Quality Books about Bullying in the Young Adult Tradition

Autor/inn/en	Larson, Joanne; Hoover, John H.
Titel	Quality Books about Bullying in the Young Adult Tradition
Quelle	In: Reclaiming Children and Youth, 21 (2012) 1, S.49-55 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-5701
Schlagwörter	Books; Bullying; Adolescent Literature; Bibliotherapy; Aggression; Peer Relationship; Literacy; Fiction; Middle School Students; Secondary School Students; Reading Lists + Suchen Sie Ihr Suchwort? Book; Buch; Monographie; Monografie; Mobbing; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Bibliotherapie; Peer-Beziehungen; Alphabetisierung; Schreib- und Lesefähigkeit; Fiktion; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sekundarschüler
Abstract	Anti-bullying experts employ trade books in dealing with contemporary issues facing young people, including bullying. At least three conceptual strands underpin the application of young adult literature (YAL) in such enterprises: (1) reliance on tested voices appealing to young readers; (2) the potential effect of quality YAL on literacy development; and (3) the use of YAL in bibliotherapy. The latter construct refers to utilization of reading material in directed counseling and youth development. This study addresses: (1) the relationship between bibliotherapy and literacy development; (2) themes in books about bullying; and (3) the literary quality of available adolescent fiction addressing peer-on-peer aggression among middle-school and secondary students. This article provides a comprehensive list of recent, high-quality trade books targeting middle-school and secondary students that address bullying. (Contains 2 tables.) (ERIC).
Anmerkungen	Reclaiming Children and Youth. PO Box 57 104 N Main Street, Lennox, SD 57039. Tel: 605-647-2532; Fax: 605-647-5212; e-mail: journal@reclaiming.com; Web site: http://reclaimingjournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10