Bibliotherapy With Young People: Librarians and Mental Health Professionals Working Together.

Doll, B. and Doll, C. (1997). Bibliotherapy With Young People: Librarians and Mental Health Professionals Working Together. Englewood, Colorado :Libraries Unlimited, Inc., (124 pp., $23.00 Pb, ISBN: 1-56308-407-4)

Different authors use different definitions, speak of different types of children and describe different activities when they write about bibliotherapy. Conversations about the practice of using literature to counsel children and young adults often become heated debates about all facets of the practice: Should bibliotherapy be practiced in classrooms? Who is qualified to conduct a bibliotherapy lesson? Which young people should be considered for such an approach? Beth and Carol Doll have succinctly addressed these questions in Bibliotherapy With Young People and have provided teachers, librarians and counselors with a structured framework for understanding an important therapeutic approach to working with students. The authors review the inconsistent definitions of bibliotherapy provided in the professional literature and offer a helpful summative definition of bibliotherapy as a continuum ranging from simple reading guidance to comprehensive programs of psychotherapy. Throughout the book, the authors use the terminology of developmental bibliotherapy to refer to the type conducted in school settings and clinical bibliotherapy to refer to those requiring the leadership of a trained mental health professional. In addressing questions concerning which children should be considered for bibliotherapy programs, the authors examine three sets of needs: those faced by most typical children as they face the challenges of growing up; those faced by children living with economic and social hardships that make them vulnerable to social and emotional problems; and those faced by children and adolescents needing significant mental health support.

Beth and Carol Doll provide a thorough explanation of how to plan and implement developmental bibliotherapy programs in classrooms with an emphasis on the effective team relationships that permit diverse professionals to share expertise and responsibility. Because of the unique talents of school media specialists, teachers and counselors, and the wealth of bibliotherapy materials available, the authors convincingly propose a partnership. They believe that the emotional needs of children will be better served by capitalizing on the special talents offered by each professional and allowing for all to act responsibly and safely in the face of unexpected reactions by young readers.

Although the authors are very convincing in presenting a strong rationale for using bibliotherapy in school settings, they do not offer any user-friendly examples to help the reader. This book would be an even more useful resource to practitioners with the inclusion of several model bibliotherapy lessons, possible bibliotherapy discussion questions or samples of followup activities that teachers and counselors would conduct after they have shared a book with a group of young people. Including descriptive scenarios of experiences professionals have had using this approach would also be appreciated by educators who may be considering this strategy for the first time. A few stories of successful teams of teachers, counselors and librarians working together as partners would really help to convince any reader who may be hesitant in implementing a bibliotherapy program.

A very helpful chapter entitled, "Cautions for Bibliotherapy Leaders," offers some general cautions regarding the practice and then describes a continuum of emotional and behavioral reactions that professionals may encounter when working with children and adolescents. Beth and Carol Doll also provide very helpful advice regarding the kind of action any developmental bibliotherapy discussion leader should take in response to these reactions. Another helpful chapter provides a thorough collection of bibliographic materials and guides to direct teachers and counselors to literature which deals with specific issues. This chapter alone is worth the price of the book. Also included are two helpful appendices which include an annotated bibliography of resources containing ideas for bibliotherapy activities, and a sample collection of materials focusing on the topic of friendship.

Beth and Carol Doll have not focused any discussion on social and emotional issues facing gifted and talented children. That was not the purpose of this book. However, their book assists educators in addressing such a broad spectrum of issues which all children face that it would seem criminal not to include this resource in a professional library for gifted education specialists.

In summary, Bibliotherapy With Young People is a useful addition to the literature. Beth and Carol Doll's work serves as a practical guide to professionals in gifted education interested in incorporating bibliotherapy in programs for high ability students. Gifted education teachers concerned with addressing the affective needs of high ability students would benefit from owning a copy of this book. My guess is they would soon be sharing it with their colleagues in the school library and counselor's office.

Reviewed by Thomas P. Hebert, Assistant Professor of Educational Psychology, College of Education, The University of Georgia, and a Contributing Editor of Roeper Review.