The Use of Bibliotherapy in  Classrooms for Gifted Students: A Bibliotherapy Model (Üstün Zekâlı ve Yetenekli  Öğrencilerin de Bulunduğu  Sınıflarda Bibliyoterapi Kullanımı:  Model Önerisi)

dc.creator	Marilena Z. Leana-Taşcılar
dc.date	2012-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:22:19Z
dc.date.available	2015-07-20T22:22:19Z
dc.identifier	2146-3832
dc.identifier	https://doaj.org/article/b8784ce8c8a341cfac0918e03fcd710c
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20626
dc.description	Purpose and significance: There are several different opinions about how to use bibliotherapy technique. Most of them suggest that bibliotherapy must be used only by psychologists and psychological counselors for therapeutic reasons. A new approach of developmental bibliotherapy put forth the idea that bibliotherapy can be used in classrooms by teachers. Because most gifted students are good readers or have high ability in reading, the use of bibliotherapy in the classroom can be very important learning experience for gifted students. It can present an opportunity to understand themselves better, to cope with loneliness and being different from their classmates. Bibliotherapy also can provide opportunities for coping with problems, creating insights about different situations and experiencing purification. In this article, a model for bibliotherapy was proposed that could be used by teachers in the classroom. The model consists of three steps. The first step includes pre-reading activities. Teachers select the kind of bibliotherapy to be used (preventive counseling, problem solving, understanding others) and then find criteria for selecting books. Criteria selection should be made according to gifted students’ needs. The second step includes reading process. The purpose of this step is to provide opportunities for the imaginative projection of a subjective state into an object or person, a kind of self-identification and catharsis. This step involves active participation of students. Some general strategies and teacher suggestions are used to in this step. The third step includes after reading activities. This step involves insight and generalization. The main tool of this step is questioning. Students and the teacher discuss the problem in the book and express insights and make generalizations about the problem. The discussion is very important for meeting mental and affective needs of gifted and talented students in the classroom. Matilda, a book by Roald Dahl (2007) can be used to provide an example for the application of the bibliotherapy model outlined in this article. Discussion: Gifted students can gain a deeper understanding from books when they use bibliotherapy compared to regular reading activities. Criteria selection for finding books is an important step in bibliotherapy. Criteria should be selected according to gifted students’ needs. The language of the book and its fit to gifted students interest and reading skills are important. Teacher can provide a new perspective when they use bibliothrapy in the classroom. The model proposed in this article can provide an example about how teachers can use bibliotherapy in the classroom.Conclusions: The use of bibliotherapy with gifted students in the classroom is a new approach for teaching gifted students. Because biblioterapy is a new approach, research should be carried out to investigate its effects on gifted students.
dc.language	Turkish
dc.language	English
dc.publisher	Turkish Journal of Giftedness and Education
dc.relation	http://www.tuzed.org/publications/cilt2/sayi2/2012_2_2_tascilar.pdf
dc.relation	https://doaj.org/toc/2146-3832
dc.source	Turkish Journal of Giftedness and Education , Vol 2, Iss 2, Pp 118-136 (2012)
dc.subject	bibliotherapy
dc.subject	gifted and talented students
dc.subject	criteria for bibliotherapy books
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	The Use of Bibliotherapy in Classrooms for Gifted Students: A Bibliotherapy Model (Üstün Zekâlı ve Yetenekli Öğrencilerin de Bulunduğu Sınıflarda Bibliyoterapi Kullanımı: Model Önerisi)
dc.type	article