Advances Vol. 4, No. 2 94 ADVANCES IN SOCIALWORK Booked for theWeek: A Survey of the Use of Bibliotherapy by Licensed Clinical SocialWorkers RichVodde Danny R. Dixon Martha M. Giddings Abstract: Despite its general acceptance, there has been no research exploring the actual use of bibliotherapy by Licensed Clinical SocialWorkers (LCSWs). This study sought to determine the extent to which LCSWs, represented by a random sample from one state, used bibliotherapy for specific problems, identified relevant vari- ables that influence bibliotherapy use,and compiled a list of books currently used by respondents. Results suggest that bibliotherapy is used for numerous specific prob- lems and LCSW endorsement of bibliotherapy by LCSWs is similar to that of respon- dents in other disciplines. Unlike studies involving other disciplines, LCSW usage patterns were not related to gender and less related to employment settings. Keywords: Bibliotherapy, self-help, clinical socialwork,behavior change The prevalence of books on the topic of self-improvement is apparent to those who spend time in the burgeoning “self-help” sections of popular bookstores. Likewise, an examination of recent lists of non-fiction best sell- ers attests to strong consumer interest in self-help through reading. Individuals in the helping professions have noted the value of therapeutic reading, otherwise known as bibliotherapy (Riordan &Wilson, 1989). In fact, there appears to be an increase in clinicians’ use of bibliotherapy (Riordan &Wilson, 1989; Starker, 1988) both in a wide range of clinical settings and with a wide array of problems (Pardeck, 1998). Bibliotherapy has been defined as“using books in clinical intervention” (Pardeck & Pardeck, 1984, p. ix), although the literalmeaning of the term is “to treat through books” (p. 241). Bibliotherapy can be described as the prescription and/or recom- mendation of particular books to clients, followed by subsequent reading, for the purpose of ameliorating the effects of particular problems. The technique can be used “to provide information, to provide insight, to stimulate discussion about Rich Vodde, Ph.D. is Associate Professor, Division of Social Work, Valdosta State University, Valdosta, GA 31698; Danny R. Dixon, Ph.D. is Assistant Professor, Georgia Southern University, Statesboro, GA 30460; Martha M. Giddings, Ph.D. is Associate Professor, Division of Social Work, Valdosta State University, Valdosta GA 31698. Copyright© 2003 Advances in SocialWorkVol. 4 No. 2 (Fall 2003) 94-114. Indiana University School of SocialWork. 95 problems, to communicate new values and attitudes, to create awareness that oth- ers may have similar problems, to provide solutions to problems and to provide realistic solutions to problems” (Pardeck, 1998, p. 5). Although bibiliotherapy is sometimes used as a stand-alone treatment approach, it is used most often as an adjunct to other forms of direct treatment. Despite the popularity of bibliotherapy, there are few studies of its use by practi- tioners andno studies that can be found in the area of clinical social work practice. With this inmind, the authors have engaged in research to examine the prevalence and usage patterns of bibliotherapy by licensed clinical social workers in a south- ern state. There will be a brief review of the empirical literature on this topic, and the results and implications of the current study will be presented. Appended to the article is a list of booksmost commonly used by clinical social workers.This list is divided according to specific problem area. REVIEWOFTHE LITERATURE Effectiveness of Bibliotherapy The efficacy of bibiliotherapy as an adjunct for helping individuals change their behavior in a number of different areas has been amply demonstrated over the last 20 years (Pardeck, 1998). Bibliotherapy has been found to be effective in the treat- ment of panic disorder (Lesser, 1991; Lidren, et al., 1994), relapse prevention in panic disorder (Wright, Clum, Roodman & Febbraro, 2000), depression, (Cuijpers, 1997), depression in the elderly (Guirguis, 2001), children’s behavior (Klingman, 1985), health-related problems (Starker, 1992), cancer (Pardeck, 1992), insomnia (Mimeault & Morin, 1999), childhood aggression (Shechtman, 1999), self-harm in children (Evans, et al., 1999), the effects of separation and divorce on children (Pardeck & Pardeck, 1983), agoraphobia (Gould, Clum & Shapiro, 1995), personal- ity changes (Ellis, 1993), and attention deficit disorder (Long, Rickert & Ashcraft, 1993). Halliday (1991) reported that 43% (n=43) of adult clients entering psy- chotherapy for the first time had read at least one self-help book prior to their first appointment. Of this number, 86% (n=37) reported that they had benefited from the readings. After reviewing numerous studies of bibliotherapy, Riordan and Wilson (1989) discoveredmixedresults regarding itsuseasaprimaryclinicalapproachtoworkingwith clients. However, those same authors state that “bibliotherapy is a tool—among many—to be usedwhen it can contribute to overall satisfactory outcome” (p. 507). More recently, a meta-analysis of 70 samples used in studies of bibliotherapy revealed that bibliotherapy is as effective as therapist-administered treatmentwith a mean effect size of +0.565 (Marrs, 1995). Such effect sizes fall within the range of medium effect sizes as defined by Cohen (1988), suggesting that bibliotherapy is a significant factor in treatment when used. Use of Bibliotherapy by Professionals Despite the attention given to the effectiveness of bibliotherapy, patterns of use by practitioners have received less attention. Starker (1988) administered a question- naire to psychologists in SanDiego and Boston (n=268) surveying “attitudes, expe- riences and prescriptive practices in the matter of self-help books” (p. 143). There Vodde et al./A SURVEY OF THE USE OF BIBLIOTHERAPY BY LICENSED CLINICAL SOCIALWORKERS 96 was a 44% return rate resulting in a total of 119 usable questionnaires. Using a five- point Likert-type scale (ranging from harmful to often helpful), on a global rating of general helpfulness, 60.5% (n=72) reported that self-help books were somewhat helpful as an adjunct to therapy and 5.9% (n=7) found them to be often helpful. Sixty percent (n=73) prescribed self-help books to clients. Among the latter group, 53% did so occasionally, 7% regularly, and 9% often. Parenting was the area most frequently reported for book prescription (54.8%), followed by personal growth (39.7%), and relationships (38.4%). Quackenbush (1991) examined books that were most commonly prescribed for particular problems and created a subject index in order to survey 100 university- affiliated counseling psychologists across the United States. Approximately 47 usable questionnaires were returned, enabling compilation of an extensive bibli- ography of books organized by problem area. No further univariate or bivariate analyses were reported. Marks, Gyorky, Royalty and Stern (1992) investigated the use of bibliotherapy among practicing psychologists (n=209). They found that the vast majority of psy- chologists (88%) reported using bibliotherapy with at least 1% of their clients. Of the group who reported using bibliotherapy, 55.5% (n=100) used bibliotherapy only rarely (defined as ranging from 1% to 25% of clients), 19% (n=34) used it sometimes (defined as ranging from26% to 50%of clients), 10%used it often (with 51% to 75% of clients), and 3.4% (n=6) always used it. Additionally, the researchers found that female practitioners were more likely to use bibliotherapy than males and that psychologists in private practice were more likely to use bibliotherapy compared to psychologists in other employment settings. Santrock, Minnett and Campbell (1994) attempted to determine those books that weremost often used by practitioners and found to bemost helpful. To do so, they compiled an extensive list of specific book titles in a questionnaire format. Approximately 4,000 members of the American Psychological Association (APA) were asked to rate books that they used in practice. Only 600 (15%) fully usable questionnaires were returned. The authors compiled the results of their survey in a text that provided a comprehensive list of books according to subject area and frequency of use. Recently, Adams and Pitre (2000) assessed the use of bibliotherapy by mental health practitioners. They surveyed all mental health practitioners within a rural community (n=112) in order to determine reasons for the use of bibliotherapy and also the types of books recommended. Among the 62 questionnaires returned, 68%of the practitioners reported using bibliotherapy.The authors anticipated that counselors with larger caseloads would use bibliotherapy more frequently com- pared to those with smaller caseloads. They also anticipatedmore use of books by paraprofessionals than professionals. Neither hypothesis was supported. However, counselors with more years of practice experience tended to be signifi- cantly more likely (p<0.05) to utilize bibliotherapy with clients compared to those with less practice experience. Counselors indicated that the major reasons for using the technique were to encourage self-help, enhance therapy, and respond to client requests for reading material. ADVANCES IN SOCIALWORK 97 In an attempt to update a survey conducted by Santrock, Minnett and Campbell (1994), Norcross, et al. (2000) developed a revision of the original questionnaire that included anupdated list of self-help bookswith the addition of three new sub- ject areas, Schizophrenia, Attention Deficit Hyperactivity Disorder, and Dementia/Alzheimer’s Disease. Aswith the original study, an attemptwasmade to randomly sample psychologists who were current members of the APA. Two dis- crete surveys, each with a different set of 15 problem areas, were mailed to groups of 1,500 randomly selected psychologists comprising a total of 3,000 respondents. Respondents were asked to evaluate specific books in each area using a five point Likert-type scale ranging from extremely good to extremely bad. Researchers reported a response rate of 22% and 25% for the two samples in which a total of 57%weremale and 43%were female.Twenty eight percent (n=192) identified their theoretical orientation as cognitive, 28% (n=188) were eclectic, 16% were psycho- dynamic (n=107), and 10% (n=67) identified themselves as behavioral. Approximately 42% (n=284) were engaged in private practice and 25% (n=166) were affiliated with universities. Among respondents to both surveys, global rat- ings of helpfulness indicated that 19% rated bibliotherapy as very helpful, where- as, 74% found it somewhat helpful. No bivariate comparisons involving respon- dents were noted. The complete ratings of individual books by subject area like- wise were included. As suggested by the review of the studies cited above, most of the bibliotherapy research has focused on compiling and evaluating lists of books for use in specific problem areas. Some attention has been given to exploring practitioners’ usage patterns, including reasons for use, extent of use, and relations between demo- graphic variables and use. Few of the studies reported bivariate data and none reported practitioners’ reasons for excluding bibliotherapy. More importantly, the research review indicates that the above studies have tended to sample clinical psychologists, counseling psychologists, or generic mental health practitioners. Use of Bibliotherapy by SocialWorkers Pardeck (Pardeck, 1991; Pardeck & Pardeck, 1984) has been a consistent advocate for the use of bibliotherapy within the profession and has pointed to the need for continued research into the use of bibliotherapy (Pardeck, 1998). However, despite the recognized prevalence of bibliotherapy, the authors were able to find only 14 citations for bibliotherapy in social work abstracts. Of these, eight were by the same authors (Pardeck, 1991; Pardeck & Pardeck, 1984) and none presented evi- dence of use by social workers obtained through inquiry. Addressing the need for research on the deployment of bibliotherapy by social workers, the authors undertook the present investigation. This inquiry: 1) deter- mined the extent to which clinical social workers in one state used bibliotherapy; 2) appraised their perceptions of its effectiveness and value; 3) explored their pat- terns of usage; 4) explored the effects of age, gender, practice experience, andprac- tice setting on usage; and 5) compiled and classified volumes used by the practi- tioners. In an attempt to add to the existing literature on usage and deployment, the authors incorporatedmethodological strategies, variables, and research ques- tions from previous research in this area. Vodde et al./A SURVEY OF THE USE OF BIBLIOTHERAPY BY LICENSED CLINICAL SOCIALWORKERS 98 METHOD In addition to demographic data, the survey included a combination of questions requiring Likert-type responses, categorical responses, and written responses in which subjects were asked to supply specific information regarding their use of particular books or readings. Questions requiring Likert-type responses asked respondents to evaluate the frequency of their use of bibliotherapy, the perceived value of bibiliotherapy, and their perception of its effectiveness. Answers requiring categorical responses highlighted demographic data including area of practice specialization, employment setting, and problem focus. Similar to previous sur- veys, themajor body of the questionnaire presented respondents with 30 possible problem areas such as depression, relationship problems, parenting, schizophre- nia, developmental issues, career issues, personal growth, and physical illness. Because the survey was designed to identify books that practitioners use rather than evaluate particular books, researchers decided to omit a list of specific book titles. Rather, each topical area was presented with sufficient space for respon- dents to write in the names of books and authors that they used in the particular area. Problem areas were determined using templates fromprevious studies and a review of the literature. Completion of the questionnaire took from 25 to 70 min- utes, depending on the number of books and categories that respondents reported. Subjects were selected by using a randomly generated list of Licensed Clinical Social Workers purchased from a statewide NASW database of licensed clinical social workers. One thousand questionnaires weremailed to names on the list and no follow-up mailings were used. One thousand surveys were mailed out, and of these, 417 were returned as undeliverable. Of the remaining 583, 122 question- naires were returned and 107 were usable. The low rate of response (21%) was of some concern to the researchers. However, as is apparent in the aforementioned studies, low response rates tend to be common in this area, and other studies on bibliotherapy likewise have relied on samples within a similar range. Of the 107 usable questionnaires, females completed 81, 23 were completed by males, and three were of unspecified gender. In terms of race and ethnicity, 95 respondents were Caucasian (89%), 11 African-American (10%), and 1 Hispanic. The age of respondents ranged from 30 to 67, with a mean age of 49 years and median of 50. The average age for themales was 53.7 and 47.4 for the females. The mean number of practice years was 19.1, with amedian of 18 and average years of clinical licensure was 10.8. For males, the average number of practice years was 24.8 compared to 17.7 for females. Themost common area of practice was private practice (40.2%, n=43), followed by mental health (23.4%, n=25), and medical social work (9.3%, n=10). The values for age, gender, and race/ethnicity in this sample are quite similar to those in the most recent samples of NASW members (Gibelman & Schervish, 1997; NASW, 2003). However, themedian years of respon- dents' practice experiencewas slightly higher than the 16 years reported forNASW members (NASW, 2003). Likewise, practitioners in private practice were over-rep- resented in comparison with NASW reports of 25%, andmental health practition- ers were under-represented in contrast to the 39% reported by NASW (NASW, 2000). ADVANCES IN SOCIALWORK 99 ANALYSIS ANDRESULTS Because the purpose of the study was to determine the extent to which social workers in one state used bibliotherapy, areas in which bibliotherapy was used, and identification of the most frequently used readings, data analysis was both quantitative and qualitative. Quantitative analysis consisted mainly of univariate data. Based on the literature review, the authors formulated only three a priori hypotheses requiring bivariate analyses: 1) Female Licensed Clinical Social Workers (LCSWs) would value and use bibliotherapy more than males; 2) LCSWs with more practice experience would use bibliotherapy more frequently than less experienced workers; and 3) LCSWs in private practice would use bibliotherapy more often than those engaged in other employment settings. Usage,Value, and Effectiveness Among all respondents, 86% (n=93) reported using bibliotherapy at least once. Seven and one-half percent (n=8) rated using the technique almost always, 30.8% (n=33) frequently, 33.6 % (n=36) occasionally, 13.9% (n=16) infrequently, and 12% (n=13) never used bibliography. Among those clinical social workers using bibli- ography infrequently or almost never, reasons for the low rate of use were exam- ined. The major reason for the low use given by 38.4% of respondents (n=10) was that their clients could not read the resources. A second reason given by 34.6% (n=9) indicated that the social workers did not believe that their clients would read the material. Fifteen percent (n=16) of respondents reported bibliotherapy to be greatly effec- tive, 51% (n=55) moderately effective, 21% (n=23) mildly effective, and 11% (n=12) ineffective. Bibliography was found to be of unlimited value to 4.5% (n=5), 42% (n=45) reported it to be very valuable, 45% (n=48) found it to be of limited value, and 6.5% (n=7) found it to be of little or no value. Patterns of Use Thirty-one percent of respondents (n=32) used a single book in more than one area. In other words, they used one book for at least two different types of prob- lems. However, only 13 books were used more than once, indicating that more than half of those using one book in more than one area were relying on the same titles. In comparison, 18.5% of the respondents (n=20) usedmultiple books (rang- ing from 2 to 7) in a single area. More than 30% of respondents used texts in each of the following seven areas: 1) co-dependency and ACOA, 2) anxiety/anxiety dis- orders, 3) non-specific relationship problems, 4) anger management, 5) intimacy issues, 6) grief and loss, and 7) depression. Table 1 provides frequencies of respon- dents using a book in each problem area. Types of Books The respondents listed a total of 229 different book titles. In surveys of this type, there is typically no distinction among types of self-help titles. For example, some titles may be more informative than prescriptive, whereas, others may be more inspirational. The authors wished to attempt such a classification. To do so, two of the authors independently examined all of the titles and their synopses using existing comprehensive reviews of self-help books (Pardeck, 1998; Norcross, et al., Vodde et al./A SURVEY OF THE USE OF BIBLIOTHERAPY BY LICENSED CLINICAL SOCIALWORKERS 100 ADVANCES IN SOCIALWORK Type of Problem Total % of Sample Used Percentage of Addressed Book (Used at least one Sample Used book in area) More Than One Books Area ACoA/codependency 34 (n=35) 13.6 (n=14) Issues Anxiety 34 (n=35) 4.9 (n=5) Relationship problems 34 (n=35) 11.7 (n=12) Anger management 33 (n=34) 7.8 (n=8) Intimacy issues 31.1 (n=32) 6.8 (n=7) Grief and loss 30.4 (n=31) 8.8 (n=9) Depression 30.4 (n=31) 4.8 (n=5) Parenting 29.1 (n=30) 12.7 (n=13) Incest/shame/recovery 28.2 (n=29) 5.9 (n=6) Child abuse 26.2 (n=27) 3.8 (n=4) Self-esteem and/or self-worth issues 25.3 (n=26) 7.8 (n=8) Alcohol and/or drug abuse 23.4 (n=24) 1.9 (n=2) Personal growth 21.4 (n=22) 4.9 (n=5) Divorce and/or separation 18.5 (n=19) 7.8 (n=8) Assertiveness training 18.5 (n=19) .9 (n=1) Bipolar illness 17.5 (n=18) 1.8 (n=2) Rape/sexual assault 16.5 (n=17) .9 (n=1) Career issues 15.5 (n=16) 3.9 (n=4) Developmental issues 15.5 (n=16) 2.9 (n=3) Family problems 14.6 (n=15) 4.9 (n=5) Perfectionism and/or obsessive 13.6 (n=14) 3.9 (n=4) compulsive behavior Suicide 13.6 (n=14) .9 (n=1) Values/goals 13.6 (n=14) 4.9 (n=5) Women’s issues 13.6 (n=14) 1.9 (n=2) Men’s issues 12.6 (n=13) 3.9 (n=4) Domestic violence 12.6 (n=13) 2.9 (n=3) Care-giving 11.7 (n=12) 2.9 (n=3) Sexual Dysfunction 11.7 (n=12) 2.9 (n=3) PTSD 11.7 (n=12) .9 (n=1) Aging 9.7 (n=10) 2.9 (n=3) Academic issues 8.8 (n=9) 3.9 (n=4) Weight concerns 7.7 (n=8) .9 (n=1) Minority issues 5.8 (n=6) 1.9 (n=2) Sexual abuse 5.8 2.9 (n=3) Mental illness (including 4.9 (n=5) 1.9 (n=2) Schizophrenia) Table 1: Percentage of Respondents Using Books in Each Problem Area and Percentage of Respondents Using More Than One Book in a Particular Area 2000). Those titles not contained in existing compendiums were further examined through the use of a bookseller’s publication index on the World Wide Web (www.amazon.com). The authors then compared classifications using a three- group classification system, self-help, educational, and inspirational. Disparities were resolved with consensus. One hundred and sixty-one of the books examined appear to be practical, manualized, behavioral-oriented books, supplying pre- scriptions and “how-to” information. Although providing material that was edu- cational and informative, these books appeared to focus primarily on facilitating actual change, with titles containing descriptors such as “how to,” “step-by-step,” “guide,” “workbook,” “behavior,” and “practical strategies.” Fifty-three of the titles were more generally “educational,” containing information and data on a specific topic such as co-dependency or bipolar illness. Fifteen titles were determined by the authors to be inspirational. These titles contained material that was typically comforting, spiritually uplifting, or focused on overcoming adversity. Several of these titles were autobiographical. Only nine of the 229 titles were fictional. Seven were written for children on particular topics such as anger and were classified as educational. Not surprisingly, the list contained numerous titles that were popular bestsellers. Hypotheses Testing Males and females were compared on a number of demographic variables includ- ing race and ethnicity, area of practice, problem focus, age, years of practice, and years of licensure. They differed significantly only on the dimensions of age F(47.4)=3.43 p=.001, and practice experience F(101)=3.75 p=.000, withmales being older and having more practice experience. For this reason, any gender group comparisons on bibliotherapy were made controlling for both age and years of practice experience. Results indicated that there were no differences between male and female social workers’ use of bibliotherapy, their perceived value of bib- liotherapy, or the perceived effectiveness of bibliotherapy when age and years of experience were held constant. A one-way analysis of variance was conducted comparing LCSWs in a variety of employment settings including private practice. Comparisons were made among LCSWs in the following employment settings: private practice (n=43), medical/hospital social work (n=10), family and children services (n=12), mental health services (n=25), and“other,” which includes corrections, school social work, 101Vodde et al./A SURVEY OF THE USE OF BIBLIOTHERAPY BY LICENSED CLINICAL SOCIALWORKERS Social skills training 3.8 (n=4) 0 Medical issues 2.9 (n=3) 1.9 (n=2) Sexual identity issues 2.9 (n=3) 1.9 (n=2) Adoption 1.9 (n=2) 0 Boundary issues 1 (n=1) 1 (n=1) Empathy 1 (n=1) 1 (n=1) Isolation/loneliness 1 (n=1) 1 (n=1) Table 1: Percentage of Respondents Using Books in Each Problem Area and Percentage of Respondents Using More Than One Book in a Particular Area (cont.) 102 EAP, and university settings (n=10). A significant difference was found among the groups, F(4, 95)=3.00, p=.022. Post hoc pairwise comparisons were conducted using a Bonferroni test that controls for overall experimental error by dividing the experiment-wise error rate by the total number of tests for each comparison. Despite homogeneity of variance, the differences in sample size required employ- ing the harmonic mean of the two groups in each comparison as the sample size estimate. Results indicated that the only difference was between those in private practice and those employed in medical/hospital social work. It was also hypothesized that social workers with more years of practice experi- ence would find bibliotherapy to be more effective, more valuable, and would use the techniquemore frequently than those with fewer years of practice experience. Because age was found to have a significant interaction in the preceding tests of difference, age was included as a second variable in the analyses. Not surprisingly, age and years of practice were found to be significantly correlated, r=.623, p=.000. For this reason, the researchers wished to determine which of the two predictors had the greater predictive power on each of the three criterion variables. Multiple regression analyseswere conducted in order to predict the perceived effectiveness, perceived value, and the degree of bibliotherapy use from the amount of prior practice experience of the respondents. In these equations, years of practice expe- rience was the predictor variable. The degree to which respondents found biblio- therapy to be effective, valuable, and the degree to which respondents reported using bibliotherapy served respectively as the criterion variables on the three analyses. The results of the analyses indicated that previous years of practice expe- rience was not a significant predictor of perceived effectiveness of bibliotherapy, perceived value of bibliotherapy, or the degree to which respondents used biblio- therapy. A second series of analyses were conducted to evaluate whether respondents’ age predicted perceived effectiveness, value, and use of bibliotherapy over and above years of practice experience. Age accounted for a small but significant pro- portion of the variance in the respondents’ perception of bibiliotherapy’s effec- tiveness, R_=.077, R_ change =.053, F (2, 100)=5.1, p=.018, and the degree to which respondents valued bibliotherapy, R_=.078, R_ change =.06, F (2, 100)=6.5, p=.012. Age accounted for only 3% of the variance in the degree to which respondents used bibliotherapy, R_=.03, t (2, 100)=-1.7, p=.07. Perhaps more significant than the predictive power of age is the direction of the relationship. Reverse slopes for effectiveness, b=-.29, value, b=-.31, and use, b=-.22 indicate that younger workers perceive bibliotherapy to be more effective, value it more, and use it more than older workers. DISCUSSION Results suggest that bibliotherapy use, as endorsed by the LCSWs in this sample, is perceived by respondents to be an effective and valued adjunctive tool in clinical encounters. Reports of usage (86%) exceeded most other studies and were com- parable to rates (88%) reported by Marks, et al. (1992). Notably, the reasons most cited for not using bibliotherapy suggest that practitioners avoid using bibliother- apy because of their doubts that thematerial will be read rather than doubts about its usefulness. ADVANCES IN SOCIALWORK 103 Frequencies of use according to problem area suggest that clinical social work- ers use bibliotherapy for numerous problems. Not surprisingly, bibliotherapy use for both anxiety and depression appears high, perhaps reflecting the pervasive- ness of both problems and general awareness of the problems as well as the pop- ularity of cognitive treatment approaches for both. Perusal of Table 1 also suggests that bibliotherapy may often be used for problems that appear to be more inter- personal in nature (such as co-dependency, relationship and intimacy issues, par- enting, and grieving). The list suggests usage in areas similar to the findings of oth- ers. It also appears to reflect usage in areas wherein consumer familiarity with issues may be more common. Findings also suggest that a moderate number of clinicians may judge a single book to have utility and value in more than one problem area. In the future, bibli- ography surveys might consider rating books on the construct of "impact." Importantly, nearly 20% of the respondents (n=20) reported that they used from two to seven books for a particular problem. This finding suggests that some prac- titioners have considerable familiarity with numerous books in specific problem areas. Likewise, a future construct for consideration in such a surveymight be bib- liotherapy “saturation” in a particular area. Overall, it appears that clinical social workers endorse a preference for practical, action-oriented titles that promote some formof behavior change.This type of use is similar to usage schemes that are considered by others to be effective methods of bibliotherapy practice (Pardeck, 1998). Unlike others’ findings regarding gender differences (Marks, et al., 1992), male and female social workers appear to approach bibliotherapy similarly. Also, the difference in use of bibliotherapy between social workers in private practice and those not in private practice is accounted for solely by the difference between pri- vate practitioners and those employed in medical/hospital settings. The finding suggests that social workers employed in areas such as family and children servic- es andmental health servicesmay not differ fromprivate practitioners in their use of bibliotherapy. One suspects that the significant difference found between pri- vate practice and medical/hospital settings may reflect a more narrow health- related focus in themedical setting, wherein, many of the specified problemsmay be encountered or identified less often.The lack of a relationship between practice experience and bibliotherapy use in addition to an unanticipated inverse relation- ship with age suggest that bibliotherapy use may be a more recent phenomenon in clinical social work practice than in psychology. The paucity of studies on the use of bibliotherapy by social workers, when compared to deployment studies by psychologists, tend to support this conjecture. LIMITATIONS There are notable limitations to this inquiry. Although a random sample was employed, it was drawn from a list of LCSWs in one southeastern state. Furthermore, the response rate (21%)was quite low. It is possible that the length of the questionnaire and the inability to use any follow-up mailings to stimulate response may have attenuated the response rate. However, the high number of respondents who reported using bibliotherapy (86%) in conjunction with the low Vodde et al./A SURVEY OF THE USE OF BIBLIOTHERAPY BY LICENSED CLINICAL SOCIALWORKERS 104 rate of response suggests a response bias favoring those who employ bibliothera- py in their work. The percentage of respondents who found bibliotherapy to be of great value (46.5%) would indicate that those who responded were fervent in their opinions regarding its use. Also, the over-representation of private practitioners and the under-representation of mental health workers, in comparison with NASW membership, restrict generalizations and could indicate an inflated num- ber of returns by those favoring bibliotherapy. Consequently, amajor question that remains unanswered is the degree towhich the results of this survey reflect the use of bibliotherapy within the general population of licensed clinical social workers. Thus, generalizations are discouraged. Nonetheless, it is noted that other surveys of this kind have used samples of this size and have also reported similar response rates. In addition, measurement of effectiveness is limited to the global perceptions of respondents. This is problematic for several reasons: 1) Exclusion of treatment recipients’ appraisals restricts any assessment of treatment effectiveness; 2) Similarly, self-reports often tend to be biased favorably and perceptions are sub- ject to distortion (Miller & Ross, 1975). In cases where practitioners favor a partic- ular intervention, it is possible that the perceptions of the intervention’s success are a function of a self-serving bias (Fiske &Taylor, 1991); 3) Empirical verification or corroboration of effectiveness warrants the scientific rigor found in experimen- tal designs, wherein, participants are randomly selected and bibliotherapy is ran- domly assigned as an addition to a standardized treatment. As a result, the nature of this study must be considered exploratory and the results considered prudent- ly. More importantly, the lack of research on usage patterns of bibliotherapy in social work underscores the need for additional studies of this kind and outcome research. CONCLUSIONS This study sought to explore the use of bibliotherapy by clinical social workers and compile the resources used in their efforts. Results suggest that the LCSWs in this survey strongly endorsed the use of bibliotherapy, its value, and its effectiveness. It would appear that the general endorsement of bibliotherapy by LCSW respon- dents in the study is similar to that of respondents from other disciplines repre- sented in previous studies of this type. However, specific hypotheses regarding usage patterns related to gender, practice experience, and employment settings that are supported in other studies were not corroborated in this study. With the notable exception of younger social workers using bibliotherapy more than older social workers, the findings suggest that patterns of usage among LCSWs aremore evenly distributed between males and females. Bibliotherapy has been proven to be a viable and effective adjunct in clinical settings. As with other practice inter- ventions, it is important that there is more empirical data to support its use and it is essential to learn more about its use within the profession. If more social work- ers are to use bibliotherapy, theywill require access to the practical knowledge and resources of experienced colleagues. ADVANCES IN SOCIALWORK 105 References Adams, S.J., & Pitre, N.L. (2000). Who uses bibliotherapy and why: A survey from an underserviced area. Canadian Journal of Psychiatry, 45(7), 645-652. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates. Cuijpers, P. (1997). Bibliotherapy in unipolar depression: Ameta-analysis. Journal of Behavior Therapy and Experimental Psychiatry, 28(2), 139-147. Ellis, A. (1993). The advantages and disadvantages of self-helpmaterials. Professional Psychology, Research and Practice, 24, 335-339. Evans, K., Tyrer, P., Catalan, J., Schmidt, U., Davidson, K., Dent, J., Tata, P., Thornton, S., Barber, J., & Thompson, S. (1999). 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(1975). Self-serving biases in the attribution of causality: Fact or Fiction? Psychological Bulletin, 82, 213-225. Mimeault,V., &Morin, C.M. (1999). Self-help treatment for insomnia: Bibliotherapywith andwithout pro- fessional guidance. Journal of Consulting and Clinical Psychology, 67(4), 511-519. NASW. (2003, February). Membership profile sees little change.NASW News, 48(2), 9. NASW. (2000). NASW Practice research survey 2000. NASW Practice Research Network, 1. 3. Retrieved September 8, 2003 from: http://www.socialworkers.org/naswprn/default Norcross, J.C., Santrock, J.W., Campbell, L.F., Smith, T.P., Sommer, R., & Zuckerman, E.L. (2000). Authoritative guide to self-help resources in mental health. NewYork: The Guilford Press. Pardeck, J.T., & Pardeck, J.A. (1983). Using bibliotherapy in social work practice with children of separation and divorce. Arete, 8(2), 10-17. Pardeck, J.A., & Pardeck, J.T. (1984). 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Bibliotherapy: An indirect approach to treatment of childhood aggression. Child Psychiatry and Human Development, 30(1), 39-53. Starker, S. (1988). Do-it-yourself therapy: The prescription of self-help books by psychologists. Psychotherapy, 25(1), 142-146. Starker, S. (1992). Self-help books: Ubiquitous agents of healthcare. Medical Psychotherapy: An International Journal, 3, 187-194. Wright, J., Clum, G.A., Roodman, A., & Febbraro, G.A.M. (2000). A bibliotherapy approach to relapse pre- vention in individuals with panic attacks. Journal of Anxiety Disorders, 14(5), 483-499. APPENDIX BIBLIOTHERAPY RESOURCES ACCORDINGTO AREA Academic Problems/Concerns/Study Skills/TimeManagement Allen, D. (2001). Getting things done: The art of stress-free productivity.NewYork: Viking Press. Bradshaw, J. (1992). Homecoming: Reclaiming and championing your inner child. New York: Bantam Books. Buzan, T. (1991).Use both sides of your brain (3rd ed.). NewYork: E. P. Dutton. Covey, S.R. (1990). The seven habits of highly effective people.NewYork: Simon & Schuster. Flick, G.L. (1997). ADD/ADHD behavior change resource kit: Ready to use strategies and activities for help- ing children with attention deficit disorder. San Francisco: Jossey-Bass Publishers. Hallowell, E.M., & Ratey, J.J. (1995).Driven to distraction:Recognizing and coping with attention deficit dis- order from childhood through adulthood.NewYork: Touchstone Books. Mooney, J., & Cole, D. (2000). Learning outside the lines: Two Ivy League students with learning disabilities and ADHD give you the tools for academic success and educational revolution.NewYork: Fireside Press. Radencich,M.C., Schumm, J. S., & Espeland, P. (Eds.). (1997).How to help your childwith homework:Every caring parent’s guide to encouraging good study habits and ending the homework war.Minneapolis,MN: Free Spirit Publishing. Rechtshaffen, S. (1997). Time shifting: Creating more time to enjoy your life.NewYork: Doubleday. ACoA/Codependence/Family Dysfunction Al Anon Family Group. (1988). One day at a time in Al-Anon.Houston, TX: Al Anon. Beattie, M. (1996). Beyond codependency: And getting better all the time. Center City, MN: Hazelden Information Education. Beattie, M. (1996). Codependent no more: How to stop controlling others and start caring for yourself. Center City, MN: Hazelden Information Education. Black, C.A. (1982). “My dad loves me, my dad has a disease:” A workbook for children of alcoholics (10th ed.). Denver, CO: Medical Administration Company. Bradshaw J. (1996). Bradshaw on the family: A new way of creating solid-self esteem. Deerfield Beach, FL: Health Communications. Cloud, H., & Townsend, J. (1992). Boundaries (Rev. ed.). Grand Rapids, MI: Zondervan Publishing House. Ellis,A., &Velten , E. (1998). Optimal aging. Chicago, IL: Open Court Publishing Company. ADVANCES IN SOCIALWORK Friedan, B. (1994). The fountain of age.NewYork: Touchstone Books. Friel, J.C., & Friel, L.D. (1990). An adult child’s guide to what’s normal. Deerfield Beach, FL: Health Communications. Friends in Recovery. (1996). 12 steps for adult children. San Diego: Recovery Publications. Grollman, E.A., & Kosik, K.S. (1997). When someone you love has Alzheimer's: The caregiver's journey. Boston, MA: Beacon Press. Gruetzner, H. (2001). Alzheimer's: A caregiver's guide and sourcebook (3rd ed.). NewYork: JohnWiley & Sons. Leite, E., & Espeland, P. (1989).Different like me: A book for teens who worry about their parent’s use of alco- hol/drugs.Minneapolis, MN: Johnson Institute. Mace, N., &. Rabins, P.V. (2001). The 36 hour day (Rev. ed.). NewYork:Warner Books. Manning, D. (1983).When love gets tough: Making the nursing home decision.Oklahoma City, OK: In Sight Books. Pipher, M. (2000). Another country: Navigating the emotional terrain of our elders. New York: Riverhead Books. Silverstone, B. (1990). You and your aging parent (3rd ed.). NewYork: Pantheon Books. Vanvonderen, J. (1992). Families where grace is in place.Minneapolis, MN: Bethany House. Woititz, J.G. (1986). Struggle for intimacy. Pompano Beach, FL: Health Communications. Woititz, J.G. (1990). Adult children of alcoholics.Deerfield Beach, FL: Health Communications. ADD/ADHD Gehret, J., & Covert, S. (1996). Eagle eyes: A child’s guide to paying attention.NewYork: Verbal Images Press. Gordon, M. (1991). Jumpin’ Johnny get back to work! A child’s guide to ADHD/hyperactivity.NewYork: GSI Publications. Adoption Rosove, L. (2001). Rosie’s family: An adoption story.Ontario: Asia Press. Schooler, J.E. (1993). The whole life adoption book: Realistic advice for building a healthy adoptive family. Colorado Springs, CO: NavPress Publishing Group. Alcohol/Drug Problems Alcoholics AnonymousWorld Services. (1991). Alcoholics anonymous big book. AAWorld Services. Carnes, P. (1989). Gentle path through 12 steps.Minneapolis, MN: Compcare Pub Audio. Ferguson, T. (1998). The no-nag, no-guilt, do-it-your-own way guide to quitting smoking. New York: Ballantine Books. Gorski, T.T. (1992). The staying sober workbook (Rev. ed.). Independence, MO: Herald Publishing House. May, G.G. (1991). Addiction and grace. San Francisco: Harper San Francisco. Toby D. (1989). Getting them sober:You can help! (3rd ed.). San Diego, CA: Recovery Communications. Anger Management Bosch, C.W., & Strecker, R. (1988). Bully on the bus. Seattle,WA: Parenting Press. Boulden, J., & Boulden, J. (1994). Push and shove: Bully and victim activity book.Weaverville, CA: Boulden Publishing. Duncan, R. (1989).When Emily woke up angry.Hauppauge, NewYork: Barrons Juveniles. Lerner, H.G. (1997).The dance of anger: A woman’s guide to changing the patterns of intimate relationships. NewYork: HarperCollins. Masters, A. (1992). The angry child. Santa Monica, CA: Psychiatric Hospital Division of National Medical Enterprises, Inc. 107Vodde et al./A SURVEY OF THE USE OF BIBLIOTHERAPY BY LICENSED CLINICAL SOCIALWORKERS McKay, M., McKay, J., & Rogers, P. (1997).When anger hurts.Oakland, CA: Fine Communications. Potter-Effron, P., & Potter-Effron, R. (1995). Letting go of anger.Oakland, CA: New Harbinger Publications. Preston, E.M., & Bennett, R. (1976). The temper tantrum book.NewYork: Viking Press. Shapiro. (1995). Sometimes I like to fight, but I don’t do it much anymore: A self-esteem book for children with difficulty in controlling their anger (Our sometimes). Plainview, NY: Childswork/Childsplay. Shapiro, L. (1994). The very angry day that Amy didn’t have. Plainview, NY: Childswork/Childsplay. Warren, N.C. (1999).Making anger your ally.Wheaton, IL: Tyndale House. Anxiety/Stress Management Blanchard, K.H., & Johnson, S. (1998).Who moved my cheese? An amazing way to deal with change in your work and in your life.NewYork: Putnam Publishing Group. Bourne, E.J. (2000). The anxiety & phobia workbook (3rd ed.). Oakland, CA: New Harbinger Publications. Cameron, J. (2002). The artist’s way: A spiritual path to higher creativity (10th ed.). Los Angeles, CA: J.P. Tarcher. Carlson, N. (1991). Take time to relax.NewYork: Viking Press. Craske, M.G. (1992).Mastery of your anxiety and worry: Client workbook. San Antonio, TX: Psychological Corporation. Davis, M., Eshelman E.R., & McKay, M. (2000). The relaxation and stress reduction workbook (5th ed.). Oakland, CA: New Harbinger Publications. Garth, M. (1991). Starbright, meditations for children. San Francisco: Harper San Francisco. Matsakis, A. (1996). I can’t get over it: A handbook for trauma survivors (2nd ed.). Oakland, CA: New Harbinger Publications. Peurifoy, R.Z. (1995). Anxiety, phobias, and panic: A step-by-step program for regaining control of your life. NewYork:Warner Books. Viorst, J. (1987). Alexander and the terrible, horrible, no good, very bad day. Oakland, CA: New Harbinger Publications. Wilson, P. (1999). Instant calm: Over 100 easy-to-use techniques for relaxing mind and body. New York: Plume. Assertiveness/Social Skills Davis, M., Eshelman, E., & McKay, M., (2000). The relaxation & stress reduction workbook. Oakland, CA: New Harbinger Publications. Gabor, D. (1994). Speaking your mind in 101 difficult situations.NewYork: Fireside Press. Goldstein, A.P., & McGinnis, E. (2000). Skillstreaming the elementary school child: New strategies and per- spectives for teaching prosocial skills (Rev. ed.). Champaign, IL: Research Press. McKay, M., Davis, M., & Fanning, P. (1983). Messages: The communication book. Oakland, CA: New Harbinger Publications. Smith, M.J. (1975).When I say no, I feel guilty.NewYork: Bantam Books. Bipolar Disorder Duke, P., Pinckert, M.L., & Hochman, G. (1993). A brilliant madness: Living with manic-depressive illness. NewYork: Bantam Books. Papolos, D., & Papolos J., (2002). The bipolar child: The definitive and reassuring guide to childhood’s most misunderstood disorder.NewYork: Broadway Books. Career Development/Job Search Allon, J. (1999). The business of bliss: How to profit from doing what you love.NewYork: Hearst Books. Andrews, C. (1998). The circle of simplicity: Return to the good life.NewYork: Harper Collins Publisher. Bolles, R.N. (1995).What color is your parachute. Berkeley, CA: Ten Speed Press. Bridges,W. (1995). Jobshift:How toprosper in aworkplacewithout jobs.Cambridge,MA: PerseusPublishing. 108 Edwards, P., & Edwards, S. (1996). Finding your perfect work: The new career guide to making a living, cre- ating a life. Los Angeles, CA: J.P. Tarcher. Louden, J. (1992). The woman’s comfort book: A self-nurturing guide to restoring balance in your life. San Francisco: Harper San Francisco. Miedaner,T. (2000).Coach yourself to success: 101 tips fromapersonal coach for reaching your goals atwork and in life.NewYork: McGraw-Hill/Contemporary Books. Saltzman, A. (1991).Downshifting: Reinventing success on a slower track.NewYork: Harper Collins. Sinetar,M. (1989).Do what you love and the money will follow:Discovering your right livelihood.NewYork: Dell Publishing. Care-giving Capossela, C.,Warnock, S., & Miller, S. (1995). Share the care: How to organize a group to care for someone who is seriously ill.NewYork: Fireside Press. Haigler, D.H., Mims, K.B., & Nottingham, J.A. (1998). Caring for you, caring for me: Education and support for caregivers (participant’s manual). Athens, GA: University of Georgia Press. Lustbader,W., & Hooyman, N.R. (1994). Taking care of aging family members: A practical guide.NewYork: Free Press. Mace, N.L., & Rabins, P.V., (2001). The 36-hour day: A family guide to caring for persons with Alzheimer's disease, related dementing illnesses, and memory loss in later life (Rev. ed.). NewYork:Warner Books. Child Abuse/Healing Bass, E., & Davis, L. (1994). The courage to heal.NewYork: Harper Perennial Child Development Ames, L.B., Ilg, F.L., Baker, S.M., & Haber, C.C. (1989). Your ten to fourteen year old. New York: Delacorte Press. Barkley, R.A. (2000). Taking charge of ADHD (Rev. ed.). NewYork: Guilford Press. Barkley, R.A., & Benton, C.M. (1998).Your defiant child.NewYork: Guilford Press. Dreikurs, R. (1991). Children: The challenge.NewYork: Plume. Communication/Intimacy Ailes, R. (1995). You are the message.NewYork: Bantam Books. Markman, H.J., Stanley, S.M., & Blumberg, S.L. (2001). Fighting for your marriage: Positive steps for pre- venting divorce and preserving a lasting love, new and revised. San Francisco: Jossey-Bass Publishers. Shen, S., & Surrey, J.L. (1999).We have to talk:Healing dialogues between men and women.NewYork: Basic Books. Depression Bourne, E.J. (2000). The anxiety and phobia workbook.Oakland, CA: New Harbinger Publications. Copeland, M.E., & McKay, M. (2002). The depression workbook: A guide for living with depression and manic depression.Oakland, CA: New Harbinger Publications. Dowling, C., Hudson, J.I., & Pope, H. (1993). You mean I don’t have to feel this way? New help for depression, anxiety, and addiction.NewYork: Bantam Books. Gold, M.S., & Morris, L.B. (1995). The good news about depression: Cures and treatments in the new age of psychiatry.NewYork: Bantam Books. Greenberger, D., & Padesky, C.A. (1995).Mind over mood.NewYork: Guilford Press. Huber, C. (1999). The depression book: Depression as an opportunity for spiritual growth.Mountain View, CA: Keep It Simple Books. James, J. (1990).Woman and the blues: Passions that hurt, passions that heal. San Francisco: Harper. Johnson, J. (1982). Freedom from depression.NewYork: Logos Associates. Kramer, P.D. (1997). Listening to Prozac. NewYork: Penguin USA. 109Vodde et al./A SURVEY OF THE USE OF BIBLIOTHERAPY BY LICENSED CLINICAL SOCIALWORKERS Mitchell, A., & Herring, K. (1998).What the blues is all about: Black women overcoming stress and depres- sion.NewYork: Perigee. Developmental Issues/Life Transitions Imber-Black, E., & Roberts J. (1998). Rituals of our times: Celebrating, healing, and changing our lives and our relationships (The master work series).Northvale, NJ: Jason Aronson. Magid, K., McKelvey, C.A., & Schroeder, P. (1990). High risk: Children without a conscience. New York: Bantam Books. Newman, B.M., & Newman, P.R. (2002). Development through life: A psychosocial approach. Brea, CA: Anaheim Publishing Company. Register, C. (1989). Living with chronic illness. Days of patience and passion.NewYork: Bantam Books. Sheehy, G. (1984). Passages.NewYork: Bantam Books. Wells, C. (1995).Dear old man: Letters to myself on growing old.Unknown. Divorce/Separation Gardner, R.A. (1985). The boys and girls book about divorce, with an introduction for parents. New York: BantamYoung Reader. McWilliams, P., Bloomfield, H.H., & Colgrove, M. (1993).How to survive the loss of a love. Los Angeles, CA: Mary Book/Prelude Press. Shapiro, R.B. (1992). Separate houses.NewYork: Simon & Schuster. Wiener-Davis, M. (1993). Divorce busting: A revolutionary and rapid program for staying together. New York: Fireside Press. DomesticViolence/Battering Evans, P. (1996). The verbally abusive relationship: How to recognize it and how to respond.Holbrook, MA: AdamsMedia Corporation. Forward, S., & Torres, J. (2002).Men who hate women and the women who love them:When loving hurts and you don’t know why.NewYork: Bantam Books. Geffner, R., & Mantooth, C. (2001). Ending spouse/partner abuse: A psychoeducational approach for indi- viduals and couples.NewYork: Springer Publishing Company. Kivel, P. (1999).Men’s work: How to stop the violence that tears our lives apart. Center City, MN: Hazelden Information Education. Loring, M.T. (1998). Emotional abuse: The trauma and the treatment. San Francisco: Jossey-Bass Publishers. Norwood, R. (1991).Womenwho love toomuch:When you keepwishing andhoping he’ll change.NewYork: Pocket Books. Sonkin, D.J., & Durphy, M. (1997). Learning to live without violence: A handbook for men. Volcano, CA: Volcano Press. Family Problems/Life-Cycle Transitions/Individuation Carter, E.A. & McGoldbrick, M. (1998). The expanded family life cycle: Individual, family, and social per- spectivies (3rd ed.). Boston, MA: Allyn and Bacon. Carter, E.A., McGoldrick, M. & Ferraro, G. (1989). Changing family life cycle: A framework for family thera- py. Englewood Cliffs, NJ: Prentice Hall. Markman, H.J., Stanley, S.M., & Blumberg, S.L. (2001). Fighting for your marriage: Positive steps for pre- venting divorce and preserving a lasting love, new and revised. San Francisco: Jossey-Bass Publishers. Roger, F. (1996). The new baby: A Mister Rogers’ first experience book.NewYork: Paper Star. Viorst, J. (1998). Necessary losses: The loves, illusion, dependencies, and impossible expectations that all of us have to give up in order to grow.NewYork: Fireside Press. Grief/Loss Bolton, I., & Mitchell, C. (1983).My son…my son: A guide to healing after a suicide in the family. Atlanta, GA: Bolton Press Atlanta. 110 Caine, L. (1990). Being a widow.NewYork: Penguin USA. Callanan, M., & Kelley, P. (1997). Final gifts: Understanding the special awareness, needs, and communica- tions of the dying.NewYork: Bantam Books. Chance, S. (1994). Stronger than death/When suicide touches your life: A mother’s story. Macmillan Co., NY: Avon. Colgrove, M., McWilliams, P., & Bloomfield, H.H. (1992). Surviving, healing, and growing: The how to sur- vive the loss of a love workbook. Los Angeles, CA: Mary Book/Prelude Press. Fisher, A.Q., & Rivas, M.E. (2001). Finding fish: A memoir.NewYork: Harper Perennial. Fitzgerald, H. (1995). The mourning handbook: The most comprehensive resource offering practical and compassionate advice on coping with all aspects of death and dying.NewYork: Fireside Press. Fitzgerald, H., & Kubler-Ross, E. (1992). The grieving child: A parent’s guide.NewYork: Fireside Press. Fumia, M. (1992). Safe passage:Words to help the grieving hold fast and let go. Berkeley, CA: Conari Press. Kaplan, L.J. (1995).No voice is ever wholly lost.Collingdale, PA: DIANE Publishing Company. Kelley, P. (1997). Companion to grief: Finding consolation when someone you love has died. New York: Simon & Schuster. Krementz, J. (1988).How it feels when a parent dies.NewYork: Knopf. Kushner, H.S. (2001).When bad things happen to good people: Twentieth anniversary edition. New York: Schocken Books. Lewis, C.S. (2001). A grief observed. San Francisco: Harper San Francisco. Manning, D. (1984).Don’t take my grief away:What to do when you lose a loved one. San Francisco: Harper San Francisco. McWilliams, P., Bloomfield, H.H., & Colgrove, M. (1993).How to survive the loss of a love. Los Angeles, CA: Mary Book/Prelude Press. Tatelbaum, J. (1984). The courage to grieve.NewYork: HarperCollins. Viorst, J. (1998). Necessary losses: The loves, illusion, dependencies, and impossible expectations that all of us have to give up in order to grow.NewYork: Fireside Press. Weiss, B.L. (1988).Many lives, many masters.NewYork: Fireside Press. Westberg, G.E. (1986).Good grief: A constructive approach to the problem of loss. Philadelphia, PA: Fortress Press. Wolfelt, A.D. (1996). Healing the bereaved child: Grief gardening, growth through grief, and other touch- stones for caregivers.Bristol, PA: Accelerated Development. Incest/Shame/Recovery Bass, E., & Davis, L. (1994). The courage to heal: A guide for women survivors of child sexual abuse. New York: Harper Perennial. Bradshaw, J. (1988).Healing the shame that binds you.Deerfield Beach, FL: Health Communications. Forward, S., & Buck, C. (2002). Toxic parents:Overcoming their hurtful legacy and reclaiming your life.New York: Doubleday. Kunzman, K. (1990). The healing way. Center City, MN: Hazelden Information Education. Lew, M., & Bass, E. (1990). Victims no longer.NewYork: Harper Collins. Maltz,W., (2001). The sexual healing journey: A guide for survivors of sexual abuse.NewYork: Quill. Men’s Issues/Roles Bly, R. (1992). Iron John: A book about men.NewYork: Vintage Books. Dalbey, G. (1991).Healing the masculine soul.Dallas, TX:Word Publishing. Morley, P., & Sproul, R.C. (2000). The man in the mirror. Grand Rapids, MI: Zondervan Publishing House. Morris, L., Bolton, F., & MacEachron, A. (1989).Males at risk.Newbury Park, CA: Sage Publications. 111Vodde et al./A SURVEY OF THE USE OF BIBLIOTHERAPY BY LICENSED CLINICAL SOCIALWORKERS Minority Concerns/Issues Bailey, C., & Bledsoe, C. (2001). God, Dr. Buzzard, and the Bolito Man.NewYork: Knopf. Goldberg, B. (1997). Tengo un adolescente En Casa. Que hago? Sudamericana/Argentina. McGoldrick, M. (1996). Ethnicity and family therapy.NewYork: Guilford Press. Tan, A. (1992). The kitchen god’s wife.NewYork: Ivy Books. Thomas, A., Kenneth, C., & Sillen, S. (1991). Racism and psychiatry. New Jersey: Lyle Stuart. Parenting Skills/Effectiveness Clark, L., & Robb, J. (1996). SOS! Help for parents. Berkeley, CA: Parents Press. Cloud, H., Townsend, J., &Guest, L. (1998).Boundaries with kids.GrandRapids,MI: Zondervan Publishing House. Dinkmeyer, D., & McKay, G. (1997). Parenting young children: Systematic training for effective parenting (STEP) of children under six. Circle Pines, MN: American Guidance Service. Dobson, J. (1994). Parenting isn’t for cowards.Dallas, TX:Word Publishing. Dobson, J. (1996).Dare to discipline.Wheaton, IL: Tyndale House Publishing. Eldrige, S. (1999). Twenty things adopted kids wish their adoptive parents knew.NewYork: Dell Publishing. Faber, A., Mazlish, E., & Coe, K. (1999). How to talk so kids will listen & listen so kids will talk. New York: MacMillian Co., NY: Avon Books. Ginnot, H. (1993). Between parent & child.NewYork: MacMillian Co., NY: Avon Books. Gordon, T. (2000). Parent effectiveness training–The road less traveled.NewYork: Three Rivers Press. McCartney, S., Wooderich, K. & Bauer, A. (1995). The parent’s guide: Solutions to today’s most common behavior problems in the home. Columbia, MO: Hawthorne Educational Services. Nelsen, J., Duffy, R., & Erwin. C. (1998). Positive discipline: The first three years—laying the foundation for raising a capable, confident child. Rocklin, CA: Prima Publishing. Papkin, M., & Cox, M. (1998). Active parenting of teens.Marietta, GA: Active Parenting Publishers. Pipher, M. (1995). Reviving Ophelia: Saving the selves of adolescent girls.NewYork: Ballantine Books. Pipher, M. (1997). The shelter of each other.NewYork: Ballantine Books. Woititz, J. (1992). Healthy parenting. NewYork: Fireside Press. Perfectionism/Obsessive-Compulsive Tendencies Anthony, M., & Swinson, R. (1998).When perfect isn’t good enough: Strategies for coping with perfection- ism.Oakland, CA: New Harbinger Publications. Burns, D. (1999). Feeling good.NewYork: Plume. Kushner, H. (1997).How good do we have to be: A new understanding of guilt and forgiveness.NewYork: Little Brown & Company. Personal Growth Bolles, R.N. (2002).What color is your parachute? Berkeley, CA: Ten Speed Press. Cameron, J. (2002). The artist’s way: A spiritual path to higher creativity. Los Angeles, CA: J.P. Tarcher. Covey, S. (1990). Seven habits of highly effective people.NewYork: Simon & Schuster. Foster, R.J. (1998). Celebration of discipline: The path for spiritual growth. (3rd ed.). San Francisco: Harper San Francisco. Simpkins, A.M., & Simpkins, C.A. (1996). 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