Search Results (12)

Background/Objectives: Given the critical role of vaccinations and venipunctures in disease prevention and health monitoring, it is concerning that over half of children ages 4 to 8 experience some level of needle fear. Higher levels of fear result in longer procedure times, ineffective pain management, distressing memories of needles, and ultimately, healthcare avoidance. Exposure-based therapy with a therapist is recommended for high levels of fear. However, access is limited due to cost, wait times, clinician shortages, system barriers, and social stigma. Thus, there is a need for an evidence-informed, caregiver-directed educational resource for management of moderate to high needle fear in young children. Methods: To address this gap, such a resource was drafted which included a caregiver guide and an illustrated children’s book. The current objective was to gather key user feedback on this initial version of the resource. Participants reported their perceptions of the content, coping strategies, design, organization, and accessibility of the resource through semi-structured interviews and limited quantitative ratings. Participants were children with moderate to high levels of needle fear (N = 6), their caregivers (N = 6), and healthcare professionals (N = 6; including needle providers, child life specialists, and mental health clinicians). Interviews were coded with inductive content analysis; descriptive statistics were calculated for quantitative ratings. Results: Participants reported satisfaction with the e-resource and highlighted strengths (e.g., CARD^TM system, children’s book) and improvement areas (e.g., length, language). Conclusion: Feedback informed revisions to the e-resource in preparation for further evaluation in a follow-up study. Full article

This study used the Q methodology to examine how Korean science, technology, engineering, and mathematics (STEM) students perceive the experience of reading classical texts and how such experiences relate to their overall well-being. We developed 31 statements for the Q-sorting process and collected data from 39 undergraduate students majoring in science, technology, engineering, and mathematics (STEM). The analysis identified three distinct perception types: type 1—exploratory type, which broadens thinking through diverse perspectives, type 2—experience type, which shares achievement and enjoyment through reading together, and type 3—insight type, which seeks universal values and truth. These findings suggest that, for science and engineering students, reading classics offers a multidimensional experience—encompassing intellectual expansion, relational engagement, and philosophical reflection—beyond conventional academic activities. In particular, the therapeutic dimension of reading, as discussed in bibliotherapy, has emerged as a mechanism that supports self-reflection and emotional resilience. Although each type approached classical reading differently, the participants demonstrated varied perceptions that reflect dimensions of well-being, such as emotional awareness, relational connection, and self-reflection, as expressed through the Q-sorting of pre-defined statements. Based on these results, this study concludes that classical reading can function as a significant mechanism for promoting well-being, offering new directions and practical implications for classical reading education. Full article

The Mosaic approach has been effectively used to gather children’s voices in early childhood settings using a children’s voices framework, although research translation using these voices is less reported. This paper bridges this gap by reporting on the voices of young children from military and veteran families and the free, narrative-based resources co-created using these voices to strengthen children’s capacity to survive and thrive in these families. Children from military families can experience frequent relocations, multiple and prolonged parental deployments and heightened anxiety about the safety of the member parent. Children from military and veteran families might also experience the challenges of living with a parent who is injured (physically, mentally and/or morally). The children’s voices gathered in an initial study revealed four themes about their experiences in Australian military and veteran families, namely, (i) Department of Defence supports, (ii) communication, (iii) acculturation and ritual, and (iv) narrative. The research team worked with the affected community and partners to co-create resources that aligned with these themes. To achieve this, the team conducted an additional online survey with community members who had lived experience in military and veteran families, along with research partners and professionals who supported these families. The aim was to identify the types of resources and content they felt would best support children’s psychosocial development. The children’s voices, subsequent research data, and the literature were woven together to co-create free, online research-based educational and psychosocial resources to strengthen the coping strategies of young children from these families. This will interest those who aim for children’s voices not only to be heard but to have an impact on the world. Full article

Pacific Islander youth face disproportionately high rates of suicide and mental health challenges, yet culturally appropriate interventions remain scarce. This study investigated whether culturally adapted bibliotherapy could effectively promote resilience in American Samoan children by incorporating culturally relevant stories and coping strategies. Through collaboration with on-island Samoan cultural brokers, we developed and implemented culturally adapted stories and lessons designed to resonate with the experiences of children in American Samoa. The study employed a mixed-methods approach with 34 American Samoan children aged 5–13 years, using observations, adapted card sorts, and forced-choice procedures to measure responses to the intervention. The results demonstrated that participants showed strong identification with the culturally adapted stories and characters, actively engaged with the embedded coping strategies, and reported increased confidence in applying resilience techniques. These findings suggest that culturally adapted bibliotherapy holds promise as an effective method for promoting resilience in Pacific Islander children while highlighting the importance of cultural authenticity in mental health interventions. Full article

The current study aimed to explore the associations between children’s emotional reactions to stories and their school readiness skills. One hundred and fifty kindergarten children (Mage = 66.98 months; 66 boys) were interviewed to examine their emotional reactions to a story, and the children’s kindergarten teachers reported on the children’s school readiness skills: verbal abilities, approaches toward learning, and social skills. Using bibliotherapeutic terms and methods, the children’s identification with the main character in the story, their insight about the story, and their ability to connect the story to their own experiences were coded. Findings revealed associations between the children’s emotional responses to the story, specifically, the children’s identification and echoing with all three school readiness indicators (verbal abilities, behavior, and approaches toward learning). Additionally, the children’s insight into the story mediated the link between verbal abilities and approaches toward learning and between verbal abilities and hyperactivity. Practically, the current study offers a new approachable method that practitioners can use as a possible emotional tool in early education. Children’s responses to a story can provide a unique opportunity to better understand children’s perceptions of different narratives and socio-emotional situations, which can direct educators in their work. Empirically, the current study can guide further research and training on utilizing stories to understand children’s readiness for school. Full article

Existing research has identified evidence-based strategies for mitigating fear and pain during needle procedures; yet, families often experience limited access to health professionals who deliver these interventions. Children may benefit from learning about such strategies in a developmentally appropriate and accessible format such as a picture book. This review aimed to summarize content related to needle procedures represented in picture books for 5- to 8-year-old children. Key terms were searched on Amazon, and the website was used to screen for relevant eligibility criteria. Three levels of screening and exclusions resulted in a final sample of 48 books. Quantitative content analysis was used to apply a coding scheme developed based on relevant Clinical Practice Guidelines and systematic reviews. Cohen’s Kappa indicated strong reliability, and frequencies were calculated to summarize the content. The books were published between 1981 and 2022. All 48 books included at least one evidence-based coping strategy. Distressing aspects such as scary visuals were often included (27.1%), as well as specific expressions of fear (52.1%) and pain (16.7%). Overall, this study paves the way for researchers interested in evaluating the effectiveness of picture books on children’s knowledge and self-efficacy, as well as creating interventions for coping. Full article

Studies have underscored the complexity of psychotherapy for Ultra-Orthodox Jews, and cross-cultural therapy in particular, which evokes fear of disruption of basic values. Parents’ sense of responsibility for their child’s religious education exacerbates these problems in child therapy. However, there is scant research on child therapy for the Ultra-Orthodox, especially in the field of arts therapies. The present study examined the perceptions of 17 Ultra-Orthodox parents whose children were receiving arts therapies (including art therapy, dance/movement therapy, music therapy, psychodrama and bibliotherapy). Semi-structured interviews were conducted with the parents and analyzed based on the principles of Consensual Qualitative Research. The study covered five domains: (1) The parents’ experiences in therapy; (2) The parents’ perceptions of the child’s experiences in therapy; (3) Implications of environmental-social factors on the parents’ perceptions and experiences of therapy; (4) Effects of intercultural aspects on therapy; (5) Perceptions of the use of the arts in therapy. The findings show that the experiences of ultra-Orthodox parents in the arts therapies of their children is complex due to the influence of the socio-cultural context, which involves dealing with stigma and tensions in their relationship with the education system. This context also shapes their perceptions of therapy, which can be characterized as purpose-oriented. The findings also highlight the parents’ challenges in coping with the intercultural therapeutic relationship, and emphasizes the parents’ preference for a therapist from a similar religious/cultural background and for cultural supervision of therapy. However, the results also suggest that there are benefits inherent to intercultural therapy in general and arts therapies in particular, including a sense of security, openness and acceptance of the parents and children. Full article

Caregiving appraisal is the caregivers’ cognitive evaluation of caregiving stressors. It determines the caregiving outcomes and caregiver health. Dementia caregivers have shown relatively negative caregiving appraisals. However, there is a lack of interventions to improve caregiving appraisal. This study describes the multi-phase process of developing and validating an evidence-based bibliotherapy protocol for improving the caregiving appraisal of informal caregivers of people with dementia. Two phases were included in the development: In Phase 1, a series of reviews of theory and evidence were conducted to identify the theoretical underpinnings, the core components, the dosage, and the mode of delivery of evidence-based bibliotherapy. In Phase 2, focus groups consisting of an expert panel of 16 clinicians and academics were used to validate the intervention protocol. Evidence synthesis was used in Phase 1 to formulate a draft intervention protocol. Content analysis was used in Phase 2 to work out the principles to revise the intervention protocol. The validated evidence-based bibliotherapy protocol included eight weekly sessions, and each session targeted improving one aspect of the essential factors that influence caregiving appraisal. This study provided a culturally sensitive and contextually appropriate evidence-based bibliotherapy protocol ready to be tested in a clinical trial. Full article

Each year in the United States, 7000 to 30,000 children experience their parent’s suicide. Due to the stigma associated with suicide, feelings of guilt, and intense grief, surviving family members avoid talking about suicide. Over time, children struggle with confusion and intense emotions associated with their parent’s suicide. In this study, seven adults, who reported being younger than six years old at the time of their father’s suicide, participated in individual semi-structured interviews. Participants’ responses highlight the challenges that young children face due to limited memories of their deceased parent. Interviews concluded with an opportunity for participants to review and express their impressions of 10 children’s picture books. Participants offered impressions about how these books may or may not be helpful in supporting young child survivors. Implications for applied practice include considering how children’s literature may open communication and assist children in navigating Worden’s tasks of grief: (a) accepting the reality of their parent’s death; (b) facing the grief and pain; (c) adapting to life changes due to their father’s suicide, in particular adapting to altered family relationships; and (d) building memories of the deceased loved one, when possible, to ensure healthy attachment to the deceased parent. Participants’ insights provide considerations for selecting children’s literature for bibliotherapy. Due to young child survivors’ increased risk for attempting and completing suicide, supporting child survivors of parent suicide not only addresses postvention needs but aligns with suicide prevention. Full article

E-Bibliotherapy deals with adolescent psychological stress by manually or automatically recommending multiple reading articles around their stressful events, using electronic devices as a medium. To make E-Bibliotherapy really useful, generating instructive questions before their reading is an important step. Such a question shall (a) attract teens’ attention; (b) convey the essential message of the reading materials so as to improve teens’ active comprehension; and most importantly (c) highlight teens’ stress to enable them to generate emotional resonance and thus willingness to pursue the reading. Therefore in this paper, we propose to generate instructive questions from the multiple recommended articles to guide teens to read. Four solutions based on the neural encoder-decoder model are presented to tackle the task. For model training and testing, we construct a novel large-scale QA dataset named TeenQA, which is specific to adolescent stress. Due to the extensibility of question expressions, we incorporate three groups of automatic evaluation metrics as well as one group of human evaluation metrics to examine the quality of the generated questions. The experimental results show that the proposed Encoder-Decoder with Summary on Contexts with Feature-rich embeddings (ED-SoCF) solution can generate good questions for guiding reading, achieving comparable performance on some semantic similarity metrics with that of humans. Full article

Assessing and addressing spiritual needs is a key factor in the quality of life and overall wellbeing of cancer patients. However, the evolution and diversification of assessment tools has not automatically been followed by their successful implementation; thus, addressing unmet needs continues to be a concern. In this paper, we examine the place of bibliotherapy (also called reading therapy or poetry therapy) as a group intervention in the oncological setting in revealing spiritual needs. We show that it represents not only a useful intervention but may also provide instant relief and reduce spiritual suffering. Bibliotherapy understood and practiced as a subtle balance of texts and group processes alleviates cognitive and emotional symptoms of a spiritual concern and facilitates finding meaning in life in general and illness in particular. As an intervention, it is effective, affordable and attractive; moreover, it equips patients receiving treatment and rehabilitation with the lifelong skill of reflective reading. Bibliotherapy is easily tailored to almost any needs and promotes self-expression, which provides spiritual fulfillment in itself. Full article

The aim of this study is to evaluate the influence of bibliotherapy education on the social-emotional skills of psychological counselling and guidance candidates. The test group of the study consisted of psychological counselling and guidance students who participated voluntarily in the course named “Applied Counselling and Bibliotherapy”. A pre-test and post-test experimental design without a control group was used in the study. The Social Skills Inventory was used, for determining the social skills level of students before and after they are provided with bibliotherapy education. It was concluded from the study that there is a significant difference in the general scores for the social skills of female students after bibliotherapy education and the scores they obtained in the sub-dimensions of social expressivity. With the given reading materials and method of delivery, when the effect of bibliotherapy education on social skills level was compared, it was found in the final test that female students’ scores in the sub-dimensions of emotional expressivity and social control were significantly higher than those of male students. However, it was concluded that male students’ scores in the sub-dimension of emotional control were higher than those of female students. Full article