The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines SEL as the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. SEL can be facilitated by a teacher, children’s librarian, or parent. (“What is SEL?,” n.d.)
Bibliotherapy involves the use of books, in this case children’s literature, selected on the basis of content in a planned reading program designed to aid in a child’s recovery from a mental illness or emotional disturbance. Ideally, the process occurs in three phases: personal identification of the reader with a particular character in the recommended work, resulting in psychological catharsis, which leads to rational insight concerning the relevance of the solution suggested in the text to the reader’s own experience. Assistance of a trained psychotherapist is advised. (“Bibliotherapy > ODLIS > odlis_B,” n.d.)
This reference guide lists resources for individual with an interest in learning more about the difference between SEL and Bibliotherapy and, the selection of children’s literature for use in their implementation
Library of Congress Subject Classifications
Children. Child development
Including child rearing, child life, play, socialization, children’s rights
Early childhood education
Mental disorders. Child psychiatry
Bibliotherapy for Children
Dictionaries and Encyclopedias
Emery, R. E. (Ed.). (2013). Cultural sociology of divorce: an encyclopedia. Los Angeles: SAGE Reference.
Call No. HQ814 .C85 2013
This multi-disciplinary encyclopedia covers curricular subjects related to divorce as examined by disciplines ranging from marriage and the family to anthropology, social and legal history, developmental and clinical psychology, and religion, all through a lens of cultural sociology. Features: 550 signed entries, A-to-Z, fill 3 volumes (1,500 pages) in print and electronic formats, offering the most detailed reference work available on issues related to divorce, both in the U.S. and globally. Cross-References and Further Readings guide readers to additional resources
Levesque, R. J. R. (2012). Encyclopedia of Adolescence. New York, NY: Springer US. Retrieved from http://dx.doi.org/10.1007/978-1-4419-1695-2
The Encyclopedia of Adolescence draws from four major areas of research relating to adolescence. The first broad area includes research relating to “Self, Identity and Development in Adolescence”. This area covers research relating to identity, from early adolescence through emerging adulthood; basic aspects of development (e.g., biological, cognitive, social); and foundational developmental theories. In addition, this area focuses on various types of identity: gender, sexual, civic, moral, political, racial, spiritual, religious, and so forth. The second broad area centers on “Adolescents’ Social and Personal Relationships”. This area of research examines the nature and influence of a variety of important relationships, including family, peer, friends, sexual and romantic as well as significant nonparental adults. The third area examines “Adolescents in Social Institutions”. This area of research centers on the influence and nature of important institutions that serve as the socializing contexts for adolescents. These major institutions include schools, religious groups, justice systems, medical fields, cultural contexts, media, legal systems, economic structures, and youth organizations. “Adolescent Mental Health” constitutes the last major area of research. This broad area of research focuses on the wide variety of human thoughts, actions, and behaviors relating to mental health, from psychopathology to thriving. Major topic examples include deviance, violence, crime, pathology (DSM), normalcy, risk, victimization, disabilities, flow, and positive youth development.
Naglieri, J. A., & Goldstein, S. (2011). Encyclopedia of child behavior and development. New York: Springer. Retrieved from http://public.eblib.com/choice/publicfullrecord.aspx?p=3066354 ISBN: 978-0-387-79062-6 978-0-387-79061-9
This reference provides a comprehensive grounding in broadly based topics that cover the wide expanse of child behavior and development issues covering the major conceptual areas of child development: learning, behavior, and emotions.
Reevy, G., Ozer, Y. M., & Ito, Y. (2010). Encyclopedia of emotion. Santa Barbara, Calif: Greenwood.
978-0-313-34574-6 978-0-313-34575-3 978-0-313-34576-0 978-0-313-34577-7 978-0-313-34578-4 978-0-313-34579-1
Call No.: BF531 .R445 2010
This reference is a resource for study of human emotion. It comprises 400 A–Z entries on emotion, including general emotions, emotion theories, emotion research, emotional disorders, treatments of emotional disorders, assessment of emotional traits, organizations devoted to studying emotion, and significant people who have contributed to the understanding of emotion. It provides a chronology of the ways emotion has been conceived, research on emotion, treatment of emotional disorders, and assessment of emotional traits• It also offers a bibliography of suggested print and online resources on emotion for further research• Includes a comprehensive index
Seel, N. M. (Ed.). (2012). Encyclopedia of the sciences of learning. New York: Springer.
ISBN: 978-1-4419-1427-9 978-1-4419-1428-6 978-1-4419-5503-6
Call No. LB1060 .E535 2012
The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.
Baraitser, M. (2014). Reading and expressive writing with traumatised children, young refugees and asylum seekers: unpack my heart with words unpack my heart with words. Retrieved from http://site.ebrary.com/id/10888706
Collins, M. (2005). It’s OK to be sad: activities to help children aged 4 to 9 to manage loss, grief or bereavement. Retrieved from https://nls.ldls.org.uk/welcome.html?ark:/81055/vdc_100025505915.0x000001
Doll, B., & Doll, C. A. (1997). Bibliotherapy with young people: librarians and mental health professionals working together. Englewood, Colo.: Libraries Unlimited. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=18399
Golding, J. M. (2006). Healing stories: picture books for the big & small changes in a child’s life. Lanham, MD: M. Evans. Retrieved from http://public.eblib.com/choice/publicfullrecord.aspx?p=1127684
Grace, C., & Shores, E. F. (2010). After the crisis: using storybooks to help children cope. Retrieved from http://public.eblib.com/choice/publicfullrecord.aspx?p=5392153
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“Bibliotherapy”, American Library Association, December 17, 2012.
http://www.ala.org/tools/atoz/bibliotherapy (Accessed March 3, 2019)
Document ID: 5c057e6a-0cfe-2e64-7d10-96ae5f18b6ff
Abellán-Pagnani, L., & Hébert, T. P. (2013). Using Picture Books to Guide and Inspire Young Gifted Hispanic Students. Gifted Child Today; Thousand Oaks, 36(1), 47–56. Retrieved from http://search.proquest.com/docview/1419020250/abstract/B512E94A304148F6PQ/1
Densmore-James, S., & Yocum, R. G. (2015). Heartsongs across the World: Using Literacy and Emotional Pedagogy to Empower Communities of Compassionate Learners. Schools, 12(1), 118–132. https://doi.org/10.1086/680697
Ford, D. Y., Walters, N. M., Byrd, J. A., & Harris, B. N. (2019). I Want to Read About Me: Engaging and Empowering Gifted Black Girls Using Multicultural Literature and Bibliotherapy. Gifted Child Today, 42(1), 53–57. https://doi.org/10.1177/1076217518804851
Hebert, T. P., & Speirs Neumeister, K. L. (2002). Fostering the social and emotional development of gifted children through guided viewing of film. Roeper Review; Bloomfield Hills, 25(1), 17–21. Retrieved from http://search.proquest.com/docview/206704601/abstract/7883AE2DFD544215PQ/1
Kim, B. S. K., Green, J. L. G., & Klein, E. F. (2006). Using Storybooks to Promote Multicultural Sensitivity in Elementary School Children. Journal of Multicultural Counseling and Development, 34(4), 223–234. https://doi.org/10.1002/j.2161-1912.2006.tb00041.x
Peterson, J. S. (2013). School Counselors’ Experiences with a Summer Group Curriculum for High-Potential Children from Low-Income Families: A Qualitative Study. Professional School Counseling; Alexandria, 16(3), 194–204. Retrieved from http://search.proquest.com/docview/1368152256/abstract/48072056BDD34986PQ/1
Sullivan, A. K., & Strang, H. R. (2002). Bibliotherapy in the Classroom Using Literature to Promote the Development of Emotional Intelligence. Childhood Education, 79(2), 74–80. https://doi.org/10.1080/00094056.2003.10522773
Triplett, C. F., & Buchanan, A. (2005). Book Talk: Continuing to Rouse Minds and Hearts to Life. Reading Horizons; Kalamazoo, 46(2), 63–75. Retrieved from http://search.proquest.com/docview/236424674/abstract/947FDF85A2A142ADPQ/1
50 Must-Have Picture Books to Teach Social Emotional Skills