The purpose of this study was to develop a modified form of bibliotherapy (biblioplay) and to assess its usefulness in reducing separation anxiety associated with the transition to preschool. Six biblioplay sessions were conducted with 28 children using props for six consecutive days. Teachers rated each child on Scale 2 of the Hall (1967) Inventory of Separation Anxiety. Findings indicated that there was no significant difference between the group that received the biblioplay sessions and the group that did not. The indication that biblioplay conducted after the first days of preschool does not produce significant results in reducing separation anxiety suggests that other approaches to working with these children need to be formulated. / Master of Science
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/46080 |
| Date | 04 December 2009 |
| Creators | Aveni, Christina Marie |
| Contributors | Family and Child Development, Rogers, Cosby Steele, Fu, Victoria R., Kaiser, Javaid, Sawyers, Janet K. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Thesis, Text |
| Format | vi, 81 leaves, BTD, application/pdf, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | OCLC# 28436569, LD5655.V855_1992.A946.pdf |
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