{"title":"故事在情感发展中的地位:对教育者和临床医生的启示","authors":"H. Crago","doi":"10.1300/J274V17N04_09","DOIUrl":null,"url":null,"abstract":"Abstract The article draws on traditional literary criticism, reader-response research, and the techniques of systemic therapy to synthesize guidelines for teachers and counselors concerned with using story to further the emotional development of children. A theory of reader-story interaction is proposed to explain why some stories are favorites, and the significance of these preferred narratives in an individual's evolving self-concept. Three levels of activity for adult professionals working with children are distinguished, A case is made for individually composed therapeutic stories as an alternative to bibliotherapy.","PeriodicalId":151051,"journal":{"name":"Journal of children in contemporary society","volume":"30 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1986-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"The place of story in affective development: implications for educators and clinicians\",\"authors\":\"H. Crago\",\"doi\":\"10.1300/J274V17N04_09\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract The article draws on traditional literary criticism, reader-response research, and the techniques of systemic therapy to synthesize guidelines for teachers and counselors concerned with using story to further the emotional development of children. A theory of reader-story interaction is proposed to explain why some stories are favorites, and the significance of these preferred narratives in an individual's evolving self-concept. Three levels of activity for adult professionals working with children are distinguished, A case is made for individually composed therapeutic stories as an alternative to bibliotherapy.\",\"PeriodicalId\":151051,\"journal\":{\"name\":\"Journal of children in contemporary society\",\"volume\":\"30 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1986-07-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of children in contemporary society\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1300/J274V17N04_09\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of children in contemporary society","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1300/J274V17N04_09","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The place of story in affective development: implications for educators and clinicians
Abstract The article draws on traditional literary criticism, reader-response research, and the techniques of systemic therapy to synthesize guidelines for teachers and counselors concerned with using story to further the emotional development of children. A theory of reader-story interaction is proposed to explain why some stories are favorites, and the significance of these preferred narratives in an individual's evolving self-concept. Three levels of activity for adult professionals working with children are distinguished, A case is made for individually composed therapeutic stories as an alternative to bibliotherapy.
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