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Notwithstanding legislation and individual schools' codes of conduct prohibiting bullying, bullying is an escalating problem in South African schools. It seems as if existing anti-bullying policies, programmes and intervention strategies are failing to address the scourge. Bibliotherapy has been identified as a way to strengthen schools' existing anti-bullying programmes. This paper reports on findings from an investigation into the suitability of reading Partridge's "The Goblet Club" during bibliotherapy sessions which form an integral part of a school's anti-bullying programme. The study found that "The Goblet Club" gives an authentic, well-researched portrayal of bullying among boys, as well as teacher-on-learner bullying. The book sheds light on the bullies, victims, bully-victims and bystanders, types of bullying, and coping strategies employed by the fictional victims of bullying. The reading of Partridge's "The Goblet Club" as part of a school's anti-bullying programme will give learners the opportunity to use the fictional characters' struggles and aggression to gain insight into their own nemeses, different types of bullying, and the effectiveness of coping strategies. [For the complete Volume 15 proceedings, see ED574185.]

In small-group workshops, a joint initiative of the researcher and the student counsellor, primary (elementary) pre-service teachers (PSTs) wrote about critical incidents in their mathematics learning, and shared them with the group. Then, PSTs read extracts about mathematics anxiety (maths anxiety), and wrote and shared their reflections (bibliotherapy). Their experiences illuminated factors in their maths anxiety and helped them identify alternative conceptions. The discussion highlights the need for teacher educators' awareness of perspectives of PSTs, verbalisation and sharing of emotions, and includes recommendations for further research.

This is a record of the proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia (MERGA). The theme of the conference is "Mathematics: Essential research, essential practice." The theme draws attention to the importance of developing and maintaining links between research and practice and ties in with the joint day of presentations with the 21st biennial conference of the Australian Association of Mathematics Teachers (AAMT). This special feature highlights the benefits of collaboration between researchers, practicing classroom teachers, and curriculum developers. Volume 1 contains the following papers: (1) The Beginnings of MERGA (Ken Clements); (2) Teaching and Learning by Example: The Annual Clements/Foyster Lecture (Helen L. Chick); (3) Introducing Students to Data Representation and Statistics (Richard Lehrer); (4) Studies in the Zone of Proximal Awareness (John Mason, Helen Drury and Liz Bills); (5) Empowered to Teach: A Practice-based Model of Teacher Education (Janette Bobi); (6) Communicating Students' Understanding of Undergraduate Mathematics using Concept Maps (Karoline Afamasaga-Fuata'i); (7) Primary Student Teachers' Diagnosed Mathematical Competence in Semester One of their Studies (Karoline Afamasaga-Fuata'i, Paul Meyer and Naomi Falo); (8) An Online Survey to Assess Student Anxiety and Attitude Response to Six Different Mathematical Problems (Vincent Anderson); (9) Mathematical Investigations: A Primary Teacher Educator's Narrative Journey of Professional Awareness (Judy Bailey); (10) Describing Mathematics Departments: The Strengths and Limitations of Complexity Theory and Activity Theory (Kim Beswick, Anne Watson and Els De Geest); (11) Three Student Tasks in a Study of Distribution in a "Best Practice" Statistics Classroom (Anthony Bill and Jane Watson); (12) Teacher Researchers Questioning their Practice (Linda Bonne & Ruth Pritchard); (13) Imagined Classrooms: Prospective Primary Teachers Visualise their Ideal Mathematics Classroom (Kathy Brady); (14) Early Notions of Functions in a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill Brown); (15) Collective Argumentation and Modelling Mathematics Practices Outside the Classroom (Raymond Brown and Trevor Redmond); (16) Visual Perturbances in Digital Pedagogical Media (Nigel Calder); (17) Professional Experience in Learning to Teach Secondary Mathematics: Incorporating Pre-service Teachers into a Community of Practice (Michael Cavanagh and Anne Prescott); (18) Young Children's Accounts of their Mathematical Thinking (Jill Cheeseman and Barbara Clarke); (19) Mathematical Reform: What Does the Journey Entail for Teachers? (Linda Cheeseman); (20) Year Six Fraction Understanding: A Part of the Whole Story (Doug M. Clarke, Anne Roche and Annie Mitchell); (21) Teaching as Listening: Another Aspect of Teachers' Content Knowledge in the Numeracy Classroom (Ngaire Davies and Karen Walker); (22) Essential Differences between High and Low Performers' Thinking about Graphically-Oriented Numeracy Items (Carmel M. Diezmann, Tom J. Lowrie and Nahum Kozak); (23) High School Students' Use of Patterns and Generalizations (Jaguthsing Dindyal); (24) The Teacher, The Tasks: Their Role in Students' Mathematical Literacy (Katherine Doyle); (25) Informal Knowledge and Prior Learning: Student Strategies for Identifying and Locating Numbers on Scales (Michael Drake); (26) Documenting the Knowledge of Low-Attaining Third- and Fourth-Graders: Robyn's and Bel's Sequential Structure and Multidigit Addition and Subtraction (David Ellemor-Collins, Robert Wright and Gerard Lewis); (27) Interdisciplinary Modelling in the Primary Mathematics Curriculum (Lyn English); (28) Students' Tendency to Conjoin Terms: An Inhibition to Their Development of Algebra (Judith Falle); (29) Towards "Breaking the Cycle of Tradition" in Primary Mathematics (Sandra Frid and Len Sparrow); (30) Exploring the Number Knowledge of Children to Inform the Development of a Professional Learning Plan for Teachers in the Ballarat Diocese as a Means of Building Community Capacity (Ann Gervasoni, Teresa Hadden and Kathie Turkenburg); (31) Technology-Enriched Teaching of Secondary Mathematics: Factors Influencing Innovative Practice (Merrilyn Goos and Anne Bennison); (32) Supporting an Investigative Approach to Teaching Secondary School Mathematics: A Professional Development Model (Merrilyn Goos, Shelley Dole, and Katie Makar); (33) Identity and Mathematics: Towards a Theory of Agency in Coming to Learn Mathematics (Peter Grootenboer and Robyn Zevenbergen); (34) Categorisation of Mental Computation Strategies to Support Teaching and to Encourage Classroom Dialogue (Judy Hartnett); (35) Student Experiences of VCE Further Mathematics (Sue Helme and Stephen Lamb); (36) Video Evidence: What Gestures Tell Us About Students' Understanding of Rate of Change (Sandra Herbert and Robyn Pierce); (37) The Role of Dynamic Interactive Technological Tools in Preschoolers' Mathematical Patterning (Kate Highfield and Joanne Mulligan); (38) Students Representing Mathematical Knowledge through Digital Filmmaking (Geoff Hilton); (39) What Does it Mean for an Instructional Task to be Effective? (Lynn Hodge, Jana Visnovska, Qing Zhao and Paul Cobb); (40) A School-Community Model for Enhancing Aboriginal Students' Mathematical Learning (Peter Howard and Bob Perry); (41) Benchmarking Preservice Teachers' Perceptions of their Mentoring for Developing Mathematics Teaching Practices (Peter Hudson); (42) Relational or Calculational Thinking: Students Solving Open Number Equivalence Problems (Jodie Hunter); (43) Scaffolding Small Group Interactions (Roberta Hunter); (44) Numeracy in Action: Students Connecting Mathematical Knowledge to a Range of Contexts (Chris Hurst); and (45) A Story of a Student Fulfilling a Role in the Mathematics Classroom (Naomi Ingram). Volume 2 contains the following papers: (1) Secondary-Tertiary Transition: What Mathematics Skills Can and Should We Expect This Decade? (Nicolas Jourdan, Patricia Cretchley and Tim Passmore); (2) The Power of Writing for all Pre-service Mathematics Teachers (Keith McNaught); (3) "Connection Levers:" Developing Teachers' Expertise with Mathematical Inquiry (Katie Makar); (4) Acquiring the Mathematics Register in te reo Maori (Tamsin Meaney, Uenuku Fairhall and Tony Trinick); (5) Teaching Ratio and Rates for Abstraction (Mike Mitchelmore, Paul White and Heather McMaster); (6) Setting a Good Example: Teachers' Choice of Examples and their Contribution to Effective Teaching of Numeracy (Tracey Muir); (7) Developing the Concept of Place Value (Mala Saraswathy Nataraj and Michael O. J. Thomas); (8) Interdisciplinary Learning: Development of Mathematical Confidence, Value, and the Interconnectedness of Mathematics Scales (Dawn Kit Ee Ng and Gloria Stillman); (9) Mathematical Methods and Mathematical Methods Computer Algebra System (CAS) 2006--Concurrent Implementation with a Common Technology Free Examination (Pam Norton, David Leigh-Lancaster, Peter Jones and Michael Evans); (10) A Concrete Approach to Teaching Symbolic Algebra (Stephen Norton and Jane Irvin); (11) Developing Positive Attitudes towards Algebra (Stephen Norton and Jane Irvin); (12) Changing Our Perspective on Measurement: A Cultural Case Study (Kay Owens and Wilfred Kaleva); (13) Enhancing Student Achievement in Mathematics: Identifying the Needs of Rural and Regional Teachers in Australia (Debra Panizzon and John Pegg); (14) The Growth of Early Mathematical Patterning: An Intervention Study (Marina Papic and Joanne Mulligan); (15) Whole Number Knowledge and Number Lines Help to Develop Fraction Concepts (Catherine Pearn and Max Stephens); (16) Identifying and Analysing Processes in NSW Public Schooling Producing Outstanding Educational Outcomes in Mathematics (John Pegg, Debra Panizzon and Trevor Lynch); (17) Teachers Research their Practice: Developing Methodologies that Reflect Teachers' Perspectives (Ruth Pritchard and Linda Bonne); (18) Teacher Professional Learning in Mathematics: An Example of a Change Process (Pauline Rogers); (19) Seeking Evidence of Thinking and Mathematical Understandings in Students' Writing (Anne Scott); (20) Utilising the Rasch Model to Gain Insight into Students' Understandings of Class Inclusion Concepts in Geometry (Penelope Serow); (21) Exploring Teachers' Numeracy Pedagogies and Subsequent Student Learning across Five Dimensions of Numeracy (Jane Skalicky); (22) The Complexities for New Graduates Planning Mathematics Based on Student Need (Carole Steketee and Keith McNaught); (23) Students' Emerging Algebraic Thinking in the Middle School Years (Max Stephens); (24) A Framework for Success in Implementing Mathematical Modelling in the Secondary Classroom (Gloria Stillman, Peter Galbraith, Jill Brown and Ian Edwards); (25) Eliciting Positive Student Motivation for Learning Mathematics (Peter Sullivan and Andrea McDonough); (26) Learning from Children about their Learning with and without ICT using Video-Stimulated Reflective Dialogue (Howard Tanner and Sonia Jones); (27) Dependency and Objectification in a Year 7 Mathematics Classroom: Insights from Sociolinguistics (Steve Thornton); (28) Pedagogical Practices with Digital Technologies: Pre-service and Practicing Teachers (Colleen Vale); (29) Procedural Complexity and Mathematical Solving Processes in Year 8 Mathematics Textbook Questions (Jill Vincent and Kaye Stacey); (30) Designing Effective Professional Development: How do we Understand Teachers' Current Instructional Practices? (Jana Visnovska); (31) "Doing Maths:" Children Talk About Their Classroom Experiences (Fiona Walls); (32) The Role of Pedagogy in Classroom Discourse (Margaret Walshaw and Glenda Anthony); (33) Australian Indigenous Students: The Role of Oral Language and Representations in the Negotiation of Mathematical Understanding (Elizabeth Warren, Janelle Young and Eva deVries); (34) Student Change Associated with Teachers' Professional Learning (Jane Watson, Kim Beswick, Natalie Brown and Rosemary Callingham); (35) Choosing to Teach in the "STEM" Disciplines: Characteristics and Motivations of Science, ICT, and Mathematics Teachers (Helen M. G. Watt, Paul W. Richardson and James Pietsch); (36) Percentages as Part Whole Relationships (Paul White, Sue Wilson, Rhonda Faragher and Mike Mitchelmore); (37) My Struggle with Maths May Not Have Been a Lonely One: Bibliotherapy in a Teacher Education Number Theory Unit (Sue Wilson); (38) Students' Conceptual Understanding of Equivalent Fractions (Monica Wong and David Evans); (39) Statistics Teachers as Scientific Lawyers (Joanne Woodward and Maxine Pfannkuch); (40) Developing Pedagogical Tools for Intervention: Approach, Methodology, and an Experimental Framework (Robert Wright, David Ellemor-Collins and Gerard Lewis); (41) Pedagogy and Interactive Whiteboards: Using an Activity Theory Approach to Understand Tensions in Practice (Robyn Zevenbergen and Steve Lerman); (42) International Perspectives on Early Years Mathematics (Jillian Fox); (43) Early Childhood Mathematics Education Research: What is Needed Now? (Bob Perry and Sue Dockett); (44) Trimangles and Kittens: Mathematics Within Socio-dramatic Play in a New Zealand Early Childhood Setting (Shiree Lee); (45) Children's Number Knowledge in the Early Years of Schooling (Ann Gervasoni); (46) Listening to Students' Voices in Mathematics Education (Brian Doig, Susie Groves, Coral Campbell, Judith Mousley, and Gaye Williams); (47) Students' Pedagogical Knowledge: A Source of Pedagogical Content Knowledge (Brian Doig and Susie Groves); (48) Research Enriched by the Student Voice (Gaye Williams); (49) Listening to Student Opinions about Group Assessment (Judith Mousley and Coral Campbell); (50) Profiles of Thinking Skills and Levels of Motivation in a Problem-Solving Task (Sarah Buckley, Mary Ainley and Pip Pattison); (51) An Investigation of Mathematics Strategies in Traditional School Contexts and Real-World Contexts (Julie Clark and Kathy Brady); (52) Maori Student's Perspective on Their Mathematical Journey Through Maori Medium (Leeana Herewini); (53) Some Methodological Considerations in the Estonian Study about Students' Beliefs in Mathematics: Is Triangulation Necessary? (Kirsti Kislenko); (54) Progress in Mathematics--Learning through Home School Partnership (Denise Smith and Gaynor Terrill); (55) Exploring Data Representation and Statistical Reasoning through Integrated Investigations in a Grade 2 Classroom (Karen Ahearn); (56) Reform and Assessment Practice: The Need for an Investigation (Julie Anderson); (57) Autobiographical Research and Mathematics Curriculum (Andy Begg); (58) Mathematically Gifted Students Managing School Transfer (Brenda Bicknell); (59) Improving Procedures for Effective Teaching (Murray Black, Farida Kachapova and Ilias Kachapov); (60) Using Counter-Examples and Paradoxes in Teaching Probability: Students' Attitudes (Murray Black, Farida Kachapova, Sergiy Klymchuk and Ilias Kachapov); (61) Using Cabri Geometry to Explore the Geometric Properties of Parallelograms in Year 7 Mathematics Classrooms (Sahar Bokosmaty); (62) Defining Teacher Knowledge Needed in the Teaching of Statistics at Primary School Level (Tim Burgess); (63) Year 12 Students' Participation in Higher Mathematics Courses (Mohan Chinnappan, Stephen Dinham, Tony Herrington and Dale Scott); (64) Pre-service Primary Teachers Developing Positive Attitudes towards Teaching Mathematics (Julie Clark); (65) Measuring the Effectiveness and Efficiency of Language-In-Use for Algebra Learning: A Multi-Level Nested Modelling and DEA Approach (Robert de la Serna); (66) Te Poutama Tau (TPT): An Indigenous Response to the Numeracy Development Project 2002-2006 (Wini Emery and Leeana Herewini); (67) "I Have a Fear of Maths and it Does Worry Me a Bit as a Future Teacher:" The Cycle of Maths Anxiety (Gillian Frankcom); (68) Using Electronic Handwriting and Tablet PCs to Enhance Distance Students' Understanding of First Year Mathematics at University (Linda Galligan, Birgit Loch, Janet Taylor and Christine McDonald); (69) Mathematical Modelling in CAS Clothing (Vince Geiger, Rhonda Faragher and Trevor Redmond); (70) The Cognitive and Pedagogical Affordances of Digital Learning Tools on Early Mathematical Development (Kristy Goodwin, Joanne Mulligan and John Hedberg); (71) Revisions and Extensions of a Pirie-Kieren-Based Teaching Model (Peter Hughes); (72) An Insight into Norwegian Students' Thoughts about Mathematics (Kirsti Kislenko); (73) The Impact of Didactical Contract on Students' Perceptions of their Intentional Learning Acts (Troels Lange and Tamsin Meaney); (74) The Impact of an Intervention on the Development of Mathematical Pattern and Structure in the First Year of Schooling (Joanne Mulligan, Mike Mitchelmore, Coral Kemp, Jennie Marston and Kate Highfield); (75) Activity Theory as a Framework to Analyse the Positive Influence of Formative Assessment on Student Learning (Trish O'Toole); (76) Teaching Geometry with CAS in the Junior Secondary Classroom: A Case Study (Warren Palmer); (77) Wanted: One Great Maths Teacher! (Pamela Perger); (78) Building Early Childhood Educators' Knowledge, Skills and Confidence in the Facilitation and Assessment of Young Children's Mathematical Learning (Bob Perry, Elspeth Harley and Sue Dockett); (79) CAS in the Middle Secondary Years: Strengths, Weaknesses, Opportunities and Threats (Robyn Pierce); (80) Myths and Positioning: Insights from Hermeneutics (Steve Thornton); (81) Misconceptions in Locating Negative Decimals on the Number Line (Wanty Widjaja, Kaye Stacey and Vicki Steinle); and (82) Proportional Reasoning: A Global or Localised Development? (Vince Wright). [Individual papers contain references, figures, tables, and appendices.

Social relationships should not be considered merely as the way individuals get along with others. Interaction with others plays a crucial part in the social development of children in terms of how they interpret words, gestures and attitudes of others toward themselves. Every social interaction holds messages that children interpret as enforcing their worthiness as individuals. A child's reactions to the challenges of the classroom setting and the teacher's responses to those reactions can influence the child's social development and subsequent level of accomplishment. Teachers can, therefore, encourage positive social development through their interactions with children. There are a variety of techniques to enhance these interactions, such as intervening in conflicts between children to clarify each child's feelings, and bibliotherapy, or the use of books to help children learn how to define meaning for themselves in various situations. Teachers and parents should encourage children to try harder to accomplish tasks. They should also try to separate the behavior of a child from the child's view of him- or herself as a person. Thoughtful interaction with children both at home and in the classroom can greatly improve their social development and increase their chances of success in life. (JA)

This review identifies and categorizes 27 contemporary children's or young adult novels in which either the protagonist or one of the major characters is gifted. Books are classified into six categories: (1) books in which giftedness is described as an innate character of the protagonist, but this fact is not a dominating feature of the character or plot; (2) books in which the characters are who they are because they are gifted, but giftedness itself is not an issue; (3) books in which the protagonist or another important character is gifted and that giftedness is a source of some problem or conflict, but giftedness is not the central focus of the book; (4) books in which the perspective of those not recognized as gifted is offered; (5) books in which giftedness is exaggerated for the sake of humor; and (6) books which explicitly focus on giftedness. The list of books analyzed is attached. (DB)

This volume contains representative papers presented at the annual conference on children's literature at Miami University, 24 April 1976. The papers are: "New Directions for Children's Literature" by Sam Leaton Sebesta; "Storytelling: An Ancient Delight" by E. Ann Johnson; "Folklore" by Soledad Newman; "Using Bibliotherapy and Television in the Classroom" by Alfred Ciani; "The Critic and the Child" by Rebecca Lukens; "Anecdotes about American Authors" by Mabel E. Eldridge; and "Suggestions for Writing and Publishing Children's Books" by Nicholas P. Georgiady. (LL)

This report discusses the present state of guidance in the writing of book reports by children in Japan, the basic factors considered in proposing standards for book reports, and standards suggested for evaluating book reports. Many different book-report contests are held each year in Japan, and some contests are conducted on a scale large enough to receive entries from about two million children. A survey conducted of representative teachers from all over Japan indicated that the most prevalent type of report is a simple record of impressions and thoughts that occur upon reading a book. In order to initiate critical reading, it is suggested that the teacher emphasize three points in guiding the student: (1) evaluation encouraging independent thinking that develops sequentially through simple reaction, comprehension, self-judgment, revision of attitidues, and self-improvement; (2) evaluation which covers the overall scope of reading activities; and (3) assessment of self-expression. Two charts have been prepared for use in evaluating book reports. Chart 1 indicates evaluation standards for reading guidance and chart 2 indicates evaluation standards for composition guidance. (MKM)

Bibliotherapy, a therapy using the reading of literature as well as the act of creative writing, should be considered as a therapeutic technique in its own right, not just as an alternative to other therapies. It may help any age or ability level, including those who are blocked in more self-searching therapy, and it may also contribute to a more general understanding by society of people who have been neglected or misunderstood. The use of literature about people who are deviant by virtue of physical or behavioral problems may be beneficial to parents, teachers, and therapists, while the technique of personalized creative writing can provide special meaning to exceptional people themselves and should be encouraged. (JM)

Poetry therapy has been in use with adult psychiatric patients at Saint Elizabeths Hospital, Washington, D.C, for 10 years. The treatment used involves reading poetry, listening to recordings, studying poets, and writing poetry. The patients' choice of poems is not restricted by the staff, but different types of poetry appeal to different types of patients. The flexibility of poetry therapy has been found advantageous as a treatment modality in psychiatric nursing. (Author/PF)

Poetry therapy is the method of therapy based on the principle that a poem is a special medium for expressing emotions and that this expression can have psychotherapeutic value. A survey taken in 1973 showed there were over 400 therapists treating 3,500 drug addicts, alcoholics, and mental retardates around the country. Poetry therapists discourage their pupils from overconcern with stylistics which engender a sense of artificial double think; they make great use of the fact that we are symbolic beings, capable of emotionally understanding far more than words alone can communicate. At present, there are four ways to run a therapy session: (1) provide group members with varied poetry selections to read and respond to, (2) provide members with poems of a similar mood or topic, (3) have members write poetry round robin style, and (4) have members write and react to each other's work of original poetry written during the session. Poetry therapy can also be used in the English program classroom as a way to reach disadvantaged students, as a means of promoting a better communication between upper grade students and lower grade students, as an extracurricular activity, and as an extremely humanistic method of getting into the study of poetry. (TS)

The concept of bibliotherapy covers both the normal activity of librarians in suggesting books to readers, and the therapeutic adjuvant in medicine and psychiatry where reading is used in diagnosis or other specific phases of therapy. Mental hospitals have been the prime locale for the practice of bibliotherapy in the United States and Europe, but public and school librarians have long practiced it as an unobtrusive form of counseling or guidance. The clients serviced by these types of libraries can be classified into two groups: (1) emotionally ill and (2) the normal individual who is facing a major life task. Bibliotherapy has utility with both groups. The role of the librarian is that of a book specialist with an informed layman's knowledge of human problems and psychology. This is sufficient for those working with normal clients, but in service to the emotionally ill the team approach--including the physician, psychiatrist, or counselor--is essential. The relationship of bibliotherapist to client is a delicate one. Personal maturity, wide knowledge of literature, and specific training in psychology are essential; anything less opens the client situation to possible coercion or abuse. (Author/SL)

Nineteen of the papers presented on the theme "Learning to Read, Reading to Learn," are included in this report. Articles on basic considerations in reading instruction are "Children's View of Language,""Early Reading from a Biological Perspective,""Pygmalion in the Reading Circle,""Dealing with Feelings and Emotions in the Classroom" and "Nonverbal Communication in the Classroom." Specific articles on procedures, techniques, and proposals are "A Structure for a Reading Program K-12,""Aiding Secondary Subject Teachers in Guiding Reading Growth,""Corrective Reading for the Classroom Teacher,""Bibliotherapy in the Classroom,""Some Thoughts on the Use of Role-Playing in the Classroom,""Listening and the Classroom Teacher,""Individualized Reading,""The Teaching of Poetry," and "The Change Process and Teacher Preparation." Evaluation of reading programs is discussed in "A Comparison Study of Four Methods of Developing Reading Readiness Skills,""Reading Readiness Skills Acquisitions by Two Methods: A Traditional Reading Program and a Kindergarten Science Curriculum,""Science Content Readability as Determined by the Cloze Procedure,""The Readability of Intermediate Social Studies Texts," and "The Impact of 'Sesame Street.'" (MKM)

The purpose of this study was to investigate the effects of prescribed literature on the reader's self-reliance. The subjects were 36 sixth grade children from the ages of eleven to thirteen. Pretest and posttest measures of self-reliance were made by the California Test of Personality and the Teacher Rating Scale. The subjects were randomly assigned to one of three groups: bibliotherapy, recreational reading, or control. The bibliotherapy group was given prescribed literature intended to promote greater self-reliance. The recreational reading group had released time for recreational reading. The control group did not have either any prescribed literature or released time for recreational reading. The results indicated that there was no significant difference between the groups' self-reliance scores on the posttest measures. (WR)

Bibliotherapy is defined as "a process of dynamic interaction between the reader and literature--interaction which may be utilized for personality assessment, adjustment, and growth." A review of the literature dealing with bibliotherapy and a discussion of its uses are contained in this paper. The review indicates that bibliotherapy, if properly and carefully used with any age level, is likely to produce a positive change in the reader's attitudes and self-concept. It is particularly effective if a large variety of books at different reading levels and appealing to the interests and needs of the readers is provided. There should be freedom of book selection and no pressure for reading. Furthermore, it is suggested that reading be followed by discussion to facilitate the interaction between the reader and the character(s) in the book, which is essential for the therapeutic process. (LL)

Self-help approaches to the treatment of problem drinking were investigated in five studies, including methods oriented toward controlled drinking as well as those designed to produce abstinence. Study 1 explored the utility of a self-help manual as an agent in improving maintenance following treatment by a paraprofessional. Clients who read this manual showed significantly better maintenance than did those not using the manual. Study 2 compared the effectiveness of the manual alone with that of a paraprofessional-administered program. Both groups showed substantial improvement, with no significant difference between groups; however, differences that did occur favored the bibliotherapy group. Study 3 was a demonstration of the feasibility of a group educational format in controlled drinking therapy. Study 4 compared bibliotherapy with one group and two individual treatment approaches. All groups showed significant improvement, again without between-group differences. Bibliotherapy clients in this study, however, showed the least favorable outcomes. Study 5 compared an expanded form of bibliotherapy with a straightforward behavioral approach and two multimodal approaches offered by papaprofessionals. All groups showed significant gains, with bibliotherapy clients showing the least absolute improvement. Clinical issues in the use of self-help therapies are discussed. (Author)

Since children who have been abused much of their lives may be unaware that what is happening is unusual, it may be necessary for teachers to take the initiative in educating young children to recognize that abuse is not normal and to talk with someone if and when they realize they are a victim. This education can take place through the use of carefully selected books or bibliotherapy. Through literature, the child can first identify with the character or situation and by doing so can experience the situation vicariously, letting the child experience a catharsis or emotional release. The result of the identification and catharsis is an insight into the problem. Ideally, such an insight transfers to the child's own special set of circumstances. A teacher can help abused children choose appropriate books for their particular problems. Books can thus be one avenue to help children who are suffering from physical, psychological, and or sexual abuse realize that they are not alone, that someone else has experienced and understands their problem. Bibliotherapy may also alert a child to the fact that he or she is being abused and this does not have to be tolerated. (A four-page bibliography of narrative literature for children and adolescents on child abuse is appended.) (HOD)

The theme of the American Reading Forum's 1997 conference was "Finding Our Literacy Roots." Many papers in this proceedings address the theme directly, some emphasizing literacy roots and others the roots of literacy. Following the keynote session, "Phonics and Whole Word/Whole Language Controversies, 1948-1998: An Introductory History" (E. Jennifer Monaghan), papers in the proceedings are: "American Spelling Instruction: What History Tells Us" (Bob Schlagal and Woodrow Trathen); "Reaching Consensus on Standards for Adult Literacy Assessment: Finding Our Roots, Not Creating Ruts" (Eunice N. Askov); "1997 Contenders/Winners: Children's Book Awards in Five English-Speaking Countries" (Ira E. Aaron and Sylvia M. Hutchinson); "1997 Contenders/ Winners: Children's Book Awards in Five English-Speaking Countries: A Reaction and a Retrospective Appreciation for a Body of Work" (Nelly Hecker); "Finding Our Literacy Roots: Teachers' Storytelling Stories" (Reed R. Mottley and Richard Telfer); "Thinking about Learning: Progenitor and Progeny" (Marino C. Alvarez and Christopher M. Alvarez); "Like Father, Like Son" (Ray Wolpow); "A Literacy Root Begins with a Seed: Planting an Elementary Education/English for Speakers of Other Languages Teacher Preparation Program" (Valerie J. Bristor and Jane Brady Matanzo); "Urban College Developmental and High School English Teachers Working Together" (Chet Laine; Connie Robinson; Barbara Wallace); "Oral Language: The Roots of Writing in a College Developmental Classroom" (Michaeline Laine); "Student Perceptions of Literacy Gains from Internet Access and HTML Home Page Construction" (Ray Wolpow); "When Children Are Victims: Making the Case for Bibliotherapy" (Cindy Gillespie Hendricks and James E. Hendricks); "What Is a Concept of Literacy?" (Woodrow Trathen and Michael Dale); "Media Literacy: The Practice of Reading Popular Culture" (Donna Alvermann); "Defining Literacy: A Caution from a Critical Conscience" (Cheri Foster Triplett); "Literacy: A Socio-Cultural Perspective" (Gary Moorman and Woodrow Trathen); "Looking for Our Literacy Roots in All the Right Places" (Rick Erickson and Others); "Reaction to 'Looking for Our Literacy Roots in all the Right Places'" (Eunice N. Askov); and "Seeking Agreement in Literacy Beliefs" (Mona W. Matthews; Laurie Elish-Piper; Jerry L. Johns; Victoria Risko). Individual papers contain references. (NKA)

The librarian in a mental health hospital has a unique opportunity to serve patients. The nonclinical setting is a significant factor in establishing the library as a bridge between the hospital and the outside world. The librarian-bibliotherapist, especially when working as a team member with the psychotherapist, brings professionalism and expertise about literary materials to focus on the emotional needs of the patient. There are several modes for the delivery of bibliotherapy: individual therapist/patient discussions, reading aloud to a group with no discussion, and facilitator-directed reading and/or writing groups. The last technique seems to be the most common mode and is the one most frequently used at the circulating library. Poetry therapy has been used effectively in the drug addiction unit. The final step in the continuum of bibliotherapy techniques consists of the group members reading materials before discussion meetings. A 1972 doctoral thesis concluded that this method, as studied in a prison, may foster socially acceptable attitudes. (Author/SL)

The 33 articles published in this conference report represent the wide range of topics covered at the conference. Entries are organized under the following six headings: Comprehension: the reason for reading; the role of reading in personal development; language and cultural variables and reading; instructional programs and procedures; reading in the secondary school; and testing in reading. Topics treated range from self concept and bibliotherapy to the special problems involved in teaching reading to Asian and Chicano children. The section on instructional programs and procedures consists of 12 articles that provide teaching models and techniques and discuss early reading, language experience and development, remedial reading, and accountability. (MAI)

These seven papers and the summary of discussion that accompanied their presentation represent the proceedings of a seminar on bibliotherapy conducted by the Library School of the University of Wisconsin. The papers were designed to distinguish the role of psychotherapist from that of librarian or educator in the bibliotherapeutic process, and to develop a clearer picture of the relationship of mental health professionals and librarians/educators in the theory and practice of bibliotherapy. Topics were chosen to probe the bibliotherapeutic process in general, and its application to older adults in particular. The papers are presented as available to the workshop participants, followed by summaries of the oral presentations. A brief topical summation of the discussion of the paper and oral presentation constitute a third section for each topic. The final chapter summarizes the substance of discussion that ran throughout the three-day session. Appendices include a list of the participants, guidelines for book analysis, and an orientation to the bibliotherapeutic process for librarians. (Author/CMV)

The effectiveness of a self help book on assertiveness training was assessed by comparing two bibliotherapy conditions with group therapy and a waiting list control condition. One group of bibliotherapy subjects read a popular paperback with no therapist contact, while the other group additionally participated in informal discussion sessions. Assessment instruments included self report measures of assertiveness and anxiety, as well as verbal role play responses to taped analogue situations. A small sample size and large dropout rate precluded definitive conclusions, but results indicated that both bibliotherapy procedures were essentially as effective as assertiveness trainnig group therapy. A near-significant decrease in anxiety was observed in subjects who became more assertive. (Author)

The second of a two-volume set, this collection of 11 papers concentrates on current developments in the teaching of reading, such as translating commonly accepted reading theories or assumptions into classroom practices, maintaining an input of structured, meaningful, rhythmic language in an independent reading program, and relating reading and writing instruction to previous linguistic experience. Designs presented for beginning, remedial, developmental, and English as a second language (ESL) programs include: teaching reading of mathematical language, using science fiction/fantasy in popular media to motivate reading, applying bibliotherapy, teaching students with severe reading disabilities and users of non-Standard English (Australian aborigines and islanders), analyzing psycholinguistically-based speech and reading errors, and using the resource teacher in the reading classroom. The ESL article includes a list of publications relevant to reading English as a second language. (AEA)

A multimethod model of educating gifted and talented students was based on graduate students' study of 14 eminent self actualized individuals. Common environmental elements of these individuals were found in parent background, birth order, relationship with family, education, task commitment, personality traits, and interests. The model was designed to include eight components: acceleration of content, experiential opportunities, prescriptive instruction, cultivation of reading, evolution of self direction, divergent-creative problem solving, investigations of real problems, and affective development. Affective development is built in through the use of bibliotherapy. Investigation of real problems is encouraged through resolving everyday problems with the counselor's guidance. Longitudinal evaluation is planned. (CL)

The effect of bibliotherapy, videotaping, and bibliotherapy combined with videotaping techniques on the self concept of 33 behaviorally disordered adolescent males was examined. Analysis of pre- and posttest scores of the Self Observation Scale (SOS) indicated no significant difference between the treatment groups and control groups on any of the posttest SOS scales. Results failed to demonstrate any significant effect on collective and self concept formation by utilizing the designated techniques. However, observable behavioral changes were noted by researchers for all three experimental groups. (Author/CL)

Children are able to cope with a majority of problems of learning and growing; some problems, however, may require guidance and support. A technique available to all people, trained or untrained in counseling or guidance is bibliotherapy--a process of dynamic interaction between the personality of the reader and literature which may be used for personality assessment, adjustment, and growth. Many outstanding works written beginning in the 1950's have made it possible for the teacher, parent, health professional, and other individuals to help children cope via the use of media forms. Parents and teachers may also use many modern materials dealing with delicate or controversial subjects. When deciding on appropriate materials, one must consider the child's social maturity level, reading ability, and needs. Literature selection tools--i.e., bibliographies, book catalogs, and nonprint media catalogs--are described, and 33 references and addresses for nonprint media procedures and distributers are included. (Author/KP)

Papers on libraries for disadvantaged people presented at the 1986 International Federation of Library Associations (IFLA) conference include: (1) "The Hearing Impaired Persons and Libraries--The Status Quo in Japan" (Shuuichi Matsunobu, Japan); (2) "A Production System of Captioned Video Tapes Using Japanese Word Processors" (Satoshi Nishikawa, Japan); (3) "Hospital Libraries in Poland" (Franciszek Czajkowski, Poland); (4) "On Bibliotherapy" (Masamoto Higuchi, Japan); (5) "The Information Needs of Inmates and the Prison Library" (Stephen M. Mallinger, United States); and (6) "How to Publish Easy Reader Books--A Model" (Beata Lundstrom and Elsie Bellander, Sweden). (KM)

Functional thinking and problem-solving are still emerging trends in mathematics education because they are closely related to generalization. One may use generalization as the heartbeat of mathematics in obtaining solutions to various problems. This article presents a study of published research on functional thinking in specific problem-solving contexts by ordering scaffolding and self-efficacy. It employs a systematic mapping study that uses bibliometric analysis. The published research search is based on categories that include functional thinking in education, functional thinking process, scaffolding impulses, scaffolding forms, self-efficacy aspects, problem-solving phases, and problem-solving as a development tool of functional thought. From 2012-2020, we identified 148 articles in Scopus, of which only 25 articles related to this category. The study indicates significant obstacles, such as proper functional thinking in problem-solving, scaffolding, and self-efficacy. We may use the results of this mapping as a reference for further research that discusses in more detail the functional thinking process of scaffolding problem-solving based on self-efficacy. [ABSTRACT FROM AUTHOR]

In recent years, digital technologies have transformed the way large firms conduct their business, from strategies and processes to products and services. However, small and medium-sized enterprises (SMEs) have faced difficulties in fully embracing these technologies due to resource constraints and a lack of expertise. The COVID-19 pandemic has highlighted the potential and versatility of digital technologies, potentially increasing SME entrepreneurs' awareness of digital topics. SMEs represent the beating heart of the European economy; therefore, it is essential to find tools to support their digital transformation. To guide SMEs in their digital roadmap, readiness or maturity models could be useful. However, existing research often lacks the proper perspective on SMEs. To address this issue, authors aim to illustrate the state-of-the-art digital maturity models for SMEs, through a review of existing academic knowledge. A systematic search, followed by a bibliometric review and conceptual review has been carried out to highlight and compare previous contribution to the topic. Since maturity models are multi-dimensional, major themes addressed in defining a maturity model or readiness model from both quantitative and qualitative models have been identified. The relevant dimensions were, then, reclassified and summarized into eight clusters. Digital strategy roadmap, employee skill and culture, organizational flexibility and adaptability, information technology, integration, customers, external environment, and, performance and benefits, are the major dimension identified in the review. A prominent attention of scholars and practitioners toward manufacturing and industry 4.0, is reflected in the existing model. It also emerges a focus internal dimension, that neglects external elements. Digital maturity models often take a vertical approach focused on manufacturing, hindering the development of comprehensive models to study digital maturity. Consequently, a future research agenda is also presented, highlighting the importance for future studies to build digital maturity model, analysing the specific context in which both manufacturing and service SMEs operate, and considering their peculiarities. [ABSTRACT FROM AUTHOR]

Human beings do not have enough time to consult a doctor on a regular basis about their health because of their heavy workload and lack of time. It becomes difficult for the patients to visit multiple hospitals multiple times for their examination. With Healthcare 4.0 and fog computing a large quantity of information can be processed which can generate insights about the patient's health. By using fog computing real time monitoring of the patient's health can be achieved. It makes healthcare more effective, dependable, and convenient. Individuals can self-monitor their blood pressure, heart rate, and other vital signs and take preventive measures. The healthcare industry is a latency-sensitive area, as a result, fog computing deployment in this region is critical. Better care, better treatment, and higher patient satisfaction can result from proper analytics and analysis which can be done closer to end devices using Fog. This bibliometric research focusses on the current scenario, application of FC in Healthcare in India and its relevance in healthcare 4.0. This research aims to analyses how healthcare in India has integrated fog computing to enhance the quality of their services, the developments in recent times and what are the gaps in the research. A literature review will be conducted using the academic documents published in peer reviewed scientific journals, white papers, articles and secondary research will be used. [ABSTRACT FROM AUTHOR]

Teacher professional identity (TPI) debates about who a teacher is and how a teacher does his or her job or gains recognition. TPI is a long and dynamic process of change. However, it is important to explore TPI, how vocational teachers see themselves. Thus, TPI has an impact on the continuing professional development of vocational teachers in the 21st century. The important objective of this research is to examine trends regarding TPI and the development of TPI in Vocational Education (TPI-VE) between 2004 and August 2021 after the implementation of 21st century learning, through Bibliometric analysis. There were 98 articles relevant to the topic of study sourced from the SCOPUS database, followed by analysis by Harzing's Perish or Publish and VOSviewer to classify and compare the data in detail. The findings reveal that TPI's components include professional orientation, task orientation, and future orientation. The orientation is influenced by commitment, motivation, self-efficacy, self-image while carrying out their duties. These components are dynamic in accordance with the individual teacher, namely agency, personal values, emotions, beliefs, knowledge, skills, professional attitudes. An influential new aspect in language is the role of technology in the pedagogical process. In a complex way, TPI is influenced by dimension of personality, social, professional, and pedagogical interactions. [ABSTRACT FROM AUTHOR]

We present the iReadMore app, a reading therapy for people with acquired reading or language impairments (known as alexia and aphasia respectively). The app was co-designed by people with alexia and aphasia, and has been demonstrated to significantly improve reading speed and accuracy in a randomized controlled trial. It is intended to be used at home without the support of a therapist. Therefore, accessibility and maintaining therapy engagement are key elements in achieving the high therapy doses required for rehabilitation of reading impairments. As such, these elements were developed in a co-design process that included 50 participants over 2 phases. This demonstration will present the flow of the application and detail how we translated a clinically validated prototype into a publicly available therapy app used by hundreds of people with acquired reading impairments since its release in March 2021. [ABSTRACT FROM AUTHOR]

The article offers information on the effectiveness of bibliotherapy and educational television (TV) therapy in treating depression in the U.S. The study analyzed sources in popular media such as episodes of the TV program "Dr. Phil" and articles in the periodical "Psychology Today" to assess the kind of information provided concerning mental disorders and treatments. This study reveals that the coverage in the above-mentioned media is not proportionate to the prevalence of depression.

The term serious game is generally used for an application that is developed using a computer game technology and game design principles but is used for non-entertainment purposes. We can say that these applications are entertaining games with non-entertainment goals. The idea is that games could be used for more serious purposes such as education, simulating real world phenomenon and relations in the world, increasing life quality through health, rehabilitation and therapy applications or raising interest in the problems in our global world. This paper focuses on psychology serious games. Generally, in psychology games users are represented by their avatar and can interact with the world and other game characters. Like in storytelling or bibliotherapy, the story itself has a therapeutic component so much as it evokes identification, empathy, resistance, opposition and disclosure of many confusing emotions. This goal oriented gaming can be used in goal oriented therapy methods. The game is played according to a scenario where the user can observe and react to different situations. This acts as a powerful tool for helping users understand and reflect on their own behavior and gives them the opportunity to learn from this virtual experience. The next stage is testing the user's new abilities with new situations by applying different games goals. The innovative use of computer in the form of psychotherapeutic games may enhance patient cooperation. This can also help to attract and sustain the interest especially in children. This paper describes the main features of serious games used in psychology based on the prototype of the game Mission - Master Your Fear. This is a serious game based on a specialist scenario founded on bibliotherapy with some therapeutic goals. It deals with issues and problems of preschool children. The result is an interesting and absorbing game for children which may help them solve some problems. [ABSTRACT FROM AUTHOR]

The following paper presents two Banco del Libro's projects. The first one, Leer para vivir (Read to Live), was an initiative in answer to the tragic flooding in all of the Vargas State in 1999. The second one, Tendiendo puentes con la lectura (Building Bridges with Books) has been carried out since 2002 as a response to the extremely difficult political and social climate in Venezuela. Both have been concerned with reading promotion in public spaces and the different actors of civil society: children, adolescents, volunteers, teachers, and librarians. The paper reflects on how encounters with quality literature allow the reader to coup with tragedy, social crisis, and conflict, as well as to obtain tools to face everyday issues with a greater citizenship consciousness. [ABSTRACT FROM AUTHOR]

This paper presents preliminary findings on the use of bibliotherapy as a tool of intervention with juvenile offenders in a Youth Part from fours years of participant observation on the work of Judge Michael Corriero. Judge Corrieo presides over the children of Manhattan who are tried as Juvenile Offenders in the adult criminal court. This paper analyzes his use of biblitherapy as an innovative judicial interactive strategy that upholds the Therapeutic Jurisprudence model. The judge assigns defendants books to read from his Youth Part Library and uses these books as a directed tool of intervention and rehabilitation which helps him teach his defendants many important life lesons. In his judicial interactive process, Judge Corrieros method of assigning books as bibliotherapy makes a statement that no matter how serious the crime they have allegedly committed, he has not forgotten that his defendants are children, children who need to learn, children who need his guidance, children who he feels deserve the opportunity to develop their minds and dreams in schools and libraries. [ABSTRACT FROM AUTHOR]