From the Therapist's Chair: Leah Gilbert on Bibliotherapy
At Ensemble Therapy, we care deeply about the “why” behind our practice of counseling. We believe there is not a “one-size-fits-all” approach to counseling; each therapist views the counseling process and their clients through a unique lens formed from years of education and experience.
This means that as a client, you can choose the counselor who is the best fit for you or your child. While this freedom to choose the best-fit may sound nice at first, it can be difficult to know how to choose when there seem to be so many ways to do therapy. Not only are there lots of theories on how to practice counseling, often the language behind counseling theories is difficult to understand and apply without any previous background knowledge.
As the client or the caregiver of a child client, you deserve to know and understand how your counselor practices therapy. Counseling exists for the growth and well-being of you, your family, and your community; therefore, counseling should be accessible and easy to understand for the greater public. In an effort to make our counseling practice more accessible and easy-to-understand for our clients, we want to introduce you to our counselors and their respective approaches to counseling.
Throughout the next several months, we’re going to take you through interviews with each of our therapists so you can learn the “why” behind their practice of counseling. This week, you’ll get to know a little more about Leah Gilbert, Senior Therapist at Ensemble Therapy. We hope you enjoy getting to sit a moment in the therapist’s chair and learn a little bit about counseling from our eyes.
About Leah
Leah is a Senior Therapist at Ensemble Therapy and has been on the team as a therapist since spring 2021. She received her master's degree from the counseling department at the University of North Texas. Leah has worked with children and families for the last fifteen years in public education, ten years as a school counselor, and five as a teacher. For the last two years, she has been the recipient of the CREST Award (Counselors Reinforcing Excellence in Texas) presented by the Texas Counseling Association.
Leah believes that connection and building a collaborative relationship are key to the therapeutic process. She will work with caregivers and their children to provide assistance during various challenges, transitions, and concerns. Leah utilizes expressive modalities such as play therapy, art, bibliotherapy and incorporates Solution Focused Therapy, which allows children to communicate in a developmentally appropriate manner.
“Through books, children also can see how others have encountered anxieties and frustrations, hopes and disappointments, failures and successes, and they can apply this insight toward meeting real-life situations.”
– John T. Pardeck
What is your theory/approach to therapy?
An approach I like to use, in conjunction with play therapy, is bibliotherapy. Bibliotherapy utilizes literature to create change and promote personal growth. This type of therapy has been proven to be an effective technique in aiding emotional issues, life changes, and behavioral challenges. It is not simply reading a book because it is reinforced with other modalities like discussion, expressive arts, dramatization, puppetry, role-playing, and writing.
There are two types of bibliotherapy: developmental and clinical. Developmental bibliotherapy helps a child that is undergoing a normal developmental transition and is used to prepare for the experience; like the first day of school jitters. Meeting therapeutic goals or addressing a counseling topic by a therapist is considered clinical bibliotherapy.
Bibliotherapy is a therapeutic approach that allows children to view a situation objectively and choose the level of engagement with the text — children can decide how closely they associate with the characters. Then children have a safe distance of their choosing to explore feelings or ways to overcome obstacles. It also conveys to children that this is an acceptable topic to discuss and can proceed to work out a solution. Children may find their feelings and thoughts expressed in literature, something they might not have been able to convey without the book. Another tenet of this approach is normalizing what children experience — a child that reads about a character that gets angry like in Ravi’s Roar will realize that others experience this emotion too.
Bibliotherapy can be used for coping skills, enhancing self awareness, problem solving, conflict resolution, handling big emotions, social skills, cultural identity, promoting empathy, and compassion… oh, and the general enjoyment of a good book!
How did you come to practice from that theory? What drew you to it?
After years of using developmental bibliotherapy in the school setting, I was able to see the lasting impact books can have on children, especially when extended with expressive arts or a guided activity. On a personal level, I love to read because I think books can show you a completely different perspective than your own which is invaluable. My love for reading and experience in education made bibliotherapy seem like a natural fit to use in conjunction with play therapy and expressive arts.
What is your favorite thing about this theory?
The joy that I experience when a child makes a connection while reading a book and realizes he/she/they are not alone is a feeling that keeps me coming back to bibliotherapy. It allows children to normalize their experiences or feelings, while providing insight that can create change. Watching children create a worry monster with paint and giving it a silly name after reading Ruby Finds a Worry can be a powerful experience when they finally come to the conclusion that A) their worries are not who they think they are, and B) their worries can be controlled. Also, reading together strengthens the relationship between client and counselor through a shared experience — oftentimes leading to laughter!
I enjoy how easily bibliotherapy can be adapted for caregivers to use with their own children. There is literally a book for every situation. I love to recommend books to caregivers because listening to your child’s interpretation or connection to the book can foster communication.
A few of my favorite recommendations are:
For more recommendations visit Ensemble Therapy’s Bibliotherapy page.
How does your theory view people and their capacity for change and growth?
Reading has the capability to affect our thoughts, beliefs, and attitudes which creates change and growth. A general outline is that change starts with identifying with the storyline or characters presented in the book. This leads to an emotional release known as catharsis and insight. Next, the child focuses attention outside of self and realizes she/they/he are not alone before discussing solutions and ultimately leading to integration into the child’s own life.
What client is your theory best suited for?
The great thing about bibliotherapy is it is often used with other approaches so it works well with all clients - children or adults! It can be utilized with individuals or in a group setting.
References:
De Vries, D., Brennan, Z., Lankin, M., Morse, R., Rix, B., & Beck, T. (2017). Healing With Books: A Literature Review of Bibliotherapy Used With Children and Youth Who Have Experienced Trauma. Therapeutic Recreation Journal, 51(1). doi:https://doi.org/10.18666/TRJ-2017-V51-I1-7652
Lenkowsky, R. (1987). Bibliotherapy: A Review and Analysis of the Literature. The Journal of Special Education, 21(2), 123-132.
Pardeck, J. (1990). Using Bibliotherapy in Clinical Practice with Children. Psychological Reports, 67(3), 1043-1049.
Pardeck, J.T., & Pardeck, J.A. (1987). Using bibliotherapy to help children cope with the changing family. Social Work in Education, Winter 1987, 107-116.
Pehrsson, D. E., & McMillen, P. (2007). Bibliotherapy: Overview and implications for counselors (ACAPCD-02). Alexandria, VA: American Counseling Association.
Interested in booking a session with Leah?
WRITTEN BY LEAH GILBERT, MED, LPC-S, NCC, CLINICAL DIRECTOR (SHE/HER/HERS)
Leah Gilbert is a Licensed Professional Counselor Supervisor (LPC-S) and National Certified Counselor (NCC). She received her Master’s Degree in Counseling from the University of North Texas (CACREP Accredited Program) and a Bachelor’s Degree from the University of Texas at Arlington in Interdisciplinary Studies. Leah is currently working towards her Registered Play Therapist™ (RPT™) credential.
