Emerging "Bibliotherapy Express Program" in Classroom Setting: Aid for Students and Teachers Struggling with Stress in Casay National High School

Abstract

INTRODUCTION

The objective of the study is to ascertain the outcomes of the emerging Bibliotherapy Express Program in Classroom Setting to assist the students and teachers struggling with stress. It aims to prove that BE Program is an effective tool to help cope with stress. The emerging Bibliotherapy Express Program is a unique way to relieve stress and a new found way of coping with stress for healthy living among students and teachers in San Francisco, Quezon.

METHODS

The study used Descriptive Research Design utilizing quantitative approach to determine the program’s significance and implications to the behavior of the respondents. A self-devised survey questionnaire made by the researchers was used to collect feedbacks on the effectiveness of the program.

RESULTS

Study revealed that among 174 clients (141 students, 33 teachers), only 86 respondents or 49% joined the program and selected books suitable to their needs. With the remaining 86 respondents, 36% agree that Emotional Stress Signals need reinforcement, followed by Physical Stress Signals with 34%, and Behavioral Stress Signals with 30% as the least. Results also showed that the emerging Bibliotherapy Express Program in classroom setting is highly recommended and proven effective as a tool to cope with stress. Similarly, the respondents strongly agree with 3.51 (WAM) which implies effectiveness of the program.

DISCUSSIONS

The results demonstrate the effectiveness of the implementation of the Bibliotherapy Express Program in classroom setting as aid for students and teachers struggling with stress. Before the implementation of the program, most of the respondents agreed that emotional stress signals need reinforcement followed by physical and behavioral stress signals. But during the implementation, it has been observed that majority of the respondents are utilized materials available in the classroom that responds to their stress signals. Integration of gamification and other playful extensions such as playing music, storytelling, drawing, reading, and writing can enhance the effectiveness of the Bibliotherapy Express Program. The statistical data implies that theemerging Bibliotherapy Express Program in classroom setting is an effective intervention in reducing and coping with stress as evidence by the computed weighted average of 3.51 which is interpreted as “Strongly Agree.”