Perceptions of bibliotherapy: a survey of undergraduate students

Children and adolescents are faced with a growing number of life’s challenges. Oftentimes, it becomes the responsibility of teachers to assist students in coping with these frequently non-academic issues. Bibliotherapy is one instructional tool teachers can use to help children and adolescents cope with their diverse needs and life’s challenges. In the context of K-12 settings, bibliotherapy is a systematic process utilizing books to transform traditional reading into an instructional strategy to assist educators in meeting the needs of all students. For bibliotherapy to be effective, educators need knowledge of the recommended procedures and understanding of how to guide students through the bibliotherapeutic process. Additionally, educators need to feel confident in the interventions they are implementing with students. The purpose of this survey design research study was to gain insight into the perceptions of 248 undergraduate students from a large mid-western university in regards to bibliotherapy implementation in K-12 classrooms. This thesis reviews current literature on bibliotherapy and teacher perceptions, presents perceptions of bibliotherapy held by 161 preservice teachers (PSTs) and 87 non-preservice teachers (non-PSTs), and offers insight into some of the factors and concerns influencing the perceptions of the undergraduate sample. Data were collected using a survey which contained demographic items, rating scales, and open-ended items to gather both quantitative and narrative data. Independent samples t-tests and descriptive statistics were performed to analyze quantitative data. Content analysis procedures guided the inductive coding and interpretative reporting of narrative data collected. The results of the study indicate little significant difference between PSTs and non-PSTs in regards to current level of understanding and perceived acceptability of bibliotherapy implementation in K-12 classrooms. There was a statistically significant difference between groups in regards to perceived level of comfort of personal bibliotherapy implementation. Participants’ perceived level of comfort was found to be more heavily influenced by teacher-centered factors as opposed to student-centered factors. While five main concern themes emerged from participant responses, the most surprising concern of bibliotherapy expressed by the undergraduate students was the fear participants held in regards to receiving negative responses from parents, colleagues, and administrators

Black Women’s Recommendations for Developing Effective Type 2 Diabetes Programming

The purpose of this study was to learn from 29 Black women how to develop effective Type 2 diabetes programming. Three focus groups were held in Des Moines, Iowa, during fall 2012. Results highlighted themes related to diabetes knowledge, diabetes management and prevention, physical activity, diet, and diabetes management programming. Opinions were shared as to whether family members should be included in programs for supporting those diagnosed with diabetes. These results provided guidance and ideas to scholars and health care professionals aiming to improve effectiveness of diabetes programs for Black women and families

Perceptions of bibliotherapy: a survey of undergraduate students

Children and adolescents are faced with a growing number of life’s challenges. Oftentimes, it becomes the responsibility of teachers to assist students in coping with these frequently non-academic issues. Bibliotherapy is one instructional tool teachers can use to help children and adolescents cope with their diverse needs and life’s challenges. In the context of K-12 settings, bibliotherapy is a systematic process utilizing books to transform traditional reading into an instructional strategy to assist educators in meeting the needs of all students. For bibliotherapy to be effective, educators need knowledge of the recommended procedures and understanding of how to guide students through the bibliotherapeutic process. Additionally, educators need to feel confident in the interventions they are implementing with students. The purpose of this survey design research study was to gain insight into the perceptions of 248 undergraduate students from a large mid-western university in regards to bibliotherapy implementation in K-12 classrooms. This thesis reviews current literature on bibliotherapy and teacher perceptions, presents perceptions of bibliotherapy held by 161 preservice teachers (PSTs) and 87 non-preservice teachers (non-PSTs), and offers insight into some of the factors and concerns influencing the perceptions of the undergraduate sample. Data were collected using a survey which contained demographic items, rating scales, and open-ended items to gather both quantitative and narrative data. Independent samples t-tests and descriptive statistics were performed to analyze quantitative data. Content analysis procedures guided the inductive coding and interpretative reporting of narrative data collected. The results of the study indicate little significant difference between PSTs and non-PSTs in regards to current level of understanding and perceived acceptability of bibliotherapy implementation in K-12 classrooms. There was a statistically significant difference between groups in regards to perceived level of comfort of personal bibliotherapy implementation. Participants’ perceived level of comfort was found to be more heavily influenced by teacher-centered factors as opposed to student-centered factors. While five main concern themes emerged from participant responses, the most surprising concern of bibliotherapy expressed by the undergraduate students was the fear participants held in regards to receiving negative responses from parents, colleagues, and administrators.</p

Experiences of Persons With Parkinson’s Disease Engaged in Group Therapeutic Singing

Background Parkinson’s disease (PD) is a progressive neurodegenerative disorder that leads to altered neural control of movement, including the control of voice, respiration, and swallowing. There is a prevalent need to provide therapy for voice, respiration, and swallowing difficulties because current pharmacological and surgical treatments do not effectively treat these impairments. Previous research has demonstrated that singing may be a treatment option to target voice, respiratory, and swallowing impairments, as well as quality of life. However, participants’ perspectives related to reasons for enrolling and engaging in programs as well as evaluation of singing programs have been neglected. Objective The purpose of this descriptive study was thus to solicit participants’ views of their involvement in a group singing intervention (GSI) led by credentialed music therapists. Methods Twenty persons with PD were interviewed 4 to 6 months after completing the singing intervention. Participants were asked about 1) why they chose to participate, 2) what were the beneficial and non-beneficial aspects of participating, and 3) how to improve overall design and delivery of the GSI. Results Using content analysis procedures, we learned that participants regarded their involvement in the study as mutually beneficial, fun, and engaging. Participants appreciated the fellowship with other persons with PD and offered minimal constructive criticism. Conclusions This study provided greater insight into how a therapeutic singing program may benefit participants and positively impact their lives.This accepted article is published as Elizabeth L Stegemöller, PhD, MT-BC Tera R Hurt, PhD Margaret C O’Connor, BS Randie D Camp, MS Chrishelda W Green, BS Jenna C Pattee, BS Ebony K Williams, MS; Experiences of Persons With Parkinson’s Disease Engaged in Group Therapeutic Singing. Journal of Music Therapy, Volume 54, Issue 4, 30 December 2017, Pages 405–431, DOI: 10.1093/jmt/thx012. Posted with permission.</p

Black Women’s Recommendations for Developing Effective Type 2 Diabetes Programming

The purpose of this study was to learn from 29 Black women how to develop effective Type 2 diabetes programming. Three focus groups were held in Des Moines, Iowa, during fall 2012. Results highlighted themes related to diabetes knowledge, diabetes management and prevention, physical activity, diet, and diabetes management programming. Opinions were shared as to whether family members should be included in programs for supporting those diagnosed with diabetes. These results provided guidance and ideas to scholars and health care professionals aiming to improve effectiveness of diabetes programs for Black women and families.This article is published as Hurt, Tera R., Asani H. Seawell, Carolyn Cutrona, Margaret C. O’Connor, Randie D. Camp, Roxanne Duran, Reid Elderts, Chrishelda Green, Vanessa Hara, and Jenna Pattee. "Black Women’s Recommendations for Developing Effective Type 2 Diabetes Programming." Global Qualitative Nursing Research 4 (2017);1-12. Doi: 10.1177/2333393617715335. </p