Inevitably, all students will experience events and conditions that may potentially impact their social, emotional, and academic well-being. Bibliotherapy is a great tool to assist students in navigating their experiences and ideas, pertinent to the positive development of their social and emotional skills. Primarily, bibliotherapy is an indirect intervention that positively exploits literature texts to connect with students’ personal experiences and ideas through characters and storylines (Rozalski et al., 2010). Bibliotherapy has also established itself as a great tool to transform the existing ideas of young readers to one of openness and equality regardless of identity, belief, or values (Frazier & Gallman, 2011). This text is a comprehensive discussion on the implementation of bibliotherapy through short stories to effectively address current issues experienced by students in a multicultural society.

BULLYING

         As promulgated by Henney and Weckworth (2012), bullying is a public health pandemic in schools that has frighteningly grown over the years. It manifests in various forms, namely physical, verbal, bullying, and prejudicial bullying (Menesini & Salmvalli, 2017). A huge part of bullying arises from the misguided belief that certain groups of people deserve to be treated with less to no respect. Students holding on to such ethnocentric misconceptions and stereotypical views tend to target vulnerable groups especially those of disabled and minority children (Menesini & Salmivalli,2018). Bullying can be a problem that impedes the social, emotional, and emotional growth of victims, bullies, and even bystanders. To curb this surging issue, teachers should utilize bibliotherapy by employing relevant short stories that centralize bullying.

From a multicultural view, bibliotherapy helps to mediate students to think beyond single-minded pursuits and prejudices that serve as the main cause of bullying. Students will develop empathy for others from different religious and cultural backgrounds allowing them to make responsible decisions (Gordon, 2020). Additionally, bibliotherapy inculcates cultural diversity as it allows students to learn and experience other customs and cultures through various characters, and permits students to recognize the discrimination that minority group students face, thus learning the overarching element of equality. It also encourages students to embrace others from different religions and ethnicities as a members of their team and work together on activities first-hand (Lynch, 2014), essentially forging cultural inclusivity and eradicating prejudicial bullying.

FOSTERING INCLUSION FOR SPECIAL NEEDS

Another rising concern amongst young learners, particularly those with special needs, will be the lack of acceptance by their mainstream peers. Throughout the years, serious concerns have been raised on whether special needs students are being treated friendly by their mainstream peers. Unfortunately, recent reports indicate that a large number of mainstream students choose to neglect or dislike special needs peers, due to indoctrinated misconceptions and dogmatic views (Monjas et al., 2014). This raises concerns over special needs students for the increasingly high risk of harassment and bullying by their peers (UNESCO, 2021). Such benevolent treatment inevitably impacts their socio-emotional and cognitive development negatively (Monjas et al., 2014). Bibliotherapy is a great tool to help normally developed students grow empathy, acceptance, and understanding towards their special needs peers.

         Bibliotherapy is an effective tool as it also reduces misconceptions among students about their peers with special needs. Through short stories, mainstream students will learn more about their special needs peers, thus inculcating a good sense of understanding and tolerance with each other (Vuran, 2015). This may help mainstream students embrace and include their peers with special needs in their everyday classroom activities (Henney & Weckworth, 2012). Besides, it serves as an opportunity for special needs students to communicate to their mainstream peers about the unique characteristics that make them special. Henney and Weckworth (2012) have stated that students are more willing to discuss their feelings when a story is used to facilitate the classroom session. It allows pupils with special needs to feel accepted by their mainstream peers and consider themselves as members of their classroom, and essentially, as members of society.

In conclusion, bibliotherapy plays a crucial role in influencing students’ social, emotional, and academic well-being. Indisputably, short stories are a powerhouse that exposes students to diverse life experiences, values, ideas, and challenges. Accordingly, the characters and elements in short stories provide merit that invites awe and wonder, companionship, and an agent of change. Understanding the principles of so, teachers need to take advantage of their students by exposing such short stories to educate, teach, and heal them with lessons and comforts that may last a lifetime.

References

Frazier, K. N., & Gallman, L. E. (2011). Using bibliotherapy to promote multicultural character education in school age children. Retrieved from http://counselingoutfitters.com/ vistas/vistas11/Article_89.pdf

Gordon, S. (2020, June 20). 3 Types of Prejudicial Bullying. Verywell Family. Retrieved March 29, 2023, from https://www.verywellfamily.com/3-types-of-prejudicial-bullying-460668

Henney, S. R., & Weckworth, S. A. (2012). BIBLIOTHERAPY: USING CHILDREN’S BOOKS TO ADDRESS STUDENTS’ SOCIAL AND EMOTIONAL CONCERNS. California State University, 126.

Lynch, M. (2014, November 30). 6 Ways Teachers Can Foster Cultural Awareness in the Classroom (Opinion). Education Week. Retrieved March 22, 2023, from https://www.edweek.org/teaching-learning/opinion-6-ways-teachers-can-foster-culturalawareness-in-the-classroom/2014/11 

Menesini, E., & Salmivalli, C. (2017). Bullying in schools: the state of knowledge and effective interventions. Know Violence in Childhood Global Learning Initiative: Dedicated to the memory of Peter Bell, 22(1), 14. https://www.tandfonline.com/doi/citedby/10.1080/13548506.2017.1279740?scroll=top&needAccess=true&role=tab

Monjas, M. I., Martin-Anton, L. J., Garcia-Bacete, F.-J., & Sanchiz, L. (2015). Rejection and victimization of students with special educational needs in first grade of primary education. 30(2), 12. https://www.researchgate.net/publication/282605252_Rejection_and_victimization_of_students_with_special_educational_needs_in_first_grade_of_primary_education

Rozalski, M.E., Stewart, A., & Miller, J.R. (2010). Bibliotherapy: Helping Children Cope with Life’s Challenges. Kappa Delta Pi Record, 47, 33 – 37.

UNESCO. (2021). Violence and bullying in educational settings: the experience of children and young people with disabilities. UNESCO Digital Library. Retrieved March 31, 2023, from https://unesdoc.unesco.org/ark:/48223/pf0000378061

Written by THARSINII A/P R.JAYASILAN

*Pendapat yang diutarakan oleh penulis ini tidak mewakili HIVE Educators.