Children's Literature as a Resource for Classroom Guidance.

Abstract

During the last 20 years, researchers and practitioners the fields of and library science have contributed valuable resources related to bibliotherapy. These resources suggest that is a valuable tool for use with elementary school students. Although Baruth and Phillips (1976) suggested that bibliotherapy has enormous possibilities in school counseling (p. 191), their focus was primarily problem-oriented and preventive. In a review of research, Schrank (1982) concluded that is effective for attitude changes, mental health, self-concept development, and fear reduction. Schrank noted that from kindergarten throughout one's formal years of schooling, have always been a mainstay, a potential tool, for organizing discussion about personal, social education and vocational development (p. 224). Bibliotherapy has been shown additionally to have positive effects on students' problem-solving ability, prosocial behavior, values development, interpersonal relations, acceptance of people different themselves, and reading achievement (Cornett & Cornett, 1980). These studies along with personal testimonies about the effects of certain books (Cornett & Cornett, 1980, p. 15) support the claim that literature can promote developmental growth in a number of domains. Child psychiatrist Robert Coles (1989) has explored in his qualitative research the ways children's moral and ethical values develop. He has presented

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