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The Role of Bibliotherapy and Therapeutic Storytelling in Creating Inclusive Classroom Communities

The Role of Bibliotherapy and Therapeutic Storytelling in Creating Inclusive Classroom Communities

Sanja Skočić Mihić, Kimberly Maich, Christina Belcher, Susan Perrow, Ana Barišić, Nadia Novak Ramić
Copyright: © 2017 |Pages: 24
ISBN13: 9781522525202|ISBN10: 1522525203|EISBN13: 9781522525219
DOI: 10.4018/978-1-5225-2520-2.ch016
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MLA

Mihić, Sanja Skočić, et al. "The Role of Bibliotherapy and Therapeutic Storytelling in Creating Inclusive Classroom Communities." Handbook of Research on Classroom Diversity and Inclusive Education Practice, edited by Christina M. Curran and Amy J. Petersen, IGI Global, 2017, pp. 375-398. https://doi.org/10.4018/978-1-5225-2520-2.ch016

APA

Mihić, S. S., Maich, K., Belcher, C., Perrow, S., Barišić, A., & Ramić, N. N. (2017). The Role of Bibliotherapy and Therapeutic Storytelling in Creating Inclusive Classroom Communities. In C. Curran & A. Petersen (Eds.), Handbook of Research on Classroom Diversity and Inclusive Education Practice (pp. 375-398). IGI Global. https://doi.org/10.4018/978-1-5225-2520-2.ch016

Chicago

Mihić, Sanja Skočić, et al. "The Role of Bibliotherapy and Therapeutic Storytelling in Creating Inclusive Classroom Communities." In Handbook of Research on Classroom Diversity and Inclusive Education Practice, edited by Christina M. Curran and Amy J. Petersen, 375-398. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2520-2.ch016

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Abstract

This chapter reviews the literature of using the bibliotherapy as a strategy to provide empathy and understanding for diverse behaviors and emotions. Since diverse learners may have difficulties in developing social skills and emotional regulation, the development of a positive and respectful social climate is critical in encouraging all students to be more accepting of individual differences and challenges. Using the Lessac bio-dynamic approach and verbal intonation and dynamic articulation of the text, enriches students' experience and allows students with difficulties to recognize the intention of the character and to interactively participate with movements. The unique model of therapeutic storytelling with Lessac Kinestetis is presented as a teaching strategy for the development of the skills of diverse learners, as well all students in the inclusive classroom.

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