讀書治療的定義、功用及對兒童的危險性之探討

Revisiting Bibliotherapy：Definitions, Functions, and Cautions for Children

本文主要題呈現作者於1995至1996年間在美針對讀書治療這個主題所從事的一系列研究。作者係透過問卷、訪談、觀察等方法進行資料收集。此一系列研究之樣本包括國際閱讀協會所屬讀書治療與閱讀特殊興趣團體的六十七位成員，一名小學諮商員，一名小學教師及她班上的學生。茲將各個研究的主要發現臚列於後：研究1：國際閱讀協會所屬讀書治療與閱讀特殊興趣團體的成員認為讀書治療的定義是藉讀者與故事之間的互動來引導兒童確認故事人物所經的問題與讀者的經驗類似。雖然幾乎全部的受試者對讀書治療抱持肯定的態度，但大多數人也承認電它的危險性是存在的。研究2：受訪的這一名小學諮商員認為讀書治療的定義是在諮商中以故事分享或說故事做為治療的過程。她認為讀書治療的優點是學生確認自己的感受，並且開始重新檢視自己感受的過程。研究3：受訪的這一名小學教師認為分享故事的目的是包括滿足學生的需要，尊重個別差異，學習如何與人交談和善待他人。教師所使用的策略包括動作表演和變換聲音、將書中所發生的事物與現實生活相結合、解釋新的字彙、與學生互動、讓學生表達自己、用學生的話加以引導、進行故事分享時保持靜默以及提供學生反應的時間。而學生自老師所分享的兩本書中學到的主題有善待他人、講話時放慢速度使他人能清楚明瞭、故意遺忘別人會造成對別人的傷害以及結交朋友。最後老師希望學生能自故事中學到不傷害別人的感受、了解個別差異、接受別人的不同與學到不同的啟示。

The purpose of this paper is to share the information about bibliotherapy obtained by the author through a series of studies conducted during 1995 to 1996 school year in the U.S. The data gathered by different methods：a questionnaire， interviews， observations， and artifact collection. The subjects include sixty─seven members of Bibliotherapy and Reading Special Interest Group（SIG）of International Reading Association（IRA）， an elementary school counselor， an elementary classroom teacher and her students.Major findings of each study were presented as follows：\rStudy 1：Bibliotherapy is defined by the membership of Bibliotherapy and Reading SIG of IRA as the interaction between a story and the reader which leads children to identify with similar problems the characters are experiencing in the books. Though nearly all of them gave very positive views towards bibliotherapy， most of them admitted that cautions do exist.Study 2：Bibliotherapy is defined by the elementary school counselor as a process of therapy using different book─sharing or story─telling in counseling. Based on her professional knowledge， she thought bibliotherapy is helpful， however， cautions of using bibliotherapy do exist. She believes that the strength of bibliotherapy is to help students recognize and identify their feelings and also to start the process of examing their feelings.Study 3：The purposes for the elementary school teacher sharing the book include：to meet students’ needs， to respect individual differences， to learn how to converse with each other， and to treat people nicely. The strategies used by the teacher include：to act out and do voices， to connect things when happened in their lives with the book they shared， to explain new vocabulary， to interact with students， to let students talk， to take students’ leads， to pertain stillness while doing book─sharing， and to provide time for students to respond. The themes the students learned from the two books are：to treat people nicely， to move your mouth slowly， to let others understand dearly， to leave out somebody will hurt his╱her feelings and to make friends. The teacher hoped students could learn to not hurt people’s feelings， to recognize individual differences， to accept everybody’s differences and to learn some things from book─sharing.