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Bibliotherapy
Bibliotherapy may not be helpful for the ones who do not prefer facing their problems with the literature. They may tend to rationalize their problems. Still others may not be able to transfer insights into real life situations. Some other people also may not be able to view themselves through literary mirror. For more information, visit http://maxweber.hunter.cuny.edu
As can be seen above, bibliotherapy may not be useful under such circumstances. So, any professional should take these situations into consideration before deciding upon applying bibliotherapy or not. In school settings, teachers, and school counselors must better understand their students, in terms of their For more imformation, visit http://www.citadel.edu
In clinical settings, there are also risks to using bibliotherapy. Osteopathic medical educators should be aware of the fact that they must become well acquainted with the subject matter and materials they recommend (Silverberg, 2003). Because a poor selection may be damaging, and causing negative outcomes. To be able to avoid such kinds of negative outcomes, the bibliotherapist must be well aware of the recommended texts, and patient narratives (Silverberg, 2003). Thus, they may have an intimate understanding of each patient's needs and problems, as well as one's ability to read and comprehend written materials. It is worth to emphasize once more that bibliotherapists must obtain adequate training in bibliotherapy and the psychotherapeutic process. Moreover, they must be very well acquainted with the knowledge of the didactic texts and imaginative literature they would use (Silverberg, 2003).
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personalities, their family situations, and their reading abilities. Before selecting a novel, all of these should taken into consideration. Moreover, when dealing with children with disabilities, professionals should pay attention to the select materials. Since they may lack comprehension skills, and efficient task strategies, any kind of material for them should be chosen carefully. Additionally, teachers, or counselors should create groups, when group sessions are needed, in order to include students who otherwise may not be fully involved in the valuable discussion. Both proficient, and less proficient students should be grouped and be given opportunities for sharing, discussion, and talk time.