The experience of international students in interactive bibliotherapy: functions of interactive bibliotherapy helping in environmental transitions

ABSTRACT

The current research studied the possible functions of interactive bibliotherapy when implemented for international students. Four international students studying in a university in London participated in five interactive bibliotherapy sessions. Each participant underwent an interview after the sessions, and the contents were transcribed and analysed through a thematic analysis. A total of 4 main themes and 11 subthemes were extracted. It was shown that international students, who were having difficulty in accessing psychological aid, joined the interactive bibliotherapy sessions with relative ease. Sessions provided them a space where they could lay aside their normal routine, and freely express themselves. It was also a space whereby participants were able to become aware of their stress, and had the opportunity to do some retrospection on their selves, all the while gaining flexibility. Lastly, the current research presented a model of interactive bibliotherapy for international students.

KEYWORDS:

• Interactive bibliotherapy
• international students
• thematic analysis
• transitional period
• social support
• accessibility

Acknowledgements

I would like to thank my supervisor, Victoria Field who is a certified poetry therapist, for giving me advice on literature used in the research. I am also grateful to Professor Haruo Nomura of Osaka University for guiding me and encouraging me to examine the sessions from a psychological point of view. Lastly, I would like to thank the participants who took interest in Interactive Bibliotherapy and shared many of their interesting narratives during and after sessions.

Disclosure statement

No potential conflict of interest was reported by the author(s).