed for re-understanding the therapist as literary critic and for the development of locally produced bodies of literary criticism as work appropriate to community mental health providers and clients. Also, affinities between literary therapy, bibliotherapy and narrative therapy are discussed. / McAnulty College and Graduate School of Liberal Arts / Clinical Psychology / PhD / Dissertation

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 105-126). Available also in a digital version from Dissertation Abstracts.

Skaitymas yra vienas svarbiausių gebėjimų, ugdant asmenybę, atliepiančią šiandieninio pasaulio keliamus reikalavimus bendriesiems gebėjimams: kritiškai mąstyti, efektyviai komunikuoti bei mokytis visą gyvenimą. Išlavinta sakytinė ir rašytinė kalba padeda žmogui kritiškai mąstyti, diskutuoti, lengviau integruotis į visuomenę. / In the today‘s world people need to have a skills of critical thinking, effective communication and lifelong learning. The best way to educate those skills is reading. The research literature shows that reading for pleasure is decline in the different ages and social status humans. The less in reading are teenagers, which better are watching television or playing in computer games. Parents are one of the most important literacy teachers and stimulators for children.

The purpose of this thesis is to examine the role of bibliotherapy in Swedish hospital libraries. The aim is to try to identify and evaluate the difficulties with using bibliotherapy in a hospital library. And also see what opportunities bibliotherapy can offer. Choice of method is case study with qualitative interviews with five hospital librarians and two family therapists who use bibliotherapy in treatment. What are their thoughts and beliefs about bibliotherapy? My study also aims to highlight the differences between bibliotherapy as described in the literature and the way it is described in practice. Literature studies show that the term bibliotherapy is difficult to define. It can be divided in two groups, interactive bibliotherapy and reading bibliotherapy. This case study indicates that the knowledge of bibliotherapy in hospitals is limited and that the work is not done consciously and strategically. The interviews show that the librarians working with books as health promotion and that they have a strong conviction that literature has a positive influence on health.

Honors Project--Smith College, Northampton, Mass., 2009. / Includes bibliographical references (p. 33-41).

Thesis (M.Ed.)--Bowling Green State University, 2007. / Document formatted into pages; contains vii, 80 p. Includes bibliographical references.

O Projeto Biblioteca Viva em Hospitais é uma estratégia adotada por diversas instituições de saúde com o objetivo de levar à criança e ao adolescente hospitalizados a mediação de leitura de histórias infanto-juvenis por intermédio de profissionais e voluntários capacitados para tal função. A leitura terapêutica tem sido amplamente utilizada dentro e fora do hospital, por diversos profissionais, como os bibliotecários, fonoaudiólogos, psicólogos, pedagogos, enfermeiros e terapeutas ocupacionais. O objetivo deste trabalho é apreender em que medida a estratégia da mediação de histórias infanto-juvenis proposta pelo Projeto Biblioteca Viva em Hospitais pode ser um recurso de comunicação com a criança e o adolescente hospitalizados. Para tanto, a coleta de dados empíricos foi realizada mediante a observação de sessões de mediação de leitura e entrevista semi-estruturada com o mediador e as crianças maiores de sete anos. Procedemos à análise qualitativa dos dados os quais foram organizados ao redor dos seguintes temas: aprendendo com as histórias; as histórias e as possibilidades terapêuticas e a comunicação e a contação de histórias. Constatamos que a mediação de leitura facilita os diálogos e o estabelecimento de relacionamentos durante a hospitalização, além de contribuir para o aprendizado de quem ouve e de quem conta as histórias. Os resultados do presente estudo poderão contribuir para a ampliação do processo diagnóstico e terapêutico incorporando intervenções que valorizem o processo de desenvolvimento de crianças, adolescentes, familiares e profissionais de saúde e também para a humanização do cuidado em saúde. / The Biblioteca Viva (Live Library) Project in Hospitals is a strategy adopted by several health institutions aiming to provide the hospitalized child and adolescent the reading mediation of infant-juvenile stories through professionals and volunteers capable of such function. The therapeutic reading has been widely used both in and out of hospitals by several professionals such as librarians, phonoaudiologists, psychologists, pedagogues, nurses and occupational therapists. This study aimed to learn in what extent the reading of infant-juvenile stories strategy proposed by this Project in hospitals can be a communication resource to use with hospitalized children and adolescents. In order to do that, the empirical data collection was carried out through the observation of reading sections and semi structure interviews with the reader and children older than seven years old. The qualitative data analysis was organized on the following themes: learning with stories; the stories and the therapeutic possibilities, and the communication and telling stories. It was verified that the reading mediation favors the dialogs and the establishment of relationships during hospitalization besides contributing for the learning of those who listen and those who tell the stories. This study results can contribute for the expansion of the diagnostic and therapeutic processes incorporating interventions that value the development process of children, adolescents, relatives and health professionals and also for the humanization of the health care.

D.Ed. ( Educational Psychology) / The purpose of this study, and the planned contribution to research, is to design and develop a training module with the purpose of filling an existing gap in the field of the education of M.Ed. (Educational Psychology) students. Programme development has been applied in order to design and develop the training module in a formative and summative manner. The research paradigm of the study is of a qualitative nature. Qualitative research and the results thereof are expressed in words rather than in numbers. Methods of data collection that were used include questionnaires, observation and interviews. The data-analysis techniques of Miles and Huberman (1994) were used including data reduction, data display and conclusions. Interviews were transcribed and data-analysis was done by catagorising data into semantic units, presenting the results in the form of dendrograms. Questionnaires were integrated as a method of triangulation. A five-point scale was used to gauge students' perception of the training module. Sufficient provision was made for qualitative remarks by students. The framework for development of Thomas (1984), Rothman (1980) and Nel (1992), as well as the curricular requirements according to Kroger (1980) and Knowles (1984), was used in the development of this training programme.. This comprised. four phases, namely an analysis of the situation, followed by the design, development and evaluation of the course. The phases ran as follows: The analysis phase During the analysis phase, the current situation was analyzed regarding the training problem and the state of existing programmes. It was found that a need for training in bibliotherapy exists among educational psychologists. Educational psychologists receive no meaningful or adequate training with regard to bibliotherapy at any South African university ...

D.Phil. / Please refer to full text to view abstract

The purpose of this master thesis is to contribute to the research on bibliotherapy used to support and strengthen LGBTQ youth. The study also investigates the use of bibliotherapy in a school context. The basis of this study is a five week long bibliotherapeutic project with focus on LGBTQ literature, where the participants all identified as LGBTQ. In the reading group the participants read and discussed novels, short stories, comics books and lyrics. The bibliotherapeutic reading group had an interactive and developing purpose, according to the definition by Arleen McCarty Hynes and Mary Hynes-Berry. The theoretical framework consists of critical literacy, affection and emotion theory and empowerment.  The empirical analysis is based on recordings from the bibliotherapeutic sessions and from interviews with school librarians. Through the reading group the participants identified with characters, discovered new texts and discussed LGBTQ issues. The results indicate that the activity of reading and discussing LGBTQ literature can have a supportive and strengthening effect on LGBTQ youth. The social interaction and the feeling of solidarity with the group are important factors that help the participants to reach empowerment and self-reliance. To be able to use bibliotherapy in a school context the staff needs to find a suitable method to use and potentially also involve the student health.  This is a two years masters thesis in Library and information science.