An inquiry into the effectiveness of bibliotherapy for children with intellectual disability.
The present study was aimed at developing a grounded theory on how bibliotherapy influences children with intellectual disabilities. Participants were selected among the students of four primary schools in Tehran. They received, for 3 years, a special bibliotherapy intervention provided by the publi...
| Publicado en: | International Journal of Developmental Disabilities Vol. 65; no. 4; pp. 285 - 293 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Sep2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=138199754&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 138199754 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: Sep2019 vid: 65 iid: 4 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 138199754 138199754 138199754 10.1080/20473869.2018.1466509 138199754 ppf: 285 ppct: 8 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: An inquiry into the effectiveness of bibliotherapy for children with intellectual disability. aug: au: Mehdizadeh, Mahsa Khosravi, Zohreh affil: Faculty of Psychology and Education, Alzahra University, Tehran, Iran sug: subj: Intellectual Disability Prevention and Control Bibliotherapy Iran Treatment Outcomes Iran Human Child Libraries, Public Purposive Sample Interviews Grounded Theory Learning Methods Qualitative Studies Storytelling Students, Elementary Child: 6-12 years ab: The present study was aimed at developing a grounded theory on how bibliotherapy influences children with intellectual disabilities. Participants were selected among the students of four primary schools in Tehran. They received, for 3 years, a special bibliotherapy intervention provided by the public library in cooperation with a team of experts; The bibliotherapy sessions were held once a week during the academic year. 10 teachers, 4 mothers, and 4 agents (librarians) were selected using a purposeful sampling method, and were interviewed using in-depth interviews. Data analysis was performed using the grounded theory. 'Improvement of skills necessary for adjustment to disability' was identified at the core of grounded theory. Bibliotherapy, as a guided learning method and an add-on therapy, based on an accurate identification of intellectually disabled children's needs and behaviors, providing them with supplemental education materials, empathy, and cooperation among experts from different fields. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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