The Effect of Bibliotherapy Method on Social and Emotional Learning Skills in Gifted Children

Abstract

Gifted individuals differ from their peers in terms of social and emotional aspects as well as cognition. These characteristics have advantages and disadvantages. To turn their disadvantages into advantages, they need to receive qualified counseling and guidance services. Bibliotherapy is an effective method in the counseling process for gifted individuals. In this context, the current study aims to examine the effect of bibliotherapy on the social and emotional skills of 11-12 year old Science and Art Center (SAC) students. The research model was an experimental design with experimental and control groups. A total of 120 gifted students participated in the study, and the "Social Emotional Learning Skills Scale (SELSS)" was used as a data collection tool to determine their social and emotional learning levels. Twelve students with below-average scores were randomly assigned to the experimental group and 12 to the control group. The implementation lasted for eight weeks. It was observed that there was a significant difference in the social and emotional skills of the students who participated in the group guidance program prepared with bibliotherapy method and the students who did not participate in the group guidance program prepared with bibliotherapy method in favor of the students. The results were discussed in the context of the current literature, and recommendations were presented.