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Phenomenology of bibliotherapy in modifying teacher punitiveness

Phenomenology of bibliotherapy in modifying teacher punitiveness

Journal of Genetic Psychology 161(3): 325-336

The authors examined the phenomenology of bibliotherapy and its effects in changing preservice teachers' punitive attitudes toward children. Participants (N = 29) were enrolled in a university course (Introduction to Emotional Disturbance). Five books by Torey Hayden, autobiographical accounts of teaching and building relationships with students with emotional and behavioral disorders, were read and discussed within the framework of group bibliotherapy. Participants completed a self-report rating form measuring their tendency toward punitiveness during the first and last weeks of the 15-week semester. Participants also completed a questionnaire measuring the bibliotherapeutic impact of reading Hayden's texts, and they kept journals about the experience of reading Hayden. Comparison of the group's pre- and post-measures on punitiveness showed a small, albeit significant decrease in punitiveness; decreased punitiveness was associated with the therapeutic impact of reading Hayden. Phenomenological analysis of the participants' journal entries revealed that the structure of the experience of reading Hayden was one of identification with the protagonist, leading to emotional and cognitive learning.

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Accession: 046973517

Download citation: RISBibTeXText

PMID: 10971911

DOI: 10.1080/00221320009596715

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