The Resilience-Enabling Value of African Folktales: The Read-Me-To-Resilience Intervention

Autor/inn/en	Theron, Linda; Cockcroft, Kate; Wood, Lesley
Titel	The Resilience-Enabling Value of African Folktales: The Read-Me-To-Resilience Intervention
Quelle	In: School Psychology International, 38 (2017) 5, S.491-506 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wood, Lesley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034317719941
Schlagwörter	African Culture; Folk Culture; Intervention; Resilience (Psychology); Bibliotherapy; Parents; Death; Quasiexperimental Design; Pretests Posttests; Community Resources; Knowledge Level; Comparative Analysis; School Psychologists; Measures (Individuals); Control Groups; Experimental Groups; Graduate Students; Children; Foreign Countries; Caregiver Child Relationship; Social Support Groups; Multivariate Analysis; Outcomes of Treatment; Mixed Methods Research; South Africa + Suchen Sie Ihr Suchwort? Africa; Culture; Afrika; Kultur; Bibliotherapie; Eltern; Sterbefall; Tod; Todesfall; Wissensbasis; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Messdaten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Child; Kind; Kinder; Ausland; Social support; Soziale Unterstützung; Multivariate Analyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Resilience, or the process of adjusting well to adversity, draws on personal and social ecological resources (i.e., caregiving and community supports). Previous research--conducted mostly in the Global North--has shown that bibliotherapy offers a way to support children in identifying and utilizing resilience-enabling resources. In so doing, bibliotherapy has the potential to facilitate resilience. In this article, we confirm the resilience-supporting value of bibliotherapy for African orphans and vulnerable children (OVC). To do so, we report the quantitative and qualitative pre- and post-test results of the Read-me-to-Resilience Study (N = 345). This quasi-experimental study showed that African children who listened to indigenous resilience-themed stories had a significantly increased awareness of personal and community-based protective resources post-intervention, than those who did not. Interestingly, there was no significant increase in their perceptions of caregiving resources. The findings suggest that school psychologists and teachers should include resilience-enabling stories in their support of children who are orphaned. However, further research is needed on how best to use stories in ways that will enable children to identify caregiving resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01