Developing Self-Awareness and Self-Acceptance in Emotionally Handicapped Students through the Bibliotherapeutic Process.Report as inadecuate




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This practicum involved the development, implementation, and evaluation of a program which used a bibliotherapeutic approach to develop specific behaviors with three second graders and seven fifth graders, all in a resource program for students with emotional handicaps. A needs assessment survey of mainstream teachers identified needs in the following areas: responsibility, cooperation, conflict resolution, and truthfulness. Grade-appropriate literature was tailored to each of the targeted areas and was read to students daily. Various activities to further enhance the literature were carried out, including discussion, formal writing assignments, journal keeping, art activities, role playing, and audio and video taping. Critical thinking questions were posed and discussed to enhance self-expression and awareness in these areas. Although projected goals were not met, gains were made in each area by individual students. Students experienced attitude changes, improved self-concepts, and more realistic awareness of objective areas. Items in the appendix include the student contract, target behavior survey, the data collection chart, and critical thinking questions. (Author/DB)

Descriptors: Behavior Development, Bibliotherapy, Childrens Literature, Elementary Education, Emotional Disturbances, Moral Development, Needs Assessment, Program Development, Program Evaluation, Program Implementation, Resource Room Programs, Self Concept, Student Attitudes, Student Development, Values











Author: Randolph, Elizabeth

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10140&id=ED367081







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