bibliotherapy with children experiencing loss

Bibliotherapy with Children Experiencing

Loss Pamela J.Berg, R.N., A.B.,B.S.,M.N.* Mary K. Devlin,B.S., M.A.T., M.L.S.?

Vivian Gedaly-Duf f, R. N., B.S.N., M. N.t

Bibliotherapy offers nurses a nearly inexhaustible range of means to meet the emotional needs of children through the use of books in a therapeutic process. In explaining bibliotherapy and its value to nursing, we have chosen to concentrate on toddlers through school-age children to age 12. In particular, we focus on children experiencing nondeath losses. Such a loss may be described as a state of being deprived of something that one previously has had.' Since nurses commonly encounter children with such losses, we hope this article assists you in identifying ways you might use bibliot herapy .

Besides discussing what bibliotherapy is and why it is useful to nursing, we describe the basics of bibliotherapy: know the child, know the book, and know how to use books therapeutically. Children's experiences of loss are affected by their level of cognitive and emotional development. Wheth- er one reads to a child or the child reads the book also affects some of the considerations of bibliotherapy. We discuss losses and bibliotherapy in re- lation to young children (those who are read to) and school-age children (those who read for themselves) and the general considerations of biblio-

*Instructor o f Nursing, University of Portland, Portland, Oregon 97203. ?Assistant Professor and Technical Services Librarian, University of Portland, Portland, Oregon

*Doctoral student, University of California, San Francisco, California. Formerly, Assistant 97203.

Professor of Nursing, University of Portland, Portland, Oregon 97203.

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38 Issues in Comprehensive Pediatric Nursing

therapy, whjch are the same for children of all ages. An annotated bibliography of children’s books appropriate for use with children experiencing losses is included. This bibliography may be used as a reference to help you find appropriate books. However, as these books were chosen to meet the criteria for book selection as discussed here, it also provides examples o f the types of books desirable for bibliotherapy.

RATIONALE FOR BIBLIOTHERAPY

What Is It? Bibliotherapy involves the use of books in a therapeutic process. The

goal is to help the child express feelings or concerns and thus to promote healthy adaptation. Bibliotherapy is not the use of books for relaxation or escapism. It is also not meant to be educational in the sense of teaching the child about things, such as, a book describing Johnny’s admission to the hospital and the equipment and procedures he might encounter. Books chosen for bibliotherapy deal with a situation similar to the child’s or ex- prws feelings that the child is experiencing. In general, the steps of bibliotherapy are to assess the child, choose an appropriate book, share the book with the child, and then facilitate the child’s expression of feelings and adaptation through exploring the book. Why Use It?

While bibliotherapy offers children an aid to coping, nurses find bibliotherapy adapts well to nursing care because it is an extension of the nurse’s skills in forming therapeutic relationships and using therapeutic communication. Reading and discussing books with children facilitates the development of a trusting relationship by creating a bond between the child and the nurse. By demonstrating an accepting attitude toward the characters in a story, the nurse communicates an acceptance of the child’s feelings and situation. Therapeutic communication techniques are the same as the nurse usually uses, but with bibliotherapy the book supplies the springboard for discussion. With the addition of some knowledge of children’s literature, nurses should find bibliotherapy an easy skill to use in a variety of situations.

Bibliotherapy adapts well to nursing practice because of its versatility. The only equipment necessary is a book. Any setting that offers adequate reading light and enough quiet for concentration may be used. Clinical and community agencies, the child’s home or school, anywhere the nurse works with a child may be a suitable setting for bibliotherapy.

Books are versatile in the ways they may be used. Bibliotherapy may be used with an individual, with a group of children of similar ages and concerns, or with a child and parent o r other significant person to the child.

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Bib liotherapy with Children 39

Finally, bibliotherapy may be used as an adjunct to other therapies or as a sole therapeutic modality. It may be particularly useful in situations where a child’s immobility inhibits the child’s participation in more active forms of therapy.

Books are useful therapeutic resources for children for a number of reasons. The child is usually familiar with being read to or reading books. This familiarity makes the book readily acceptable to the child. Studies show that people tend to interact with a book as if it were another person. This is an advantage of bibliotherapy, because children tend to trust and accept the book and its characters even when they may be suspicious of the nurse or other health care workers. A book is essentially nonthreaten- ing. If it becomes intrusive, the child easily closes the book or walks away from it.

The story and its characters are removed from the child. It is often easier to discuss the feelings and actions of a book’s characters than to directly express one’s own concerns. Discussing a book then provides the necessary distance to allow the child’s concerns to be broached by the nurse.’

The principles for using bibliotherapy are generally the same for all children. However, the child’s level of development does affect the concerns the child has and the choice of books to be used. We will focus our discussion on losses and bibliotherapy with young children (toddlers and preschoolers) and then with school-age children. It should be noted that this division of content is somewhat artificial since some children, particularly the young school-age child, may fit into both categories.

YOUNG CHILDREN

How might a nurse use bibliotherapy with young children? Take the example of 21/2-year-old Sara. Sara’s hospitalization has resulted in her separation from her parents, whose visiting time is limited by commit- ments to work and other young children. Sara’s crying and whimpers of “Mama” are classic behaviors of separation anxiety, but how can you assist her? The Runaway Bunny by Margaret Wise Brown tells of an angry young bunny who suggests multiple places he will hide from his mother, while mother bunny counters in each case with how she will find her child. The book’s reassuring message for Sara is that even though she is angry, she will not be lost in the hospital because her mother will continue to find her. Having Sara’s mother read this book to Sara, leaving the book where Sara can look at the pictures, and rereading the story to Sara when she indicates an interest would be an ideal form of therapy for this child.

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Sar‘i’s separation from lier parents is a typical form of loss for young Lhildren. I n general, toddlers and preschoolers have a limited concept of time For this reason, their concerns focus on the present. What is hap- p c n ~ n g to them now determines whether or not they experience a sense o f l o s ~ The young child’s emotional and cognitive development also in- tl~iences what will create a loss experience.

Toddlers who have developed a strong, loving bond with their parents will pcrceive separation from these significant people as a major loss. As the toddler begins to move about and master the physical world, lack of i o i i t i c ) l . particularly, immobility in any form, will cause feelings of loss.

‘Thc preschooler has learned to tolerate short separations from pareii ts, b u t ;I prolonged separation or separation during times of other stresses will bc perceived as a loss. Loss of formerly mastered abilities or familiar rituals IS a n area of‘ vulnerability for the preschooler. An increased aware-

of body boundaries is also developing. Any change in appearance or function of :I body part may invoke a grief response.

While thc young child’s response to loss will vary with the individual, thcic ,ire three common responses. anger o r protest, despair, and denial. Bc:ha\iors such as crying, temper tantrums, or refusal t o comply with care ;tie uxatnples of the protest or anger response. Despair is marked by apathy uitl listlessness. Because young children have limited coping abilities, t hey ;Ire unable to tolerate long periods of grief. Thus, any situation in- vo lv ing a prolonged sense of loss may lead to denial. For young children, denial is demonstrated by a resumption of inany normal activities. Such behavior may be erroneously interpreted as a positive adaptation by the cfiiltl. Actually the use of denial means that the child has experienced a bcvere loss that may still be resolved in a more adaptive manner.

Bcc,iuse young children have limited abilities to express their feelings. the) will rarely verbally express their grief. The nurse must assess the child’s bt.hdviot- to determine if a loss is experienced. Knowing the situations that commonly cause loss experiences also helps the nurse identify when or why ;I child is grieving.

I laving identified a young child’s feelings and the situation to which the child IS responding, the nurse using bibliotherapy needs to choose an appropriate book. The use of The Rzi~zaway Bunny for Sara serves as an example of the factors considered in choosing a book for bibliotherapy. The content of this story deals with the situation and fears Sara experiences, and the story’s treatment is at an appropriate age level. The text is short and u’tes repetition, a style that satisfies the young child’s desire for ritual an t i that facilitates mastery of the material. The use of animal characters i \ not only appealing to young children but also makes the subject more removed from the child and therefore less threatening. The book is small unough to be easily held by Sara. Finally, the illustrations are brightly

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Bibliotherapy with Children 41

colored and interesting; children can pick out the “hidden” baby bunny in each situation.

The first consideration in choosing a book for bibliotherapy is to find one that expresses the child’s feelings or deals with the child’s situation. Of equal importance is finding a book the child will like. If the book can- not hold the child’s interest it will not be of therapeutic value.

For the nonreading child, illustrations have a large impact and therefore contribute greatly to whether or not a book will be liked. It has been found that the more illustrations there are the better, up to a point of saturation. If the average size of the illustrations is large, there is more interest for the child. Several colors are more appealing than black and white illustrations. Too many details detract from an illustration; a center of interest is better. Pictures of action and eventful pictures are especially appealing to young ~ h i l d r e n . ~

The text of the book is another consideration. In general, young children prefer stories that are told rhythmically and with some repetition of words or sequences. Because the child’s attention span is limited, short books and sentences are preferred.

When employing bibliotherapy with young children, general principles discussed later apply. However, as the child is being read to, special considerations are also relevant. Bibliotherapy should always be voluntary. The young child’s wish to participate must be assessed and respected by the nurse. If a child’s behavior suggests lack of interest, it is time to stop reading the book. Reading the book at a later time may be more success- ful. If not, the child may either not like the book or may find the book too threatening. Another stop cue is when the child’s anxiety is significant- ly increased. The young child who becomes very quiet and unresponsive may be feeling overwhelmed by the story but is unable to stop it. If this happens, stop reading and assist the child to become more comfortable.

For the young child in particular mastery is facilitated by repetition. Rereading a book may be especially valuable. Letting the child explore and discuss the pictures will also facilitate mastery of the story. Since the child’s attention span is limited, the nurse should plan several short interactions with the book rather than one longer session.

SCHOOLCHILDREN

The schoolchild’s experience of loss and expressions of loss are more complex than those discussed for young children. Parents are still an important support for the child, and significant separation will continue to be viewed as a loss. However, the schoolchild’s world has expanded to in- clude school and peers. Separation from friends and school may cause fears of displacement. The schoolchild’s concerns for body integrity are

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expanded by the recognition of differences between people. Body image changcs are easily translated into fears of being unacceptable to others and loss of self-esteem. Activity and achievement are important parts of the schoolchild’s life. Any situation that interferes with achievement may result in a loss of self-esteem.

Many situations involving a loss will confront the schoolchild with several secondary loss experiences. An example is a child who loses a leg because of disease or injury. Besides dealing with the immediate loss creat- ed by the amputation, a prolonged hospitalization may result in grief due to separation from peers and fears of lagging behind in school. The child may also fear the loss of peer acceptance because of now being “different.” Finally. the child encounters the loss of former abilities such as achievement i i i sports and other activities. A child’s experiences of secondary losses will be an individual matter and will not always be as obvious as in this example. Sensitive assessment by the nurse is needed to identify the child’s specific concerns.

The schoolchild’s expressions of loss are more complex than those of the young child. Denial may be used extensively and for a long period of time. Expressions of anger or protest are common. Because of the schoolchild’s more extensive use of defenses and the secondary losses experienced, adaptation to a loss may take longer than is the case with young children.

A careful assessment of the schoolchild is a crucial first step for bibliotherapy. If the child is in a state of denial, a book dealing with a similar situation will not be accepted. During the early periods of adapting to a loss, stress may limit the child’s attention span. In such cases, long books, even though they are appropriate in content and reading level, may be overwhelming. Short stories or other methods of intervention may be more appropriate initially. Later, when the child has more adaptive energy, a longer book may be a rewarding experience.

As with young children, books should be chosen that deal with the feelings o r situation the child is experiencing. The situation in the book need not be the same as the child’s. In fact, a similar rather than identical situation will be less threatening. By reading about others with similar concerns, the school-age c h l d may realize that he is not alone; others have experienced his concerns and feelings. As the child moves towards adapting to a loss, books may suggest methods others have used to cope with similar problems. Books may be particularly valuable in helping the child find a resolution that promotes peer acceptance and self-acconiplish- me i l l .

Schoolchildren enjoy different types of books. Fantasy, mysteries, and stories dealing with animals, sports, adventure, o r the supernatural are all popular. Fiction is read the most, followed by b i ~ g r a p h i e s . ~ Biog- raphies should be chosen with care for use in bibliotherapy, because they are frequently about people who have overcome a situation against

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Biblio therapy with Children 43

all hope. While this may be inspiring, be careful about leading the child into unrealistic expectation^.^

As with young children, illustrations continue to be an important consideration in books for the school-age child. However, the older child is often concerned about more grown-up status, and a book with many large, colored pictures may be rejected as being too childish.

In general, the nurse should avoid choosing books that are stereotypic, prejudiced, or moral is ti^.^ Books that the child feels are about real people in a real situation are infinitely preferable. Animal characters are often good choices, because factors like age and race are not considerations, and the child can concentrate on the content of the story.

A special concern in choosing a book for a school-age child is the child’s reading ability. Publishers usually indicate an age or grade range for a book. This information may be found o n the book’s dust jacket, in indexes, or in bibliographies. A first step in identifying a child’s reading ability is t o know the child’s grade in school. The child’s usual course grade will help to identify the slow or above average learner and will assist in proper book selection. Having knowledge of a child’s favorite books enables the nurse to provide similar types of books or even to use a child’s favorite, if it is appropriate.

One’s approach when offering a book to a child should be nonthreaten- ing. Offering a book with the suggestion that the child might enjoy it or giving a brief description of the story should be sufficient, especially if the nurse has already discussed the child’s literary likes and dislikes. The object of bibliotherapy is not to overwhelm the child with his feelings or concerns. When suggesting a book it is important not to indicate that the book is about someone with a similar problem. Instead, telling the child that you enjoyed the book and would like to discuss it will pave the way for future sharing. Again, the child’s right to refuse to read the book or not to finish it must be respected. Such a refusal may indicate that the child has found the book too threatening or simply uninteresting.

As with young children, repetition of the book or its content will help the child master the material. Having the child retell the story, rereading all or part of the book, drawing a picture related to the story and discussing the drawing are all useful methods. Talking about the characters and their feelings will help the nurse identify the child’s concerns and will assist the child in expressing these concerns.

We have discussed the complexity of the school-age child’s experiences of loss. In choosing books for these children it is particularly important to realize that good books frequently deal with several themes or feelings. For example, The Golden Mare tells of a young boy who, through his loving relationship with a horse, achieves a sense of love and belonging in spite of his limitations. The book deals with the boy’s isolation and lone- liness and his struggles for recognition by others. The book might be quite

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helpful for the child adapting to a changed body image. But, it should be noted, that the horse dies in the story. For many children this death offers an opportunity to express their own grief over their losses. However, a child who fears for his own life or who has recently suffered the death of a significant other may be overwhelmed by the horse’s death. The nurse must carefully consider whether this book is appropriate for such a child. Awareness of the child’s situation, the book’s content, and one’s own therapeutic skills can help the nurse either avoid this book or prepare to deal with the child’s responses to it.

GENERAL CONSIDERATIONS

7 1~ example of The Golden M a w highlights the first two considerations in bibliotherapy: know the child and know the book. Knowledge of the child’s situation, feelings, and developmentally related concerns is necessary for book selection. A complete assessment of the child will also assist in choosing the most appropriate book from a variety of possible choices. (’areful reading of the book is not only necessary to make a final book \election but also facilitates the nurse’s discussion of the book with the child.

There are some aspects of a book that should be considered before using it for bibliotherapy. What is the story? What conflicts does the author deal with, and how are they resolved? What are the characters like, and what is the author’s treatment of them? What are the goals of the characters. and what opinions and ideas are expressed by them? What are the author’s biases? Look for a book, not necessarily one that is new or famous, that will find a response in the child’s emotions and t h o ~ g k t s . ~ Some books that adults feel are not very good are loved by children and vice versa. Pcrsons selecting books should be aware of their own prejudices mci attitudes and aware of these influences on book selection.

Once the child has been assessed and a book chosen, the next step is to use the book therapeutically. The nurse is responsible for creating a situation wlierz the child feels both free to choose to participate and free to choose to terminate his participation at any time if the situation becomes too threatening. If the child’s decisions are treated with respect, the nurse will not only demonstrate acceptance of the child but will also facilitate the child’s return to therapy at a later time.

When using bibliotherapy, the nurse should remember that a child does not think exactly as an adult does, that is, according to Piaget, the child has a different view of the world. A study by Marshall has indicated that children distort stories and misunderstand picture^.^ Be aware that the child thinks differently, and allow time for reflection on the story. Repeti- tion is useful. As the child becomes accustomed to the story he may begin

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Bibliotherapy with Children 45

to see more in it and to relate to it. Discussing the story with the child will also allow the nurse to make necessary clarifications.

When discussing a book with a child, the goal is to guide the child and not to confront him by directly indicating the relationship between the child and the book’s characters. The nurse should allow the child to decide when it is time to discuss his own feelings and concerns.

The nurse may find it desirable to involve parents in bibliotherapy. The situation, child, and parent will determine whether this is appropriate. The author’s sympathetic treatment of a situation or the child’s responses to a book may help the parents understand their child’s concerns and may suggest ways in which they may assist their child.

If parents are included in bibliotherapy, they need some explanation of its goals and methods. Parents may be more prone to identifying the similarities between the child and the book’s characters. For this reason, it is particularly important for the nurse to caution parents not to confront the child in this manner.

The selection of books is difficult. Even when you know some useful books, there will be situations where it is necessary to find another book for a specific child. There are many resources to aid in the search for a book. Perhaps the most helpful is a librarian. Children’s librarians are not only familiar with children’s literature, they know which books are popular with children. A number of reference books are available. Dreyer’s The Boo kfinder indexes books by psychological, behavioral, and develop- mental topics; Rubin’s Using Bibliotherapy4 and Bernstein’s Books to Help Children Cope with Separation and Loss7 are also good resources. Children and Books by Sutherland and Arbuthnot’ offers a comprehensive view of children’s literature as well as discusses numerous specific books. We have supplied annotations of some books treating themes related to loss (table 1). Annotations of children’s books will help decide whether the book may be useful, but the annotation can never serve as a substitute for a careful reading of the book.

As an adjunct to nursing care, bibliotherapy offers many opportunities

Table 1 . Annotation of Children’s Books

Books to Read to Children

Brown, Margaret Wise. The Runaway Bunny, illustrated by Clement Hurd. Harper, 1942. unpaged.

This is a delightful book, which treats the themes of separation and anger at parents. The brightly colored illustrations are particularly entrancing to young children. A fuller description is in the text.

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Table 1. Continued

('clrlsorz, Natalie Savage liutiawa_e Marie Louise, illustrated by Jose A n q o and Ariane Dewey. Scribiicrr, 1977. 29 pp .

Marie Louise, a little mongoose, is very naughty and is spanked by her mother. Marie Louise decides to run away and look for a new mother, but no other animal she asks wants her to be their child, and she really does not want to be anything other than a inongoose. Marie Louise and her mother are finally reunited and decide to run away home together.

The book has delightful, simple, color illustrations that clearly portray Marie 1,ouise's anger at her mother, her concern over finding a new mother, and her relief when she and her mother are reunited. The story should appeal tomost youngchildren.

A ho:jpitalized child particularly is likely to feel anger toward his parents for what may be perceived as abandonment. This story presents the anger and retaliation in a sak manner, since the decision is in the hands of Marie Louise. Since the story uses an i iml characters there is no direct threat to the reader.

1,ic I I ri i, I , co. Fish is Fish, illustrated by Leo Lioiiiii. I'aritheoi, 1970. 29 pp .

A iisli and a tadpole are inseparable friends until the tadpole becomes a frog and leaves :he pond. When the frog returns he tells his fish friend about the wonders of the world I t i i I t ) ! ' water. Fish is so intrigued that he jumps to the bank and lies grasping for hrcari! until Frog manages to return him to the water. Fish concludes that a frog is ;I iIog and a fish is ii fish.

' iiiii''? h g c . b;ip,!ltly colored pictures are very appealing to children. The story presents the idea o f being different at a basic level; there are no feelings associated ivilh the differences. The concept that some have needs different from the needs of others is present. This book might be especially useful as a beginning preparation for :I child who will experience a future of being different.

hlax riiakes mischief and is sent to bcd without supper. In his room, Max takes an im;igi:iai-y voyage to the land of Wild Things, huge ghoulish monsters. Here, M a s ;is-

!,e~[s hiinself as king o f all Wild Things. After directing a delightful romp, Mas sends file Wild Things to bed without supper, while he returns to his own real supper.

'I'his book received a Caldecott medal for its illustrations. The imaginatively rendered Wild Things are blatant fantasy and so obviously controlled by Max that they are not teared by children. The content of each picture is immediately obvious, but the details :illow for hours of exploration.

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Bib lio therapy with Children 47

The child’s desire for control over the world’s large, powerful, inexplicable beings, the desire for self-control, and the need to control strange environments are all ad- dressed in this book. Even the child’s anger at a parent is dealt with in Max’s fantasy. Children aged 2 to 8 years respond to these themes. Since fantasy is a common coping mechanism for children, particularly in the 4 to 8 age range, Where the Wild Things Are is a natural medium for assisting children experiencing anger a t parents or any loss of control.

Steig, William. Sylvester and the Magic Pebble, illustrated by William Steig. Windmill Books, 1969. 32 pp .

Young Sylvester finds a magic pebble and has fun making wishes come true, until he encounters a lion and fearfully turns himself into a stone to hide. Sylvester finds he is unable to resume his original donkey form. His parents search and grieve for their lost son, and eventually Sylvester and his parents are reunited.

Separation from parents is especially painful for the toddler and preschooler. This story, where the parents search so diligently, grieve for their loss, and eventually find their child, should be reassuring to a young child. The book might be particularly helpful if parents share it with their child, helping the child understand how much he is missed when they are separated.

Sylvester and the Magic Pebble was the recipient of a Caldecott award for its art- work. While all of the characters are animals, this book was initially a source of contro- versy because pigs were chosen to represent policemen.

Vestly, Anne Cat~ffrina. Hello, Aurora, illustrated by Leonard Kessler, translated from the Norwegian by Eileen Amos. Crowell, 1977. 143 pp.

After moving to an apartment, Aurora finds making new friends difficult. Her troubles are increased because her family is different. Aurora’s lawyer mother goes to work while her doctoral candidate father stays home with Socrates, her baby brother, and Aurora. In a humorous, relaxed style, Hello, Aurora grapples with Aurora’s feelings of loss upon leaving her neighborhood and old friends, her fear of a new place and people, and the sense of being different and not accepted. Vestly lets us share in Aurora’s feelings without labeling them. There are no “perfect” characters here; they all have troubles. Aurora’s family accepts the limitations of its members in mutual support.

Kessler’s drawings enhance the straightforward story Vestly tells. This book lends itself well to being read to a child or for an older child to read independently.

Books for Children to Read

Blume, Judy. Deenie. Bradbury Press, 1973. 159 pp.

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Table 1. Continued

Deenie is a 14-year-old girl whose mother has been planning her modeling career since her childhood. This is changed when Deenie develops scoliosis, and she and her family have to cope with a very different life for Deenie. Deenie’s denial of being different, her denial of the need for a brace, and her fear of being handicapped are central to the story. Besides these responses to illness, the story deals with other adolescent problems like body image changes, boyfriends, sexual awareness, and identity formation.

Judy Blume’s novels are popular with young readers; her realistic treatment of adolescent questions and problems are well-received. Deenie should be particularly useful for older children adapting to a body image change.

B,yars, Betsy The House of Wings, illustrated by Daniel Schwartz. Viking, 19 72, 142 p p .

When Sammy’s parents leave him with his grandfather while they get settled in Detroit, Sammy is desolate. He feels utterly abandoned and rejected and very angry at this grandfather, a strange old man living in a ramshackle house with geese and an owl. Sammy runs away and hisgrandfather follows until suddenly they encounter a wounded crane in the forest. Their mutual project to save the crane helps Sammy resolve his anger at his grandfather. Sammy begins to see that they may be able to get along.

The illustrations are hazy, almost magical. They do not defiie the story too specifi- cally, which allows readers to use their own imaginations. Rather, the illustrations capture the spirit and mood of the story.

The theme is of loss and rejection. Sammy’s parents simply disappear without telling him what they are doing. This may threaten a hospitalized child even though the context of the story should not be a problem. Sammy does begin to work through his angel and to adapt, carefully and slowly, as he accepts his situation and his grandfather.

Corbin, William. The Golden Mare, illustrated by Pers Crowell. Coward-McCann, 1955. 122 pp.

This is the story of Magic, an old horse, and Robin, a lonely boy suffering from physical limitations. In Robin’s imagination they rise above these limitations and experience great adventures, and one night they face a real test against a mountain lion. Corbin describes the daily events of family life on a ranch. Robin’s feelings and difficulties are realistically portrayed. His coping with physical differences is the major theme o f t h s book.

This story appeals to children’s sense of right and wrong and to their imaginations. Facing an inevitable event is vividly described, as is the support to be obtained from family and friends. It should be noted that the story is very sad, that the death of Magic is touchingly portrayed and very moving for the reader. For this reason, this book may not be appropriate for some children.

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Bib liotherapy with Children 49

DeA ngeli, Marguerite. The Door in the Wall. Doubleday, 1949. 112 pp.

When Robin’s legs become useless after an illness his future is no longer assured. A boy born of a noble family in medieval England is expected to become a knight, and how can he even be a page if his withered legs will not allow him to ride a horse or serve his master. Robin has many adventures and proves his bravery when the Welsh lay seige to the castle. At the same time, he discovers his limitations and some new talents.

The story is fast paced and exciting. Some language usage may be troublesome to some readers. The majority, however, should not find it difficult.

Robin goes through the various stages leading to acceptance of his handicap, cul- minating in his finding his own door in the wall. Since the book deals with paralysis it may not be suitable for readers in the early stages of dealing with a similar problem. The book should be of value to those facing a struggle to adapt to an altered body image of another sort.

Little, Jean. Listen for the Singing. E.P. Dutton, 1977. 215 pp.

Anna, a girl with poor vision, is about to enter high school. She knows it will be hard because of her limited sight. The year is 1939, and Anna’s family is from Germany, so they are torn between loyalty to their new country, Canada, and old ties to family and friends in Germany. These two ideas form the framework for the story, which is complicated when Rudi, Anna’s brother who had joined the Navy, is blinded in an accident. Suddenly Rudi, on whom Anna had always depended, is helpless, and it is up to Anna to help him confront his loss and grief.

Listen for the Singing would be useful for a school-age child faced with a handicap or prejudice. The book deals with the struggles associated with being different and shows how one family manages to cope. Anna’s feelings are portrayed realistically as she faces her classmates, making them recognize her handicap and accept her in spite of it.

Savitz, Harriet May. Fly, Wheels, Fly. Day Publishers, 19 70. 90 pp.

Jeff and Chuck are confined to wheelchairs, one since birth and the other since a recent fall. Together they discover there is more to their futures than their disabilities led them to expect. The change in their attitude results from meeting Joe who intro- duces them to wheelchair sports and the National Wheelchair Championships.

This book has a frank educational purpose, nevertheless, the boys’ feelings of help- lessness, frustration, anger, and pride in accomplishment are wellestablished and could serve as a springboard for discussion with any handicapped child. One cau- tionary note is that because of the brevity of the book, the difficulty of mastering a

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new sport “feels” almost effortless to the reader. A child frustrated by small or slow successes may need to be reminded that the day-to-day grind is only touched lightly in this book.

Withcvidge, t:’lizabeth. Dead End Bliifx illustrated by Charles Geer,

The summer before entering the ninth grade is a summer of challenge for Quig. He is determined to find a summer job, is in training for a swimming meet he desperately wants to win, and is working to solve the disappearance of some valuable elkhound puppies Quig is also blind, and while this seldom stops him from his accomplishments, things are sometimes more difficult. Not only does he have to face the obstacles of his handicap, but the attitudes of others, particularly his father, pose additional problems.

This well-written, absorbing story about a boy who has adjusted to his handicap should interest a wide range of readers. Quig is a likable character, and his summer adventures should be familiar to many. His blindness is accepted, and the reader accepts it too. While the story is too direct to use with any newly blinded young person, those with other handicaps may relate to Quig’s situation.

‘4 therlcrirtl, 1966. I86 pp.

for helping children experiencing losses and other stresses. Providing a child with the right book at the right time to assist the child to cope I S a satisfying experience for all involved.

REFERENCES 1.

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lms and Grief: Psychological Management in Medical Practice. Columbia Univ. Press, 1070, p. 4. Alston, E.F.: Bibliotherapy and psychotherapy. Library Trends 11:1.59-176, 1962. Whippie, G.: Practical problems of schoolbook selection for disadvantaged pupils. In Reading and Realism, edited by Figurel, J.A., Newark, Del., Pro- czedings of the 13th Annual Convention of the International Reading Asso- ciation. 1969, p. 19.5. Rubin, R.J.: Using Bibliotherapy: A Guide to Theory and Practice. Phoenix, OryxPiess, 1978,pp. 69,71,73. Marshall, G.: Make way for children. Elernentary School Journal 75:480484, 197.5. Dreyer, S.S.: The Bookfinder: A Guide to Children’s Literature about the Needs and Problems o f Youth Aged 2-15. Circle Pines, Minn., American Guidance Service, 1977. Hernstein, J.: Books to Help Children Cope with Separation and Loss. Bowker, N.Y., 1977. Sutherland, Z., and Arbuthnot, M.H.: Children and Books, 5th ed., Glenview. Ill., Scott, Foresman, 1977.

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bibliotherapy with children experiencing loss

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