University of Birjand , leili.seifi@birjand.ac.ir
Abstract: (809 Views)
Purpose: This study aimed to determine the effectiveness of Bibliotherapy on the Assertiveness of low-assertive elementary school students.
Method: The research design used in this study is a quasi-experimental pre-test-post-test design with control and follow-up groups. The statistical population for the study consisted of shy female students in the fourth grade of a primary school in Qaen City. The researchers used purposeful sampling to select the sample. They employed a quasi-experimental method to select 24 low-spirited students, dividing them randomly into equal experimental and control groups. The instrument utilized in the study was the Children's Assertive Behaviour Scale by Michelson and Wood (1982). An intervention using book therapy was administered to the experimental group over 8 sessions, with each session involving the reading of a storybook for 45 minutes, twice a week. Eight storybooks were carefully chosen based on the advice of the researcher, mentors, advisors, and storytelling experts, considering the principles of bibliotherapy, the children's age, and their specific issue of low courage. The content of the stories included components of courage such as standing up for one's rights without aggression, respecting the rights of others, the ability to say no, expressing emotions and feelings, and expressing wishes and preferences. Additionally, a preliminary implementation of the story therapy session was conducted in two sessions with an available sample. The control group did not receive any intervention. The researchers employed covariance analysis and repeated measurement to test their hypotheses
Result: The experimental group showed significant improvement over the control group during the post-test phase. The results also demonstrated that this improvement was sustained during the follow-up phase. These findings suggest that group book therapy is an effective approach for enhancing and maintaining bold behaviour in children who struggle with this skill. This is particularly important given the challenges of working with children in psychotherapy, including their limited awareness of emotions, verbal communication difficulties, and struggles with problem identification and coping strategies. It is crucial to utilize techniques that facilitate communication between children and their therapists, and in this study, story therapy through book therapy was found to provide an opportunity for children to overcome their limitations. The current research utilized the book therapy approach, specifically story therapy, to offer a chance for children lacking courage to address their vulnerabilities. The potential factors contributing to this progress can be identified in the characteristics of story therapy as highlighted by experts.
Originality / Value: Children's strong interest in stories makes story therapy more appealing than direct work with children. This shift in perspective can transform the treatment centre from a limited environment to an educational, enjoyable, and therapeutic space. Research suggests that story therapy could be presented as a compelling approach for children. Additionally, the entertainment, relaxation, and enjoyment provided by stories can act as a catalyst for the easier and quicker development of mental structures. In essence, when a story sparks a child's enthusiasm, it can enhance efforts to establish balance within them. This research measures the effectiveness of bibliotherapy on the assertiveness of low-assertive elementary school students. Therefore, it can be said that it is innovative.
Method: The research design used in this study is a quasi-experimental pre-test-post-test design with control and follow-up groups. The statistical population for the study consisted of shy female students in the fourth grade of a primary school in Qaen City. The researchers used purposeful sampling to select the sample. They employed a quasi-experimental method to select 24 low-spirited students, dividing them randomly into equal experimental and control groups. The instrument utilized in the study was the Children's Assertive Behaviour Scale by Michelson and Wood (1982). An intervention using book therapy was administered to the experimental group over 8 sessions, with each session involving the reading of a storybook for 45 minutes, twice a week. Eight storybooks were carefully chosen based on the advice of the researcher, mentors, advisors, and storytelling experts, considering the principles of bibliotherapy, the children's age, and their specific issue of low courage. The content of the stories included components of courage such as standing up for one's rights without aggression, respecting the rights of others, the ability to say no, expressing emotions and feelings, and expressing wishes and preferences. Additionally, a preliminary implementation of the story therapy session was conducted in two sessions with an available sample. The control group did not receive any intervention. The researchers employed covariance analysis and repeated measurement to test their hypotheses
Result: The experimental group showed significant improvement over the control group during the post-test phase. The results also demonstrated that this improvement was sustained during the follow-up phase. These findings suggest that group book therapy is an effective approach for enhancing and maintaining bold behaviour in children who struggle with this skill. This is particularly important given the challenges of working with children in psychotherapy, including their limited awareness of emotions, verbal communication difficulties, and struggles with problem identification and coping strategies. It is crucial to utilize techniques that facilitate communication between children and their therapists, and in this study, story therapy through book therapy was found to provide an opportunity for children to overcome their limitations. The current research utilized the book therapy approach, specifically story therapy, to offer a chance for children lacking courage to address their vulnerabilities. The potential factors contributing to this progress can be identified in the characteristics of story therapy as highlighted by experts.
Originality / Value: Children's strong interest in stories makes story therapy more appealing than direct work with children. This shift in perspective can transform the treatment centre from a limited environment to an educational, enjoyable, and therapeutic space. Research suggests that story therapy could be presented as a compelling approach for children. Additionally, the entertainment, relaxation, and enjoyment provided by stories can act as a catalyst for the easier and quicker development of mental structures. In essence, when a story sparks a child's enthusiasm, it can enhance efforts to establish balance within them. This research measures the effectiveness of bibliotherapy on the assertiveness of low-assertive elementary school students. Therefore, it can be said that it is innovative.
Type of Study: quantitative |
Subject:
Psychological Studies
Received: 2023/10/27 | Accepted: 2024/01/15
Received: 2023/10/27 | Accepted: 2024/01/15
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