This study investigated the effect of bibliotherapy as an intervention for aggressive elementary children at a residential treatment center in the western United States. Bibliotherapy was provided for six children, three boys and three girls, ages 9 to 11, Caucasian and Hispanic, who took part in one of two groups. The study involved a multi-baseline design, beginning with a baseline phase, followed by two separate intervention phases comprised of eight sessions of bibliotherapy. Data gathered from almost daily observations along with pre- and post-intervention ratings of aggressive behaviors indicated that four of the six students demonstrated notable decreases in observed aggressive behaviors as well as decreases in teachers' ratings of aggression and/or social problems. Social validity for bibliotherapy as a viable and enjoyable intervention for aggressive behaviors was supported through interviews of students, teachers, and therapists. This study supports the potential for bibliotherapy to be a viable intervention to implement in the public school setting to decrease the observed aggressive behaviors of elementary school students.
| Identifer | oai:union.ndltd.org:BGMYU2/oai:scholarsarchive.byu.edu:etd-6778 |
| Date | 01 September 2015 |
| Creators | Newman, Kari |
| Publisher | BYU ScholarsArchive |
| Source Sets | Brigham Young University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | All Theses and Dissertations |
| Rights | http://lib.byu.edu/about/copyright/ |
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