Bibliotherapy: An Indirect Approach to Treatment of Childhood Aggression
Author: Schechtman Z
Source: Child Psychiatry and Human Development, Volume 30, Number 1, 1999, pp. 39-53 (15)
Publisher: Springer
Abstract: The process of group therapy with five aggressive young boys, utilizing bibliotherapy as its primary mode of intervention, was investigated and is illustrated. The effectiveness of the treatment was studied and compared. Results pointed to reduced aggression in all treatment students, compared with no change in the control children. Results based on analysis showed increased contractive behavior in group for all participants.
The Relationship Between Childhood Teasing and Later Interpersonal Functioning
Authors: Ledley, Deborah; Storch, Eric; Coles, Meredith; Heimberg, Richard; Moser, Jason; Bravata, Erica
Source: Journal of Psychopathology and Behavioral Assessment, Volume 28, Number 1, March 2006, pp. 33-40 (8)
Abstract: This study explores the relationship between recall of a form of bullying, specifically childhood teasing, and later interpersonal functioning in a sample of 414 college students. Results showed that frequent teasing was associated with less comfort with intimacy and closeness, less comfort in trusting and ability to depend on others, a greater degree of worry about being unloved or abandoned in relationships, and poorer social self-esteem.
Making Schools Safe: A System-Wide School Intervention to Increase Student Prosocial Behaviors and Enhance School Climate
Authors: Kilian, Janet M.; Fish, Marian C.; Maniago, Erica B.
Source: Journal of Applied School Psychology, Volume 23, Number 1, 8 January 2007, pp. 1-30(30)
Abstract: The purpose of this investigation was to study how an intervention decreased violence, and created and maintained a positive school environment, and safe school building. This study also considered how an intervention impacted student learning and academic progress, and positive and appropriate student relating and problem solving among peers and with adults. The Project ACHIEVE Social Skills Program (Knoff, 2000) was used and the value of the program was determined using behavioral, observational, self-report, quantitative and qualitative measures. Pre and post-intervention data suggested that the school-wide intervention was effective in improving
pro-social behavior, in increasing students’ appropriate and positive behavioral choices, in decreasing student disruptiveness in classroom and common areas, and in decreasing disciplinary office referrals and suspensions.
A Bibliotherapy Evaluation Tool: Grounding Counselors in the Therapeutic Use of Literature
Authors: Pehrsson, Dale, Ph.D; McMillen, P., Ph.D.
Source: Arts in Psychotherapy, 2005, v.32 (1), 47-59.
Student knowledge of and comfort with using Bibliotherapy were tested before and after exposure to a teaching model. There was significant improvement in all areas.
Bullying and Victimization: Cause for Concern for both Families and Schools
Authors: Ahmed, Eliza; Braithwaite, Valerie
Source: Social Psychology of Education, 2004, v.7, 1, March, pp. 35-54.
Publisher: Springer Netherlands
Abstract: This study examined the roles of family and school variables in discriminating on-bully/non-victims, victims and bullies. The main conclusion is that family and school systems working together may provide the most effective means of intervention for bullying problems.
Emotional Regulation and Display in Classroom Victims of Bullying: Characteristic Expressions of Affect, Coping Styles and Relevant Contextual Factors
Authors: Wilton, Mahady; Craig, W.M.; Pepler, D.J.
Source: Social Development, v.9, 2, April 2000, pp. (20)
Publisher: Blackwell Publishing
Abstract: Research suggests that victims of bullying may lack skills in emotional regulation. This study examines the patterns of victims during classroom bullying episodes. Children in grades one through six were observed. Results indicate the coping styles observed can be grouped into two distinct clusters: 1) problem-solving strategies that are associated with the de-escalation and resolution of bullying episodes; and 2) aggressive strategies that tend to perpetuate and escalate the bullying interaction. Maladaptive emotional regulation may act as risk factors for chronic victimization.
Low Self-Esteem Is Related to Aggression, Antisocial Behavior, and Delinquency
Authors: Donnellan, M. Brent; Trzesniewski, Kali H.; Robins, Richard W.;, Moffitt, Terrie E.; Caspi, Avshalom
Source: Psychological Science, 2005, v. 16 (4), pp. 328-335.
Abstract: This study explores the link between global self-esteem and externalizing problems such as aggression, antisocial behavior, and delinquency. A positive relation between these issues was found. This relation held both cross-sectionally and longitudinally. In addition, the effect of self-esteem on aggression was independent of narcissism.
Bibliotherapy as a Self-Help Program for Parents of Children with Externalizing Problem Behavior
Authors: Kerfeld, F; Dopfner, M.
Source: Kinder Jugendpsychiatr Psychother, 2006, September, 34 (5); 377-85.
Abstract: This study tested bibliotherapy in the form of a manual-assisted self-help program for parents of children with externalizing problem behavior. It concluded that bibliotherapy may be an applicable and effective treatment alternative for children with disruptive behavior disorders.
Bibliotherapy: A Strategy to Help Students with Bullying
Authors: Gregory, KE; Vessey, JA
Source: School Nurse, 2004, June; 20(3): 127-33
Abstract: Use of bibliotherapy to address childhood teasing and bullying is an innovative approach to promote a healthy school environment. Research findings pertinent to teasing and bullying have made their way into children’s literature. The Child Adolescent Teasing in Schools (CATS) book review project looked at this issue. Bibliotherapy aided children in the development of successful coping strategies for dealing with teasing and bullying.
Bullying Psychosocial Adjustment, and Academic Performance in Elementary School
Author: Glew, MD, Gwen M.; Fan, Phd, Ming-Yu; Katon, MD, Wayne; Rivara, MD, Frederick P.; Kernic, PhD, MPH, Mary A.
Source: Arch Pediatr Adolesc Med. 2005;159:1026-1031
Abstract: This study looked at the prevalence of bullying during elementary school and its association with objective measures of school attendance and achievement. Its objective was to determine the prevalence of bullying during elementary school and its association with school attendance, academic achievement, disciplinary actions, and self-reported feelings of sadness, safety and belonging. It concluded that the prevalence of frequent bullying amond elemntary school children is substantial. Associations between bullying involvement and school problems indicate the need for evidence-based anti-bullying curricula in the elementary grades.
