Narracje towarzyszące - interpretujące oraz wychowawcze w procesie biblioterapeutycznym

Abstract

The article presents two possible directions of bibliotherapeutic work. One of them is the so‑called biblio‑educational approach, which stresses developing new cognitive experience, acquiring new knowledge, widening the manner of treating a given problem. The characteristic features of this type of work are: orientation to task, a straightforward moral and educational judgement of literary protagonist’s behavior and directive communication and external control. The mechanisms activated in the process of this type of work are modeling and imitation. At the same time, the comments of the guide take form of the accompanying educational narratives. The other direction of work is referred to as strictly bibliotherapeutic. Its specificity is characterized by the following elements: an openness to understanding of meanings, interpretation of behavior and its meaning without applying a judgement, direct and nondirective communication, auto‑control. The work, in the process of which the accompanying interpreting narratives are being are constructed, is based on the assumption that new emotional and relational experience is developed, the way of understanding oneself is enriched, one changes the way of thinking about oneself, the auto‑reflection is added. The mechanisms significant for this type of work are projection, displacement.