cyp turk j psychiatry and psychol Kıbrıs Türk Psikiyatri ve Psikoloji Dergisi 1302-7840 2667-8225 Kıbrıs Ruh Sağlığı Enstitüsü Developmental Psychology Testing, Assessment and Psychometrics Educational Psychology Gelişim Psikolojisi Test, Ölçme ve Psikometri Eğitim Psikolojisi Bibliyoterapi Eğitiminin Sosyal-Duygusal Beceriler İle Okuma İlgisi ve Okuma Motivasyonuna Etkisi The Impact of Fairy Tale and Short Film Based Bibliotherapy Training: Social, Emotional and Reading Skills of Psychological Counselor Candidates https://orcid.org/0000-0002-1042-5411 Başarı Şengül NEAR EAST UNIVERSITY https://orcid.org/0000-0002-2168-1795 Güneyli Ahmet LEFKE AVRUPA ÜNİVERSİTESİ https://orcid.org/0000-0002-7668-618X Latifoğlu Yıltaş Gözde Atatürk Öğretmen Akademisi https://orcid.org/0000-0002-1300-7397 Kahveci Gül EUROPEAN UNIVERSITY OF LEFKE 03 27 2023 5 1 13 24 08 14 2022 01 22 2023 Copyright © 2000, Kıbrıs Türk Psikiyatri ve Psikoloji Dergisi 2000 Kıbrıs Türk Psikiyatri ve Psikoloji Dergisi

Bu araştırmanın amacı, bibliyoterapi eğitiminin psikolojik danışman adaylarının, sosyal-duygusal becerileri ile okuma ilgisi ve okuma motivasyonuna etkisini incelemek ve psikolojik danışman adaylarının bibliyoterapi uygulamalarına ilişkin görüşlerini almaktır. Araştırma deneysel bir çalışma olup, çalışmada nicel verileri desteklemek amacıyla nitel veriler de elde edilmiştir. Araştırmanın çalışma grubunu, Yakın Doğu Üniversitesinde 2017-2018 Bahar Döneminde Rehberlik ve Psikolojik Danışmanlık bölümünde öğrenim gören 3. sınıf 10 psikolojik danışman adayı oluşturmaktadır. Araştırmada nicel verileri toplamak amacıyla Sosyal Beceri Envanteri, Yetişkin Okuma Motivasyonu Ölçeği ve Okuma İlgisi Ölçeği kullanılırken, araştırmanın nitel verilerini toplamak amacıyla yapılandırılmış görüşme formu kullanılmıştır. Araştırma sonucunda bibliyoterapi eğitiminin katılımcıların Sosyal Beceri Envanterinde yer alan duyuşsal duyarlılık alt boyutundan aldıkları son test puanlarının, ön test puanlarına göre anlamlı düzeyde yüksek olduğu belirlenmiştir. Çalışmada katılımcıların bibliyoterapi eğitiminden sonra Yetişkin Okuma Motivasyonu Ölçeği genelinden ve ölçekte yer alan tanınma alt boyutundan aldıkları ön test ve son test puanları arasında istatistiksel olarak anlamlı bir fark olduğu sonucuna ulaşılmıştır. Bu çalışma sonucunda bibliyoterapi eğitimi katılımcılar tarafından etkili, faydalı, kullanışlı ve eğitici bulunmuştur. Ayrıca araştırmadan elde edilen verilere göre, psikolojik danışman adaylarının bibliyoterapi tekniğini ileride okul psikolojik danışmanı olduklarında kullanacaklarını belirttikleri görülmüştür.

The objective of this study is to examine the impact of bibliotherapy on the social-emotional skills, reading interest and reading motivation of psychological counselor candidates. The research is an quasi-experimental study and qualitative data were obtained in order to support the quantitative data. The study group consisted of 10 third year psychological counselor candidates studying in the Department of Guidance and Psychological Counseling at Near East University in the Spring Term of 2017-2018. In order to collect quantitative data, Social Skills Inventory, Adult Reading Motivation Scale and Reading Interest Scale were used and a structured interview form was employed to collect qualitative data. As a result of the study, it was determined that the post-test scores of the emotional sensitivity subscale of bibliotherapy training were significantly higher than the pre-test scores of the participants. In the study, it was concluded that there was a statistically significant difference between the pre-test and post-test scores obtained from the Adult Reading Motivation Scale and the recognition sub-dimension after bibliotherapy training. As a result of this study, bibliotherapy training was found to be effective, beneficial, useful and educational by the participants. In addition, according to the data obtained from the study, it was seen that the psychological counselor candidates stated that they would use the bibliotherapy technique when they become school counselors in the future.

 Bibliotherapy Social-emotional skills Reading interest Reading motivation Bibliyoterapi Sosyal-duygusal beceriler Okuma ilgisi Okuma motivasyonu Aka, B.T. and Gençöz, F. (2010). The Effect of Cinematotherapy on Perfectionism and Perfectionism Related Schemas. Turkish Journal of Psychology. 25 (65), 69. Başarı, Ş., Latifoğlu, G. & Güneyli, A. (2018). Influence of bibliotherapy training on the social-emotional skills for sustainable future. Sustainability, 10, 4832. https://www.mdpi.com/2071-1050/10/12/4832 Baumeister, R. F., Campbell, J. D., Krueger, J. I. and Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4 (1), 1-44. Bulut, S. (2010b). Use of Bibliotherapy Method by Psychological Counselors and Teachers in Schools. Electronic Journal of Social Sciences. 9 (34) (017-031). Cook, K. E., Earles-Vollrath, T. and Ganz, J. B. (2006). Bibliotherapy. Intervention in School and Clinic, 42(2), 91-100. Felski, R. (2016). What good is literature? (translated by E. Ayhan). İstanbul: Metis Publications. Forgan, J. W. (2002). Using Bibliotherapy to Teach Problem Solving. Intervention in school and Clinic, 38, No: 2, 75–82. Gladding, S. T and Gladding, C. (1991). “The ABCS of Bibliotherapy for School Councellors.”School Counselor, 91, vol.39 Issue 1, pp. 5-7. Grabe, W. (2010). Reading in a second language. R. B. Kaplan (Ed.) in The Oxford handbook of applied linguistics (pp. 88-99). New York: Oxford University Press. Heath, M. A., Sheen, D., Leavy, D., Young, E. and Money, K. (2005). Bibliotherapy: A resource to facilitate emotional healing and growth. School Psychology, 26 (5), 563-580. Hébert, T. P. and Fumer, J. M. (1997). Helping high ability students overcome math anxiety through bibliotherapy. The Journal of Secondary Gifted Education, 8(4), 164- 178. Herbert, T. P. and Kent, R. (2000). Nurturing social and emotional development in gifted teenagers through young adult literature. Roeper Review, 22(3), 167-171. Higgins, M., McKevitt, C. and Wolfe, D. A. (2005). Reading to stroke unit patients: Perceived impact and potential of an innovative arts-based therapy. Disability and Rehabilitation, 27 (22), 1391-1398. Ilıcak, G. and Bal, F. (2019). Investigation of the Effects of Fairy Tale Therapy on Kindergarten Students' Social Communication Skills. Eurasian Journal of Researches in Social and Economics (EJRSE).6 (3). S.517-533. İlter, B. (2015). The Effect of Bibliotherapy Technique on the Excellence Level of Gifted Children. Fatih Sultan Mehmet Foundation University, Social Sciences Institute. Published Master Thesis. Istanbul. Jackson, S. A. and K.W. Nelson (2002). “Use of Children’s Literature in a Comprehensive school Guidance Program for Young Children “Early Childhood Literacy: 2001 Yearbook. Johnson, C. E., Wan, G., Templetom, R. A., Graham, L. P. and Satter, J. L. (2000).“Booking it” to peace. Bibliotherapy guidelines for teacher. Climax, NY: Rapid Intellect Group. Jones, J. L. (2006). A closer look at bibliotherapy, Young Adult Library Services Fall, 24-27. Karagöz, B. (2015). The Use of Children's Literature in the Context of Protecting Self Value. International Journal of Social Research,8(40), 486-493. Karaköse, Ş. and Karaköse, R. (2011). Spiritual Therapies from Mevlana. İstanbul:Yediveren. Keleş, Ö. (2006). Examination of Reading Habits in 4th and 5th Grade Primary School Students. Unpublished Master's Thesis, Gazi University Institute of Educational Sciences, Ankara. L’Esperance, J. M. and White (2006). Harry Potter and the transitions group: A developmental curriculum (Doctoral dissertation, Antioch University, Antioch New England Graduate School, 2006). Llosa, M. V. and Fuentes, C. (2014). Praise to Literature (translated by C. Üster). İstanbul: Notos Books Publishing. Lucas, C.V. and Soares, L. (2013) Bibliotherapy: a tool to promote children’s psychological well-being. J Poet Ther, 26:137–147. Öncü, H. (2012). Use of Bibliotherapy Method for Psychological Counseling and Guidance in Schools. Turkey Social Studies Journal, 161 (161). Öner, U. (1987) “Bibliotherapy.” A.Ü. EBF Journal volume:20, pp. 1-7. Öner, U. (2007). Bibliotherapy. Çankaya University. Faculty of Arts and Sciences, Journal of Arts and Sciences,7, 133-150. Öner, U. and Yeşilyaprak, B. (2006). Bibliotherapy: Use of Child Literature in Psychological Counseling and Guidance Programs. II. National Children and Youth Literature Symposium Proceedings Book (Ankara University, Faculty of Educational Sciences), Publication No: 203, Ankara, pp.559-565. Özcan, C. T., Oflaz, F. and Durukan, İ. (2010). Contribution of Interpersonal Problem-Solving Education in Children with Attention Deficit Hyperactivity Disorder Receiving Psychostimulant Drug Therapy. Bulletin of Clinical Psychopharmacology, 20 (2), 125-131. Pardeck, J. T. and Markward, M.J. (1995). Bibliotherapy: Using books to help children deal with problems. Early Child Development and Care, 106, 75-90. Proust, M. (2016). Creative Reading (translated by A. Günay). İstanbul: Palto Publications. Rainfield, C. (2003). Books Can Help You Heal. Online Sources. Semerci, Ü. (2018). Mesnevi and Bibliotherapy. Master Thesis. Hittite University. Social Sciences Institute. Corum. Sever, S. (2004). Turkish Teaching and Complete Learning. Ankara: Anı Publishing. Ülper, H. (2009). Acquiring Reading and Sense-Making Skills. Ankara: Nobel Publications and Distribution Wang, J. H. Y. and Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between US and Chinese students. Reading Research Quarterly, 39 (2), 162-186. Wilson, S. (2009). “Better You Than Me”: Mathematics Anxiety and Bibliotherapy in Primary Teacher Professional Learning. Australian Catholic University. Accessed on: 10 March 2016, http://www.merga.net.au/documents/Wilson RP09. pdf. Wolpov, R. and Askov, E. (2001). Widenet frame works and practice: From bibliotherapy the literacy of testimony and Witness. Journal of Adolescent and Adult Literacy,67 (7), 606-609. Yavuz, M. H. (2002). Tales and educational functions. Ministry of Culture Publications: Ankara. Yavuzer, Y. and Karataş, S. (2015). Non-Test Techniques in Recognizing the Individual. Ankara: Nobel. Akademi Publications. Yılmaz, M. (2014). Healing with Knowledge: Bibliotherapy. Turkish Librarianship. 28, 2 169-181.