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.

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