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Finding Release Through Reading: A Content Analysis of Bibliotherapeutic Literature Appropriate for Verbally Abused, Early Readers

Venia, Kelly C

Abstract Details

2013, Master of Education (MEd), Bowling Green State University, Reading.
Through literature, children can be taught healthy coping strategies and positive ways of interpreting the world around them. Properly discussing, interpreting, and matching books with a verbally abused early reader can motivate that student on more than one level. The purpose of this investigation was to address the following research question: What children’s literature might an educator recommend for early readers living with verbal abuse? A content analysis was completed of children’s picture books written for a primary grade audience living with verbal abuse at home. Two checklists and an annotated chart to frame three tiers, or levels, of evaluation were used to analyze the books. Each level narrowed the books to the most specifically accurate for use as bibliotherapy with verbally abused early readers. Each tier of evaluation reveals selections of books that may be useful for varying audiences. However, after picture books had been annotated with the chart in the third tier, a quality list of literature that represents a good fit for the verbally abused was created. Several evidence-based qualities typical among children’s books appropriate for bibliotherapy with this audience were identified. More specifically tailored to educators, counselors, and other adults selecting bibliotherapeutic literature for children dealing with emotional issues is the acronym CHARP. CHARP stands for the following list of necessary qualities in a book to make a best fit for a hurting child: (a) Coping Strategies, (b) Highlights an example of verbal abuse without other abuses attached, (c) Allows the child to see their own life in response to the book, (d) Relatable characters, and (e) Promotes discussion. Although there was more literature on the topic of verbal abuse for adolescent readers, it is a topic that can be taught as a preventative measure to younger students as well. Because verbal abuse overlaps with several other forms of abuse and trauma, it is an important issue to address. Overall, the results from this investigation provide professionals with insight on an underrepresented audience of students. The results also provide resources for meeting the students’ educational and personal needs.
Cindy Hendricks, Dr. (Advisor)
Susan Peet, Dr. (Committee Member)
Timothy Murnen, Dr. (Committee Member)
92 p.

Recommended Citations

Citations

  • Venia, K. C. (2013). Finding Release Through Reading: A Content Analysis of Bibliotherapeutic Literature Appropriate for Verbally Abused, Early Readers [Master's thesis, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363636879

    APA Style (7th edition)

  • Venia, Kelly. Finding Release Through Reading: A Content Analysis of Bibliotherapeutic Literature Appropriate for Verbally Abused, Early Readers. 2013. Bowling Green State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363636879.

    MLA Style (8th edition)

  • Venia, Kelly. "Finding Release Through Reading: A Content Analysis of Bibliotherapeutic Literature Appropriate for Verbally Abused, Early Readers." Master's thesis, Bowling Green State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363636879

    Chicago Manual of Style (17th edition)