1. THE EFFECTS OF
BIBLIOTHERAPY ON THE
BULLYING BEHAVIORS OF
ADOLESCENTS
A Thesis presented in partial fulfillment of the requirements for the degree of
Educational Specialist in Human Services, Learning Resources in the
Department of Educational Leadership and Human Development
Angela Van Batavia
University of Central Missouri
April, 2012

2. Thesis Statement
• Students who participate in a bibliotherapy unit regarding
bullying are less likely to bully others and more likely to
intervene when other students are being bullied.

3. “We all are either
bullies, bullied, or
bystanders”
(Dr. Richard Gross, American Medical
Association Forum on Bullying,
“Introduction” sec.).

4. Definitions
• Bibliotherapy—Fixed reading of documents that helps readers
understand themselves and cope with problems relevant to
their personal situations and developmental needs
(Janaviciene 119).
• Bullying—Repeated confrontations that are physical or
relational between or among students with a direct intent to
cause harm (Olweus, What is Bullying; Graham 66); to qualify
as bullying there also needs to be an imbalance of power
between the victim and perpetrator (Lodge and Frydenberg
330).
• Bullying bystanders—In a bullying situation, the student(s)
who watch the bullying incident occur (Lodge and Frydenberg
330; Karna and Voeten 263).

5. Definitions
• Bullying perpetrator—In a bullying situation, the student who
is committing the act; can be referred to as the “aggressor” or
“bully” (Olweus, Bullying or Peer Abuse 197).
• Bullying victim—In a bullying situation, the student who is
being targeted, or picked on (Olweus, Bullying or Peer Abuse
197).
• Empathy—A person’s emotional response to someone else’s
perceived emotions; empathy facilitates prosocial behavior
and inhibits antisocial behavior (Jolliffe and Farrington 540).

6. Definitions
• Direct bullying—Repeated confrontations between
students that involve physical actions (Joliffe and
Farrington 540)
• Indirect bullying—Confrontations between students that
involve purposely ignoring, giving mean looks, or using
hurtful words (Joliffe and Farrington 540)

7. What does the
literature say?
1. Zero-tolerance and
character education
programs have a
mixed success rate
(Merrell et al.).
2. Bullies often exhibit
lower levels of
empathy than those
who don’t regularly
bully (Joliffe and
Farrington)
3. Bystanders are the
key. Many new bully
prevention programs
focus on changing
the behaviors of the
bystander instead of
changing the
behavior of the bully
(Karna and Voeten).

8. Results of Bullying
In 2010 Graham reported that Bullying victimization is connected
bullying perpetrators are more to low self-
aggressive and victims are more esteem, anxiety, depression, and
vulnerable than in the past suicidal ideation (Crothers and
(Graham 66). Kolbert 133).
Stagg Elliott reports for The Targets have been shown to be
American Medical Association more socially isolated, lack social
that bullies are more likely to drink skills, have more anxiety, and
and smoke, more likely to grow up have a higher risk for depression
to abuse their spouses, and more and suicide (Smith et al. 547).
likely to engage in criminal
behavior.
Bullies and targets have both
shown poorer psychological
Bullies are more likely to drop out adjustment than those not
of school and engage in involved in bullying (Smith et al.
delinquent behaviors 547).
(Gottfredson, Gottfredson, and
Hybl 201).

9. School Population: K-5 Elementary school in suburban
Kansas City; 512 students; 35% Free and reduced; 75% White; 1 librarian with
fixed schedule on 4-day library rotation; three 5th grade classes with 83 total
students
Control Group Testing Group
• Two fifth-grade classes • One fifth grade class with
with 56 combined 27 students.
students • 15 boys and 12 girls in the
• Of the 56 students, 30 testing group; all of the
parental consent forms consent forms were
were returned; 14 boys returned.
and 16 girls • Of those who returned
• Of those who returned consent forms, all signed
consent forms, all signed assent forms.
assent forms.

10. Lesson Plans for bullying bibliotherapy
• Unit Objectives: • Day 1:
• You will understand -Using Wall
Wisher, http://wallwisher.
character motivation
com, brainstorm the
and cause and effect. questions with a partner
• You will be familiar and record your
with online resources. answers:
1. Why are students in
your school bullied?
2. What could you do if
you saw someone
being bullied?

11. Lesson Plans for bullying bibliotherapy
• Day 2: • Day 3:
-Review Wall Wisher -Review aspects of autism
postings and discuss and using
-Read chapter 1 and 2 http://www.kidblog.org
(aloud) of Anything but write down traits that
Typical by Nora Raleigh caused Jason to be bullied.
Baskin. -Microsoft Lync call with
Asst. Principal at a nearby
middle school to discuss
bullying—at school and
personally.

12. Lesson Plans for bullying bibliotherapy
• Day 4: • Day 5:
-Students shared some -Read A Shelter in Our
examples of their Car by Monica Gunning
siblings/friends being and discussed bullying
bullied (unplanned). We because of lack of money.
talked about reasons -Using Powerpoint, create
why those a comparison slide
siblings/friends were describing the
bullied and how characteristics that the
bystanders could have main character can
changed or helped the control and things she
situation. cannot control. Discuss
which of these traits
bullies pick on more.

13. Lesson Plans for bullying bibliotherapy
• Day 6: • Day 7:
Cyberbullying: Bystanders: Watched
Students watched clips clip on bystanders and
on Netzsmartz their role in bullying.
-Read article on Megan -Read Terrible Things
Meier by Eve Bunting and
-Students discussed used Mobi to write one
cyberbullying and why word to describe the
they thought it was situation at the end of
easier to bully this way the book when no
than face to face. bystanders helped.

14. Lesson Plans for bullying bibliotherapy
• Day 8 and 9: • Day 10:
-Final Project Choice: -Present Glogs and Comic
1. Using
Strips
Glogster, create a
poster describing the
feelings of someone
who is bullied.
2. Using Make Belief
Comix, create a
comic strip showing
how a bystander can
help someone being
bullied.

15. Glogster Posters and
Make Belief Comic Strips
• Isabella and Carol • Pirate Victim
• Brayden • Weird Hair Victim
• Beezus • Grandpa Bystander
• Sophie • Wheelchair Victim

16. Results of Bullying Survey
Table 1 Percentage of students responding to bullying behaviors and experiences
Percentage responding "yes"
Testing group Control group
n = 27 n = 30
Been bullied at school in the past couple of months 22% 53%
Have you taken part in bullying another students 3% 16%
Have you seen someone being bullied 44% 73%
Are you afraid of being bullied 29% 50%

17. Results of Bullying Survey
Table 3 Percentage of students who claim that they have taken positive action when they
witnessed a bullying incident occur at school in the last couple months (students were
allowed to choose any answer that applied)
100% responded "yes" 95% responded "yes"
Testing group Control group
Number of students who have seen a bullying
incident 12 22
I told a teacher or another adult 8% 32%
I told the bully to stop 50% 64%
I stood up for the person being bullied 67% 73%

18. Results of Bullying Survey
Table 3 Percentage of students who claim that they have taken positive action when they
witnessed a bullying incident occur at school in the last couple months (students were
allowed to choose any answer that applied)
100% responded "yes" 95% responded "yes"
Testing group Control group
n = 12 n = 22
I told a teacher or another adult 8% 32%
I told the bully to stop 50% 64%
I stood up for the person being bullied 67% 73%

19. Threats to validity and obstacles
(between-subjects research)
• History and Maturation—10 weeks of library lessons, not
counting Spring Break, end of 3rd quarter work day.
• Assignment bias—What were the relationships like in the
classes before I began the bibliotherapy?
• Fixed Library Schedule—4-day rotation with a 30-minute
lesson schedule. Every Friday, Gifted students are out of
the building.
• Laptop issues—5-10 minutes to log on/off
• Partnering up—Approximately 2:1 laptop ratio in 5th grade

20. Conclusions
Thesis: Students who participate in a bibliotherapy unit
regarding bullying which focuses on empathy are less likely
to bully others but only slightly more likely to intervene
when other students are being bullied.
1. Students who participated in bullying bibliotherapy
experienced and participated in less bullying than those
who did not.
2. Students who participated in bullying bibliotherapy were
only slightly more likely to intervene when other
students were being bullying.

21. Applications
• Talk to teachers and administrators. Get permission from
your building administrator. Ask to review Student Survey
data.
• Collaborate with the social worker, counselor, teachers.
Use the adopted school bullying language.
• Give the students time to talk and allow the students to
talk with others who have different perspectives.
• Make text to world, text to self connections before, during
and after reading.
• Use different forms of media in lessons.

22. Works Cited
Graham, Sandra. “What Educators Need to Know About Bullying Behaviors”, Phi Delta Kappan, 92.1 (2010): 66-69. Academic Search Complete. Web. 17 Feb. 2011.
Crothers, Laura and Jered Kolbert. “Tackling a Problematic Behavior Issue: Teachers’ Intervention in Childhood Bullying Problems.” Intervention in School and Clinic.
43.3 (2008): 132-139. SAGE. Web. 1 Mar. 2012.
Gottfredson, Denise, Gary Gottfredson, and Lois Hybl. “Managing Adolescent Behavior: A Multiyear, Multischool Study.” American Educational Research Journal, 30.
(1993): 179-215. Academic Search Complete. Web. 28 Mar. 2011.
Gross, Richard. “Educational Forum on Adolescent Health: Bullying.” AmericanMedicalAssociation. American Medical Association. 2002. Web. 20 Oct. 2011.
Janaviciene , Daiva. “Bibliotherapy Process and Type Analysis: Review of Possibilities to Use in the Library.” Bridges/Tiltai. 32.4 (2010): 119-132. 152-173. Academic
Search Complete. Web. 3 Mar. 2011.
Karna, Antti, and Marinus Voeten. “Vulnerable Children in Varying Classroom Contexts.” Merrill-Palmer Quarterly, 56.3 (2010): 261-282. Academic Search Complete.
Web. 30 Mar. 2011.
Joliffe, Darrick, and David Farrington. “Examining the Relationship Between Low Empathy and Bullying.” Aggressive Behavior. 32 (2006): 152-173. Academic Search
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Lodge, Jodie, and Erica Frydenberg. "The Role of Peer Bystanders in School Bullying: Positive Steps Toward Promoting Peaceful Schools." Theory Into Practice 44.4
(2005): 329-36. Academic Search Complete. 2 Mar. 2011.
Merrell, Kenneth, et al., “How Effective Are School Bullying Intervention Programs? A Meta-
Analysis on Intervention Research.” School Psychology Quarterly 23. 1 (2008): 26-42. Academic Search Complete. Web. 18 Feb. 2011.
Net Smartz Workshop. Netzsmartz. National Center for Missing and Exploited Children. 2011. Web. 3 Feb. 2012
NBC Universal Media. NBC Learn. National Broadcasting Company. 2012. Web. 3 Feb. 2012.
Olweus, Dan. "Bullying or Peer Abuse at School: Facts and Intervention." Current Directions in Psychological Science (Wiley-Blackwell) 4.6 (1995): 196-200.
Academic Search Complete. Web. 2 Mar. 2011.
Smith, J., et al., “The Effectiveness of Whole-School Anti-Bullying Programs: A Synthesis of Evaluation Research.” School Psychology Review 33.4 (2004): 547-560.
Academic Search Complete. Web. 2 Mar. 2011.
Stagg Elliott, Victoria. AMA Recognizes Bullying as Child Health Problem. American Medical Association, July, 2001. Web. 15 Mar. 2011.