An inquiry into the effectiveness of bibliotherapy for children with intellectual disability.
| Autor: | Mehdizadeh M; Faculty of Psychology and Education, Alzahra University, Tehran, Iran., Khosravi Z; Faculty of Psychology and Education, Alzahra University, Tehran, Iran. |
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| Jazyk: | angličtina |
| Zdroj: | International journal of developmental disabilities [Int J Dev Disabil] 2018 May 07; Vol. 65 (4), pp. 285-292. Date of Electronic Publication: 2018 May 07. |
| DOI: | 10.1080/20473869.2018.1466509 |
| Abstrakt: | Background: The present study was aimed at developing a grounded theory on how bibliotherapy influences children with intellectual disabilities. Method: Participants were selected among the students of four primary schools in Tehran. They received, for 3 years, a special bibliotherapy intervention provided by the public library in cooperation with a team of experts; The bibliotherapy sessions were held once a week during the academic year. 10 teachers, 4 mothers, and 4 agents (librarians) were selected using a purposeful sampling method, and were interviewed using in-depth interviews. Result: Data analysis was performed using the grounded theory. 'Improvement of skills necessary for adjustment to disability' was identified at the core of grounded theory. Conclusion: Bibliotherapy, as a guided learning method and an add-on therapy, based on an accurate identification of intellectually disabled children's needs and behaviors, providing them with supplemental education materials, empathy, and cooperation among experts from different fields. (© 2018 The British Society of Developmental Disabilities.) |
| Databáze: | MEDLINE |
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