GBOU Republic of Mari El
"Kazan boarding school"
"MEDICATION FOR THE SOUL" -
LIBRARY THERAPY IN THE SCHOOL LIBRARY
Sharnina Olga Evgenievna,
librarian,
with. Kazan
2015-2016 academic year
"MEDICER FOR THE SOUL"
LIBRARY THERAPY IN THE SCHOOL LIBRARY
Sharnina Olga Evgenievna,
Librarian, State Budgetary Educational Institution of the Republic of Mari El
"Kazan boarding school", p. Kazan.
Relevance
A modern person experiences extremely high psychological and informational loads associated with the adverse effects of the environment, the constantly increasing amount of information.
Domestic psychologists (S.L. Kolosova, I.A. Furmanov, A.A. Aladyin and others) note that already in the primary grades there is a large number of students with various behavioral disorders. This problem is especially relevant among children with intellectual disabilities.
Reading is known to help overcome discomfort and stress. Therefore, life itself prompted the need for a new function - bibliotherapy. It is libraries that should provide each reader with "medicine for the soul."
Literary works have a strong influence on the spiritual world of a person and his physical condition. A word read can evoke a variety of emotions: grief and sadness, happiness and joy. Watching a reading person, by his facial expressions, by facial expression, you can almost unmistakably determine what exactly he is reading: joyful, cheerful or sad, sad.
Bibliotherapy in literal translation means "treatment with a book" (from the Greek. biblion- book and therapeia- treatment). Bibliotherapy, as well as reading guidance in general, is a therapeutic and pedagogical process aimed at shaping the personality of the reader. Books are powerful tools that can influence people's thinking, their character, shape their behavior, and help solve problems.
It should be noted that the process of assimilation of new information by our readers is extremely difficult, due to a number of factors: an extremely weak reading technique, an almost complete lack of cognitive interests, as well as the poverty of images of the imagination.
The rehabilitation effect of bibliotherapy is the development of imagination, memory, artistic taste, the expansion of the cognitive sphere, horizons, the satisfaction of information needs, the establishment of communication links with like-minded people, the creative correlation of one's personality with the artistic image, which contributes to the development of virtual consciousness, familiarization with the culture of the country and the world, development articulation and speech capabilities (especially in people with speech problems), the formation of logical thinking when retelling.
An analysis of scientific research has shown that reading with elements of bibliotherapy contributes to the effective solution of the problems of social rehabilitation of readers with intellectual disabilities. Bibliotherapy differs from ordinary reading in its focus on correcting personality disorders in children. In particular, relying on bibliotherapy, one can stabilize the psychological state of the child (remove manifestations of excessive aggressiveness, create a positive mental attitude), help children get rid of bad habits and acquire useful social skills, teach them to think about their behavior, develop skills to deal with stress, depression, teach tolerance and goodwill, increase self-esteem, acquire an optimistic outlook on life.
In psychology, one of the youngest directions is fairy tale therapy, which is based on one of the most ancient ways to support a person with the help of a word. Her theory was developed by Russian psychologists V.Ya.Propp, L.Vygotsky, M.Bakhtin. The technology of practical application was discovered by D. Sokolov, T. Zinkevich-Evstigneeva, A. Mikhailova, Drescher and others. In library work, fairy tale therapy is used by library psychologists O. Kabachek, E. Samokhina and others.
Purpose: Correction of the personality of a child with developmental problems through reading fiction.
Tasks and ways to solve them:
Social adaptation.
Emotional connections with others.
Education industriousness.
Ability to get along with peers.
Integration into society.
As work experience shows, children with disabilities perceive the fairy-tale genre best of all. We see this in the graph based on the results of the questionnaire “What I like to read” in grades 2-4 and 5-9 - children give preference to fairy tales and adventures. Therefore, one of the leading areas of bibliotherapy, especially with primary school students, has become the Fairytale Therapy program.
The reasons why fairy tale therapy in working with children can be leading are as follows:
Fairy tale is a favorite genre for children.
The fairy tale impresses the children's consciousness, in which the whole world is animated and wonderful.
The fairy tale gives the child the first ideas about the sublime and the base, the beautiful and the ugly, the moral and the immoral.
The tale, revealing different life scenarios, forms of behavior and interaction of characters, encourages the reader to draw independent conclusions.
The fairy tale encourages the reader to compare himself with a positive hero, share his fate, transform into him and train himself in this role.
The fairy tale transforms the hero, turning the weak into the strong, the small into an adult, the naive into the wise, thereby opening up the child's prospects for his own growth.
Conducting bibliotherapy and fairy tale therapy requires carefully designed lessons from the librarian, each of which is closely related to the previous and subsequent lessons.
Library Lesson Requirements:
The direct connection of a work of art with the life experience of the reader and the life of the surrounding world;
The emotionality of the lesson caused by the content of the book;
Comprehension of what was read, retelling for the development of coherent, expressive, figurative speech;
Word drawing, dramatization of a literary work, role-playing game.
For example, classes based on the fairy tale "The Frog Princess" are devoted to corrective work on such personal qualities as selfishness, laziness, impatience. This tale tells about how the heroes achieve the victory of goodness and justice, going through various trials. Only when they themselves become worthy of happiness, good triumphs.
After reading the fairy tale, a discussion is held, drawing the heroes of the fairy tale, watching cartoons, writing their own fairy tales, stories, designing baby books.
A fairy tale works wonders in the lives of children. As the great storyteller Korney Ivanovich Chukovsky said: “The goal of the storyteller is to bring up humanity in a child at any cost - this marvelous ability of a person to worry about other people’s misfortunes, rejoice in the joys of another, experience someone else’s fate as his own.”
The family plays an important role in the process of bibliotherapy - rehabilitation. this is the softest type of social environment for the child. And who, if not a parent, can spend free time with children reading and discussing books. Book images and related feelings, inclinations, desires, thoughts learned with the help of the book make up for the lack of their own images and ideas. Direct them along a new channel, to new goals. Man creates harmony within himself.
Children most of the time are in a boarding school, the school is their home, while the family is being educated, the teachers of the school replace them. For home and extracurricular reading, lists of fiction have been compiled: "Child in the family", "Child in the school"
"Child's relationship with friends" "Child alone"
The thematic shelves of books are allocated in the library: “Adventures and Fiction” book exhibitions are constantly arranged, exhibitions - collapses: “What? Where? When?”, “Books-anniversaries”, “Birthday of a book”, thematic collections on anniversaries of writers and poets, “One book exhibition”, “Rights of literary heroes”, “Literature for the soul”.
In accordance with the work plan of the school, the library participates in the preparation and conduct of class hours and extracurricular activities, collaborating with school teachers, holding mass events: exhibitions of books on various topics, conversations, literary competitions, literary games, reviews, quizzes, presentations; ICT tools. Every year, the school hosts a Children's Book Week, which includes children's artistic creativity (drawings, crafts), and presentations, staging fairy tales, and, most importantly, direct reading of fiction. Competitions are held annually for the most attentive, thoughtful reader, at the end of the year diplomas are awarded: “The most reading class”, “The most active reader”. Senior schoolchildren prepare electronic books for kids - babies, which also attract children to reading. This form of work gives you the opportunity to express your opinion. In the process of reading with stops, the reaction of the child to the book is visible, what he likes, what he does not like. I will give examples of some extra-curricular activities: the fairy tale theater quiz “Visiting fairy tales”, the game-journey “Traveling with a traveler frog”, the video quiz “Humpbacked Horse”, Quiz-game “The Rights of Literary Heroes” “The Prophet Will Teach Us Mind” - competition of proverbs and sayings about literacy Young masters "- competition of handicrafts from waste material based on the works of P.P. Bazhova Theatrical quiz "Fables of I. Krylov" Video - quiz "Fairytale carousel" Field of miracles "Book kaleidoscope" (according to books - anniversaries Literary game "Golden Shelf of Books" Literary game "According to the tales of G.Kh. Andersen" "Rare tales of the city of H. Andersen" Literary Lounge "My literary hero and his rights" game - quiz on works of art Literary ring "With seven seals" Quiz game "Magic Land of the Brothers Grimm" 185th anniversary of the fairy tales of A. S. Pushkin
Schoolchildren are focused mainly on the prose genre. However, they do not refuse the poetic word, because it is poetry that gives impetus to the development of the imagination to the greatest extent, introduces children to poetic rhythm, and allows young readers to feel the musicality of their native speech. The poetry of K.I. Chukovsky. The poem "Doctor Aibolit" can be used to educate children in willpower and perseverance in achieving goals. Dr. Aibolit himself served as an example of such a personality for children, who, without hesitation, rushes to the aid of sick animals living in Africa and overcomes many obstacles on his way. The conversation about Dr. Aibolit gradually turns to a conversation about such important qualities of a person’s character as purposefulness, the ability to concentrate, the desire to complete what was planned to the end. Children give examples from their own experience, how they coped with the situation of failure, what difficulties they managed to overcome, what features of Dr. Aibolit they would like to have in themselves. As we can see in this example, artistic images are translated into the everyday language of the child, with a projection on the human character. This kind of activity opens the reader the door to the world of the book and at the same time the door to himself and the people around him. On the material of works of art, the child learns to live, adapt in society, navigate in the world of values.
A conversation about bibliotherapy as a means of correcting a child's personality and raising his vitality will be far from complete if we do not touch on the role of laughter education. Dostoevsky considered laughter to be the surest test of the soul: “You can’t figure out another character for a long time, but a person will laugh somehow sincerely, and all of a sudden his whole character will be in full view.” Satirist Mikhail Zadornov believes that laughter moves a person to solve problems. That is why “joyful reading” has become more and more often included in the system of library work with children as a means against despondency and boredom, awakening vitality in a child. Without laughter, as the children themselves say, “a person will become angry, boring and uninteresting.” Therefore, one of the areas of mass work is “joyful reading”. Literary material is selected in such a way that it makes it possible to bring the content of what is being studied as close as possible to the life of students, since the works talk about the school, about teachers, about the features of school life that are well known to students. Children are offered such works in which school problems would be talked about easily and cheerfully. Focus on a person's sense of humor, on the fact that there are people who act unexpectedly and say things that are not expected of them. This is called wit, and such a “sharp mind” helps a person a lot in life, and in serious matters, and in serious business, and in communication. It is easy with such people, because good-natured humor is a property of a good soul. Children will see this when they get acquainted with the heroes of the stories of V. Yu. Dragunsky, E. N. Uspensky. The stories and poems of "merry writers and poets" are cheerful and funny, but they all continue the main problem - the relationship between children and adults, relationships, first of all, with the closest, dearest people. Moreover, the situations depicted in the works are familiar to everyone, these are ordinary family problems. But the task of the librarian is to extract serious and important moral lessons from the texts with light and cheerful reading.
During extra-curricular activities dedicated to the work of such remarkable writers as: N. Nosov; V. Dragunsky; V. Golyavkin, G. Oster there are three valuable qualities: humor, instructiveness and kindness. Competition-game "Dreamers" for the anniversary of N.N. Nosova Literary game "Visiting Dunno" Theatrical quiz "Funny stories of N. Nosov" Quiz - presentation "Tricks of the Old Man Hottabych"
Children at these events show unbridled activity, imagination and their creative abilities, each child becomes an "artist", "artist" and realizes his creativity through collective and individual activities.
Thus, with the help of bibliotherapy, one can find the key to the child's soul, develop his emotional sphere and figurative-logical thinking, form value orientations, and help him master communication skills.
In classes where bibliotherapy classes are regularly held, students have a reduced level of conflict, the ability to work in a group, concern for comrades, an increase in vocabulary, and the ability to formulate their thoughts. In addition, in the course of the classes, the children form new ideas about the world, display their own behavioral positions necessary for socialization, and, of course, familiarize them with fiction.
| Library tasks Thus, by involving young readers in the process of creative reading, we contribute not only to the formation and development of interest in reading, independent creativity, but also to the education of a spiritual and moral personality. When reading, discussing books, the guys experience creative experiences, enriched with the perception of beauty, they show a sense of dignity, compassion, conscience and honor. As a result, a willingness to empathize and help other people is gradually formed, not only when reading a book, but also in life, and this is one of the necessary conditions for becoming a person of modern culture, the modern world. Development of a reading program "Man Reading" Creation of multimedia collections for events Development of a joint project "Library therapy" with a teacher - psychologist and music director |
Bibliography
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8. Zucchini O.L. Bibliotherapy as part of psychotherapy and as an aspect of library pedagogy // Psychologist in the children's library: Problems, methodology, experience.: Sat. method. materials.- M.: RGDB, 1994. – p.22-42.
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In the life of every person there are situations when one spoken word can elevate to heaven or hit the ground painfully. Words can express the whole gamut of feelings and emotions that we experience in a variety of situations, and written on paper they turn into a great miracle - books.
According to studies conducted in Europe, approximately 60% of people experiencing psychological problems begin to read books with enthusiasm, which leads to a decrease in stress levels and improves their condition without taking antidepressants. Psychologists have long noted this feature, so bibliotherapy, or reading therapy, is becoming a common practice in the treatment of neurosis and depression.
Bibliotherapy is a method of psychological correction of the patient's emotional state by reading fiction specially selected by a bibliotherapist. The idea of treating with a book is not new; even in Greece, healers recommended that patients with blues read scrolls about the adventures of seafarers or epic sagas about the exploits of demigods.
In the East, a special role has long been given to reading the holy book of the Koran, which not only healed, but also inspired a righteous life. In enlightened France, reading was one of the main hobbies of the nobility and literate commoners, even the famous philosopher Jean-Jacques Rousseau advised bored aristocrats to turn their eyes to the book in order to avoid stagnation in minds and souls.
The idea to combine literary criticism with psychology, to develop a methodological framework that would improve the therapeutic effect of bibliotherapy, did not come to him by chance. Studying the results of research by foreign colleagues, observing the use of health reading in hospitals, the author came to the conclusion that the method works the more efficiently, the more accurately the content of the book corresponds to the needs of the patient.
How Healing Reading Can Help
Taking antidepressants and sedatives often does not give a lasting effect, so experts are paying more and more attention to reading. From the point of view of psychotherapists, modern bibliotherapy as a practical discipline can help patients solve problems such as:
- Awareness of the features of psychophysiological reactions to external stimuli.
- Expanding horizons, changing the view of the current situation that worries the patient.
- Removing psychological stress, getting out of a stressful situation, getting rid of feelings of guilt, shame, complexes.
- Establishing relationships with others, building a productive interaction with the treating specialist.
- Formation of a rational attitude to the disease, removal of excessive isolation, encouragement to discuss the disease without excessive emotionality.
- Development of figurative thinking and imagination.
Psychologists say that bibliotherapy for children is a unique and indispensable method of gently influencing thinking, especially when the baby has been in a stressful situation for a long time. Now this direction has stood apart and received the name.
In the process of playing with the teacher, the child receives information that others have already encountered a similar problem and were able to overcome it. With the help of this technique, the imagination of kids is stimulated, an incentive is given for the development of their personality and creativity.
Areas of practical application of the discipline
Bibliotherapy is closely related to such sciences as valeology, literary criticism, psychotherapy, pedagogy and medicine, and the methods of treatment used by it can heal not only the soul, but also the body. The mechanism of the therapeutic effect of the word in bibliotherapy was studied by the founder of psychoanalysis Z. Freud, he made an important conclusion about the relationship between the subconscious, speech and the state of the body.
The scope of bibliotherapy is quite wide, it has three main directions: therapeutic, psychohygienic or rehabilitation. As a rehabilitation tool, bibliotherapy is indispensable when working with people who have received disabilities of varying severity and who have difficulty adapting to normal life.
As a therapeutic direction, it is focused on helping people suffering from incurable diseases or in a stressful situation, prolonged depression. The psychohygienic direction is aimed at working with disadvantaged categories of citizens, primarily performing a preventive function, as well as with people who have problems with communication and self-affirmation.
One of the most important functions of this science is to help the patient find a way to assert himself, form an adequate assessment of himself as a person, teach him to plan his life, help in development and self-improvement. The method pays special attention to the younger generation: a holistic system has been developed, according to which exercises performed by parents together with children will help restore relationships, improve the microclimate in the family, and explain how to behave correctly using the example of literary heroes.
So how do you treat with a book
Particular attention is paid to the artistic content of the work, the image and character of the main characters, their spiritual closeness to the patient, the experiences and torments experienced by the characters. It is not recommended to offer "horror stories", philosophical treatises, love and detective novels, some books about adventures for reading.
Bibliotherapy specialists have developed a list of authors whose works are recommended for reading, including such well-known classics of Russian literature as Tolstoy, Turgenev, Pushkin, as well as famous Western writers. Reading literature on moral issues, as well as the biographies of individual famous personalities, has a special, inspiring effect, so it plays a special role in the selection of books to read.
According to the Bibliotherapy method, a separate four-part reading plan is developed for each patient, including at least seven books for four weeks. In order to interest a person and set him up for work, he is offered to read literature that is not related to the conflict situation.
Then three books are selected, the topics of which fully correspond to the patient's problem, the main goal is to give the reader a feel for the situation from the outside, to realize that any difficulty can be overcome. The third part is designed to consolidate the resulting therapeutic effect, and the fourth is to support and inspire the client.
In the process of reading, the patient makes notes about the actions of the characters, notes incomprehensible or controversial, from his point of view, moments, highlights the pages that caused rejection or internal protest. After reading each book, a special interview is held with the patient, the purpose of which is to find out how much the person was imbued with the spirit of the work, whether he correctly understood the essence of the storyline, and whether he was able to highlight the most important thing for himself.
Bibliotherapy treatment has its supporters and opponents, a large number of both satisfied and disappointed patients. One of the main arguments against bibliotherapy is its subjectivity: it is difficult to choose exactly the book that will give the best therapeutic effect.
At the moment, there are also no official statistics that would confirm the effectiveness of bibliotherapy or give rise to doubts about the benefits of its use. In any case, experts are unanimous in their opinion that reading undoubtedly has a positive effect on overall development, and efforts must be made to popularize it. Author: Natalia Ivanova
Bibliotherapy (from lat. biblio- book and Greek therapy- treatment) is a section of reader psychotherapy that uses fiction as one of the forms of treatment with a word. Bibliotherapy involves reading books and magazines for the regeneration of the nervous system and the human psyche. She also explores the possibilities of preventive work with the book. Bibliotherapy is based on practical activities in the sphere of influence of the book through properly selected reading material, as well as methods and forms of work with readers who require special care. Bibliotherapy is very effective when working with children, whose imagination actively contributes to its therapeutic effect.
So, what is used as a bibliotherapeutic material?
- Fable is one of the main types of didactic literature, a short narrative written in verse or prose, the heroes of which can be animals, people, less often plants or objects, the fable carries a moral message, warning, instruction, directly stated or clearly implied.
- Story is one of the main epic genres of folk literature, a small work with fictional (fantastic) content, full of miracles and magic associated with magical beliefs, which are often transferred to heroes, heroes, giants - people endowed with a special gift, crossing the borders between the world , in which realistic motives reign, and the sphere of influence of supernatural forces.
- Story- this is a small prose work with a simple, as a rule, one storyline, which tends to a clearly accentuated logical conclusion.
Features of good children's literature
To capture the attention of the child, the story must entertain him and arouse keen interest and genuine curiosity. In order to enrich life, it should stimulate the child's imagination, help him develop his intelligence and senses, be relevant to his fears and aspirations/goals, as well as provide him with a full understanding of his own problems and show him ways to solve them. The narrative should affect all aspects of the child's personality at the same time and not belittle anything at the same time. It should be noted that a fairy tale and a story can have a direct impact on the development of all facets of a child's personality.
Reading fairy tales and stories to your child provides the following benefits:
- In the intellectual field: they streamline knowledge about the world, explain cause-and-effect relationships between events, enrich vocabulary, reveal ways to solve problems, introduce difficult situations in a simple and understandable way, develop intuitive thinking, teach strategies of action in a stressful situation.
- In the social sphere: provide knowledge about the role of groups and social relations, teach to understand the rules of social behavior, develop and strengthen family relationships, and also evoke a sense of belonging to a group and give an understanding of its value and meaning.
- In the emotional realm: introduce the scale and richness of feelings, compensate for the lack and lack of life experience in the real world, give a sense of security, allow you to understand that other people think and feel the same way, relieve stress and inner tension.
- In the behavioral realm: they teach to evaluate moral relations, explain the harmful consequences of certain actions and deeds, wean them from undesirable behavior and reactions, teach them to recognize threats and competently defend themselves from them.
The basis of the impact of children's literature on the child's psyche is the process of his identification with a positive hero. Such identification stimulates moral development and allows the adoption of desirable social patterns of behavior. The child is trying to understand the motives of the actions of the characters. This helps him evaluate his own behavior and manage it.
Fairy tales, through their special world and values, teach optimism, encourage them to struggle with difficulties, give positive behavior patterns, incline to reflection, reflection and the desire to find answers to many questions related to the real world. Thanks to them, the young listener develops a love for nature. Studying fairy tales from other countries of the world allows you to form understanding and respect for people of different cultures.
Fairy tales significantly affect the moral development of the child. They show children the most important truth about life, namely, they illustrate the existence of good and evil. Such values are visually represented in them through the behavior of the characters and thus demonstrate their practical application. As a result of the actions of the hero, the child learns what are the consequences of certain behavior and who is a good (or bad) person.
Fairy tales show the child that good and evil have their origin in human nature. Aggression, selfishness, envy is manifested by the person himself, and he bears full responsibility for their consequences. Fairy tales allow children to experience various emotions, release and show their empathy and, above all, reduce excitability and fear. Fairy tales deal with difficult situations, indicate a way to cope with them, give support and a sense of inner strength.
The atmosphere of fairy tales stimulates the imagination and evokes images of new, unknown worlds. In its turn,
Bibliotherapy in literal translation means "treatment with a book" (from the Greek biblion - book and therareia - treatment). Abroad, bibliotherapy has found application in various spheres of public life, to a greater extent in healthcare, being an equal part of the treatment process. According to the definition adopted by the US Hospital Libraries Association, bibliotherapy means "the use of specially selected reading material as a therapeutic tool in general medicine and psychiatry to solve personal problems through directed reading."
Bibliotherapy is based on the use of systematic reading to improve the psychological state of the patient. The psychotherapist (psychologist, specially trained librarian) selects literature for the patient, focused on his range of life problems. After reading, a joint analysis of the content takes place. When selecting books ("library recipes"), careful consideration of the patient's personal characteristics, his social experience, educational and cultural level is necessary. The main goals of this method are to achieve a better understanding of the patient's problems, to expand the possibilities of verbalizing these problems and to include them in the context of socially developed experience.
The intervention of a bibliotherapist can be due to many reasons. Librarianship is used to:
1) to manifest individual self-consciousness;
2) to improve the person's understanding of their behavior or motivations;
3) to promote the formation of adequate self-esteem;
4) to help a person determine his interests and inclinations;
5) to alleviate the effects of stress;
6) to show the individual that he or she is not the first person to encounter such a problem;
7) to show the person that there is more than one solution to a given problem;
8) to help the person discuss the problem more freely;
9) to help a person plan the right course of action in solving a problem;
10) to enter the path of self-knowledge, self-realization and, ultimately, self-actualization (A. Maslow), to achieve psychological maturity.
Thus, bibliotherapy in the rehabilitation of children and adolescents with disabilities can be understood not only as treatment, but also as education through books. Thus, it is related to both medicine and pedagogy. In some cases, this refers only to the selection of books to read, in others - and discussing them with those who need support. Bibliotherapy can have different goals: for example, changing the emotional state of a person or influencing the personality traits themselves; it can act as a guide from the outside, or maybe as a means of introspection and self-improvement; can be used in individual and group forms.
Before using bibliotherapy, it should be remembered that this is not just a random recommendation of a certain book to an individual, but a deliberate course of action that requires careful planning. The stimulating beginning (means of influence) in the use of bibliotherapeutic technique is, of course, the book, but at different times in the development of bibliotherapy, different books were used.
For example, in line with the so-called "prescription" direction, special medical books and reference books were mainly used. The "prescription" direction, which originated in medical libraries (at hospitals and sanatoriums), understood its task of "treatment with a book" very specifically: as the correction of a certain diagnosis with the help of specially selected purely medical literature (professional and popular). The impact produced by the book in line with this trend can be called "clinical".
In line with the "motivational" direction, fiction is used. This direction especially rapidly began to develop in the 40s of the twentieth century. At this time, the best examples of classical and modern fiction began to be actively promoted and introduced into bibliotherapeutic practice. The direction is characterized by an understanding of the psychotherapeutic value of fiction as an author's model of reality that transforms the personality. The impact produced by the book in line with this trend can be called "psycho-hygienic". In principle, any book is suitable for bibliotherapy, whose content corresponds to the specific task set by the bibliotherapist and the specific problem of the patient.
The therapeutic effect of a book can be based, for example, on a person's recognition of his problem, a traumatic situation in a work of art, and following the patterns set in the work for getting out of such situations, their psychological overcoming. Moreover, the more similar the situation described in the book and the hero to the circumstances and character of the patient, the stronger, according to the supporters of this approach, the effect is expressed.
In addition, the therapeutic effect is achieved not only by recognizing in the text one's specific traumatic situation and the type of emotional response, but also by forming an active independent life position in the patient-reader, which helps to cope with problems in the future. In other words, at the expense of the opportunity to become a psychotherapist for oneself.
The Internet has also expanded the creative possibilities of the disabled. Today, there are already several dozen sites and personal pages of disabled people in Runet with their prose, poetry, music, fine arts, journalistic articles, and polemics. People with disabilities have the richest subculture - perhaps precisely because they see, hear and feel that people are healthy - with properly functioning hands, feet, eyes, ears - people who run, jump, fuss, sometimes without slowing down - sometimes they don’t even notice, flying by. You can make such a comparison: running and walking step. Who will consider and analyze better on the same piece of space in the same time? Of course, going step by step. Therefore, the works of people with disabilities are deeper, thinner, more philosophical.
In general, the literature of disabled people can be conditionally divided into three classes: fiction - prose and poetry; journalism and memoirs; autobiography. What disabled people write about themselves and their life-existence is useful for their fellow sufferers, disabled people of other categories, and healthy people to read. We need to know more about people with disabilities and learn earlier (preferably in early childhood) - if only in order to adequately respond to them, have normal contact with them, fruitfully cooperate, get rid of pitying looks and unnecessary guardianship, and at the same time provide the necessary assistance in time.
So, for us, the issue of determining the circle of reading for the purpose of bibliotherapeutic influence on a child, a teenager with disabilities becomes an urgent problem. A differentiated approach to young readers is natural and necessary for bibliotherapy, since it is just a method of influencing the reader's personality.
Some books can become, as it were, a kind of "universal medicine", others will help in a state of fatigue, loneliness, psychological discomfort, in the absence of friendship, love, understanding, self-respect, with a feeling of "useless to anyone"; others are useful in a situation of apathy, lack of support; the fourth will help to understand oneself, a teenager to survive a critical age, etc. Certain books are healing for self-doubt, anxiety, low self-esteem. So, a reader in need of rest will gladly read the books of J. Verne, those who want to understand themselves will read the stories of A. Chekhov, striving for active action - "The Three Musketeers" by A. Dumas. Among the authors of books that help children cope with problems, restore peace of mind, librarians name V. Shakespeare, E. Voynich, A. Saint-Exupery, V. Kaverin, A. Aleksin, I. Bunin, K. Paustovsky, R .Bradbury, Yu.Kovalya, N.Nosova and others. On the other hand, a number of books in bibliotherapy can be considered as an independent stressful factor and, if possible, be excluded from the circle of reading.
For any person, literature begins with a fairy tale coming from childhood. You can even select and recommend not a single book, but a literary genre. For children, this is often a fairy tale. Therefore, in recent years, such a direction as fairy tale therapy has begun to develop.
The main medicines of a fairy tale are goodness, joy, justice, the victory of a weak being over the forces of evil, the assertion of the power of the human spirit, an infinitely joyful surprise at the beauty of the world, a firm belief in a person’s ability to live wisely, with dignity, to act beautifully, humanely. The fairy tales reflect the deep experience of living through emotional crises that are characteristic of a developing personality, and ways of resolving them are proposed. The psychotherapeutic significance of fairy tales lies in the fact that they always reveal some unusual means that help the hero to cope with obstacles and difficulties and overcome them.
Sometimes going into a fairy tale is a child's reaction to some traumatic circumstances (escape from reality), and it is in this aspect that it becomes possible to use a fairy tale as a psychotherapeutic tool.
Categories of Good, Love, Faith, children experience, choosing words that correspond to high feelings, make discoveries of the feelings of a loving person, worried about others - in the books of V. Dragunsky "Deniska's stories", V. Golyavkin "My good dad", read together with bibliotherapist.
In the hands of a skilled educator, books also make it easier to instill in children the necessary hygiene skills; for these purposes, A. Barto's poems "The Dirty Girl", K. Chukovsky's fairy tales "Moydodyr" and "Fedorino grief" and other works of children's literature are especially successfully and widely used.
In some cases, it is enough to read a skillfully selected book to a child in time or to tell a story suitable for the occasion in order to prevent the rooting of some bad habit. This is vividly and figuratively shown by the wonderful Russian writer and doctor A.P. Chekhov in his story "At Home". The hero of the story unexpectedly discovers that his seven-year-old son Seryozha has started smoking. Harsh suggestions don't help. And then he tells his son a fairy tale about a beautiful and kind prince who spoiled his health by smoking and died at a young age, leaving his relatives in deep grief. And a simple tale, but told to the point, turns out to be much more effective than serious conversations. Serezha forever refuses smoking. The influence of works of art is especially strong because it preserves in the child a pleasant feeling of freedom of choice of decision, and not of submission to the will of elders.
In the process of working with the children of the rehabilitation department of the Pallas "Integrated Center for Social Services for the Population", the author used stories from the book "Labyrinth of the Soul: Therapeutic Tales" by Khukhlaeva O.V. and Khukhlaeva O.E. Some of them, especially vividly perceived by children, are presented in Appendix 5 to the work. These stories helped us to develop the method of conversation in bibliotherapy. “When determining the literary interests of child readers, analyzing the materials of a study of reading books by a particular author, one should take into account the additional difficulties that a researcher of the psychology of child reading faces. The fact is that it is difficult for children to say for themselves, and even more difficult to write about what they feel and what they think about when reading this or that book. For this purpose, the method of conversation with carefully thought-out questions is the most fruitful.
Conversations about books with children are reading with explanations, where the main goal is to help perceive the content, understand the main idea of the author, paying attention to what lexical means it is expressed. During the conversation, questions are asked that encourage children to express their attitude to what they read: What is the book about? Do you like her? Why? And who is the best there? And the bad one? Why did this boy do this? Would you do that too? Why is the book called that? etc.
It is better to conduct a conversation after reading not immediately, but when the first impressions subside, unless the child wants to immediately share his feelings after reading.
Among the reasons why literature can be used for "spirit therapy" are the following: a distraction from sad thoughts, unwanted soul-searching and fears; removal of unnecessary indifference or impatience, increased manageability, encouragement to consider their own problems from the outside; assistance in spending time (in the hospital).
Librarians use humorous literature for children to calm them down. It can be assumed that any child (healthy or sick, prosperous or not, calm or nervous) experiences its bibliotherapeutic effect when reading and perceiving a humorous book. The reason for such an impact is in the very nature of comic and humor, as its special kind. It is no small task to “educate a child in humor, a precious quality,” wrote K.I. Chukovsky, an expert in child psychology, “which, when the child grows up, will increase his resistance to an unfavorable environment and put him high above all sorts of trifles and squabbles.” Humor, asserting the essence of the phenomenon, seeks to improve it, cleanse it from shortcomings. He aesthetically masters socially valuable phenomena. Humor - friendly laughter, although not toothless. Humor helps to reveal the beautiful, human behind the unattractive, nondescript. W. Shakespeare, C. Dickens, A. Chekhov and other classics of world art used humor to characterize and reveal the true essence of a positive hero. Revealing the true nature of the positive hero behind private shortcomings, humor is based on the fact that our virtues continue in our shortcomings.
The recognized master of the comic N. Gogol wrote: “No, laughter is more significant and deeper than people think. Not the laughter that is generated by temporary irritability, bilious morbid disposition of character, not the light laughter that serves for idle entertainment and fun among people, but that laughter that all emanates from the bright nature of man, emanates from it because it contains its eternally beating spring... No, those who say that laughter disturbs are not just. It would anger a person, it is presented in its nakedness, but illuminated by the power of laughter, it already brings reconciliation to the soul ... ".
"Laughter is worth much more than I thought, it is not a pity to give an entire kingdom for it." So says in James Crews's children's story "Tim Thaler, or Sold Laughter" the modern devil to whom the boy Tim sold his laughter. With the help of his friends, Tim takes the laughter back. Takes away what is more valuable than all wealth.
In the world of fiction, there are many works devoted to the nature of the comic, the problem of laughter. Let's name at least those in which this topic is included in the title: "Sold Laughter" by D. Krus, "The Man Who Laughs" by V. Hugo, "Red Laughter" by L. Andreev and, of course, books by such encyclopedists of laughter as F. Rabelais, J. Gashek, N. Gogol, A. Chekhov, M. Zoshchenko and others.
A smile, a joyful mood help to resist diseases. No wonder the famous French humanist, physician and writer Francois Rabelais (XVI century), in the preface to his satirical novel "Gargantua and Pantagruel", wrote, referring to readers: "So, have fun friends, and amuse yourself with this reading, the body for pleasure, the kidneys for benefit!"
Laughter and joy, which good and cheerful books bring with them, are especially necessary for sick children. K. Chukovsky spoke about this more than once, telling, for example, how the reading of a cheerful book by R. E. Raspe about the adventures of Baron Munchausen had a beneficial effect on children treated in a bone-tuberculosis sanatorium.
Now on account of our children's literature there are at least two dozen writers - humorists: A. Barto, S. Marshak, B. Zakhoder, D. Kharms, S. Mikhalkov and others - in the field of poetry, E. Schwartz, N. Nosov, Yu. Sotnik, L. Davydychev, V. Dragunsky, V. Golyavkin, E. Uspensky - in the field of prose.
A humorous book, influencing the reader with laughter and kindness, will help him cope with many problems. Funny adventures of heroes, which you can laugh at, laughing at yourself at the same time, develop a sense of humor, and at the same time, the intelligence of the child. In terms of genre, humorous literature is represented in the reading of children by literary fairy tales, poems, poems, novels, stories. Obviously, such a rich array of humorous literature that we have can be more actively used in bibliotherapy for children and adolescents with disabilities.
Thus, the choice of literature for readers-children and adolescents with disabilities depends on specific goals. It is necessary to take into account the physical and mental state of the child when recommending literature to him. Most often, the bibliotherapeutic direction of work involves an interest in books that are optimistic, funny, with a sharp plot and, no less important, an attractive look; on the contrary, it is undesirable to use gloomy, depressive, sad texts in bibliotherapeutic practice. Today, there is a certain practice of selecting books for children, but the principles of such selection are not sufficiently formulated. In our opinion, one of the main principles of selection is that the hero of the book is obliged to overcome his misfortune or illness without outside help, to cope with difficulties. In addition, the book should be easy to read, in the process of reading there should be a feeling of empathy, the book should give the opportunity to think about your life, to see it in a new, unusual light.
Comprehension of the techniques and methods of bibliotherapy leads us to the conviction that this is a complex process that requires special skills and experience, which are sufficiently owned by librarians. In this regard, the development of a targeted program of socio-cultural activities carried out in cooperation with the Pallas Children's Library is especially relevant for the rehabilitation work of the department of the Pallas Center.
"READING IS THE BEST TREATMENT:
APPLICATION OF LIBRARY THERAPY IN THE LIBRARY.
(Experience of the Vyalkovo Library. Leader Lyudmila Pleshivtseva)
“I open a lonely volume -
The volume is shed bound.
The man wrote these lines.
I don't know for whom he wrote.
Let him think and love otherwise
And we haven't met in centuries...
If I cry from these lines,
So they were for me."
Bibliotherapy - treatment with a word. Remember Alexander Sergeevich Pushkin's lines: “How black thoughts will come to you! Uncork a bottle of champagne, or reread The Marriage of Figaro. One can argue with Pushkin about the benefits of champagne, but otherwise he was certainly right: at all times people have noticed the positive effect of a book on the health and mood of a person, especially those affected by some serious, sometimes incurable, illness. The book in our minds is, first of all, the keeper of knowledge, passing on spiritual traditions, culture and art from generation to generation, connecting people of different times and peoples through the word. The book has another unique ability - to heal human souls and bodies. The influence of the artistic word on a person has much in common with the influence that music has on people. And this is no coincidence. Composer Scriabin claimed that music is alive with thought. The same can be said about literature: its basis is thought, clothed in the most expressive and effective verbal form. . A modern person experiences extremely high psychological and informational loads associated with the adverse effects of the environment, constantly increasing production rates, and an avalanche-like increase in the amount of information. Life itself suggested the need for a new function - bibliotherapy, and it is libraries that should provide everyone with "medicine for the soul."
Bibliotherapy as an independent area of work arose at the intersection of psychiatry, psychology and library science.
The most optimal is the definition of bibliotherapy proposed by Julia Drescher (Doctor of Pedagogical Cultures, studies bibliotherapy). In her opinion, bibliotherapy is a science aimed at developing a person's skills and abilities to withstand extraordinary situations (diseases, stress, depression, etc.), strengthen willpower, increase intellectual and educational level. In addition, analyzing various definitions of bibliotherapy, Y. Drescher concludes: “There are many definitions of bibliotherapy in the literature, which differ in particulars, but are common in that this is an area of activity at the intersection of medicine and librarianship, associated with the active involvement of a person in reading carefully selected literature. for the purpose of curing him or solving personal problems.
Bibliotherapy - a brief digression into history. The use of books and reading for psychotherapeutic purposes has a long history. Already the first mention of bibliotherapy dates back to 1300 BC. Above the entrance to the book depository of Ramesses II, near Thebes, "Pharmacy for the soul" was carved. Greek legends, plays and poems evoked feelings of joy, pity, fear, etc., thus exerting a healing effect on a person. The ancient Greeks associated the concept of "book" with the concept of "mental health" and considered libraries "medicine for the soul." Avicenna - a scientist, philosopher, doctor - in the "Book of Healing" wrote "about three means in the hands of a doctor", and the first of them was the word. In 1927, at the Al-Mansour Hospital in Cairo, the reading of the Koran was part of the healing process. The English doctor T. Seidengen, who practiced in the 18th century, prescribed Cervantes' book Don Quixote, which was popular at that time, for his patients.
Since the beginning of the XIX century. medical reading has become widespread in America. 
Benjamin Rush ( on the picture) became the first American to recommend reading for the treatment of the sick (1802) and the mentally ill (1810). Systematic research in the field of bibliotherapy began in the 19th century. The United States (1916) is considered to be the pioneer in the field of bibliotherapeutic research. The founder of bibliotherapy as a science was the Swedish neuropathologist Jarob Bilstrom. The first steps towards the practical application of bibliotherapy in the USSR were made in 1927 by M.Z. Velkovsky, a doctor at the Psychoneurological Institute in Kharkov, who opened the first bibliotherapy room in the Berezovskie Vody sanatorium. The problem of bibliotherapy is relevant today, when the socio-cultural situation in the world is characterized by an increase in the number of economic, environmental and other crises. A well-chosen book that evokes positive emotions is no less important than a skillfully chosen medicine.
Librarianship process in the library. In the light of bibliotherapy theory, library services are seen as part of bibliotherapy practice. In the conditions of the library, the bibliotherapeutic process has two forms: individual and group. Individual bibliotherapy is aimed at the development and correction of personality, which occur in the very process of reading. A specially selected book can stimulate the development of a person, distract from bitter experiences, and help deal with a problem. Individual forms of bibliotherapy include drawing up a reading plan, selection of literature, individual conversations that take into account the nature of the reader's problem, the level of erudition. Group bibliotherapy is aimed at stimulating the reader's response to the read book. Correction and personal development occur not only in the process of reading the recommended literature, but also to a greater extent in the course of a prepared dialogue, discussion of the read work, organized in a group. Forms of group bibliotherapy:
1. Literary meetings with elements of game therapy.
2. Library lessons.
3. Literary quizzes.
4. Theatrical library holidays.
5. Circles of loud reading.
6. Literary evenings.
7. Theater of the book.
Fairy tale therapy as one of the directions of bibliotherapy. For any person, literature begins with a fairy tale coming from childhood. You can even select and recommend not a single book, but a literary genre. For children, this is often a fairy tale. Therefore, fairy tale therapy has recently begun to develop. Thanks to the fairy tale, children begin to realize the most important truths of human existence. “Whatever shadow may come over your life, whether anxiety about the fate of Russia has visited you, whether your black thoughts about your personal fate will come, or life will simply seem like an “unbearable wound,” remember the Russian fairy tale and listen to its quiet, ancient, to a wise voice... She is like the color of imperceptible and unknown wildflowers, and her spiritual meaning is like delicate and fragrant honey, the smell of the native land, the heat of the native sun, the breath of native flowers, and something subtle and rich, eternally young and eternally ancient... ”- this is how the philosopher I.A. Ilyin defined the inexhaustible meaning and healing power of the Russian fairy tale.
An urgent problem is the issue of determining the circle of reading for the purpose of bibliotherapeutic influence in the library. After all, not every book can be recommended for bibliotherapeutic purposes. Finding a book for business reading is easier than finding fiction for your soul. For a stressed person, reading fiction is sometimes the only lifeline. Y. Drescher points to the use of fiction in bibliotherapy. Mass reading in transport is a clear example of how tired people intuitively resort to bibliotherapy. Unfortunately, they often read shoddy literature. But if a person is relaxing reading a random book - well, that's not bad. Although how can such an activity be compared with reading a book that is spiritually close? The question is how to find the reader's favorite book - his book and which books should be "prescribed" to readers in various stressful situations? Some books can become, as it were, a kind of universal medicine, others will help in a state of fatigue, loneliness, psychological discomfort, in the absence of friendship, love, understanding, self-respect; others are useful in a situation of apathy, lack of support; the fourth will help to understand oneself, a teenager to survive a critical age, etc. As one of the fundamental bibliotherapists chose the principle: "A specific book - a specific patient at a specific time." The influence of works of fiction is especially strong because it keeps the reader in a pleasant sense of freedom to choose a decision, and not to submit to the will of another person.
It is interesting: In 2013, the British Ministry of Health approved a program under which the attending physician can prescribe to the patient ... a book. The recommended list includes 30 life-affirming samples of psychological literature. Now therapists "prescribe" them to their patients. For each specific mental problem - its own book, which can be easily found in British libraries.
Fairy tale therapy developed by Lyudmila Pleshivtseva includes the following books:
Berner S. Carlhern gets stubborn
Grigorieva E. House without a roof
Fuck Lina. Ferdinand and Push
Sluggish, greedy and other educational tales
Nosova L. Wake up, sunshine
Silver blizzard. The Big Book of Christmas Adventures
Tales from whims
Sleepy Tales
Williams M. Plush Bunny, or how toys become real
Farbarzhevich Igor. strawberry rain
Our library joined the Vyalkov Library project and compiled a list of books for a wide audience of our readers, which we included in our own bibliotherapy course.
For children and teenagers:
Bakhrevsky V. Miracles behind the threshold (6+)
Bond M. Paddington Bear (0+)
Bulychev K. Girl from the Earth (12+)
Gabova E. "Two" in behavior "(12+)
Kestner E. Matchbox Boy (12+)
Krotov V. Chervyachok Ignatius and his tea parties (6+)
Kryukova T. "Kostya + Nika" (12+)
Kryukova T. Fairy tales Why (6+)
Kulot D. Three cheerful friends (0+)
Levanova T.S. Aquamarine Star (6+)
Naumova I. Mr. Kutsehvost and a foreign spy (6+)
Nilson M. Tzatziki goes to school (6+)
Usachev A., V. Chizhikov. Cat Planet (6+)
Usachev A., D. Trubin. Journey to Mindland (6+)
For adults:
Weller M. Messenger from Pisa
Vilmont E. Damn-what and a bow on the side
Kim L. Anya Karenina
Kolochkova V. Blessing of St. Patrick
Kuznetsova Y. Where is dad?
Metlitskaya M. Faithful husband
Nesterova N. Look for a cat
Polyakov Y. Plaster trumpeter, or the End of the film
Romanova M. The sun in the sleeve
Rubina D. High water of the Venetians
Traub M. Sonya and Alexandra
Chamberlain D. Saving light
Hanika T. Say Little Red Riding Hood!
We thank Lyudmila Pleshivtseva for providing materials for the article and cooperation!
