American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
American Journal of Educational Research. 2016, 4(10), 725-730
DOI: 10.12691/education-4-10-3
Open AccessCase Study

The Role of Bibliotherapy in Reduction of Violence in Arab Schools in Israel

Jamal Abu-Hussain1,

1Graduate Studies: Al-Qasemi Academy, Israel

Pub. Date: June 25, 2016

Cite this paper:
Jamal Abu-Hussain. The Role of Bibliotherapy in Reduction of Violence in Arab Schools in Israel. American Journal of Educational Research. 2016; 4(10):725-730. doi: 10.12691/education-4-10-3


For many societies violence has become a major problem to be immediately dealt with and overcome. Schools, for reasons ranging from their framework, structure, client population and lack of appropriate educational tools suffer from manifestations of this phenomenon no less than other societal institutions and much more than some. This state of affairs leaves teachers, in general, and Arab teachers in Israel in particular, utterly frustrated and in many cases extremely helpless and bewildered. The situation calls for fast intervention in order to find suitable educational solutions for the reality of Arab teachers and Arab schools that function as a minority with its own set of values, standards and distinguishing features within general Israeli society. The objective of this study is to examine the effect of group bibliotherapy on violence among Arab elementary school children in Israeli society. The study hypothesis is that group bibliotherapy diminishes violence among aggressive children. The study sample included 60 pupils from grades one to six in one Arab elementary school in Israel. The results show a decline in the level of violence among aggressive children that went through bibliotherapy, in comparison with aggressive children that did not receive bibliotherapy. Results suggest that school violence can be mitigated significantly by use of appropriate teacher training programs. Lack of such training and the experience it furnishes may encourage a violent and dangerous environment for the pupils. The program furnished teachers with a tool for successful handling of the violence.

bibliotherapy violence elementary school

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit


[1]  Felix, E. D., Furlong, M. J., & Austin, G. (2009). A cluster analytic investigation of school violence victimization among diverse students. Journal of Interpersonal Violence, 24(10), 1673-1695.
[2]  Kracke, K., & Hahn, H. (2008). The nature and extent of childhood exposure to violence: What we know, why we don’t know more, and why it matters. Journal of Emotional Abuse, 8(1/2), 29-49.
[3]  Henry, S. (2000). What is school violence? An integrated definition. Annals of the American Academy of Political and Social Science, 567, 16-29.
[4]  Noddings. N. (2002). Coping with violence. Educational Theory, 52(2), 241-253.
[5]  Benbenishty, R., & Astor, R. A. (2005). School violence in context: Culture, neighborhood, family, school and gender. New York: Oxford.
[6]  Baker, D., & Letendre, G. (2005). National differences, global similarities. Stanford: Stanford University Press.
[7]  Benbenishty, R., & Astor, R. A. (2003). Violence in schools: The view from Israel. In P. K. Smith, (Ed), Violence in Schools: The Response in Europe (pp. 317-331). London: Routledge Falmer.
[8]  Abu Hussain, J., & Gonen, S. (2013). Responsibility for education and education for responsibility. Tel Aviv: Mofet Institute. (In Hebrew).
[9]  Abu-Hussain, J. (2015). The thinking language of elementary school teachers in the Arab education system in Israel: Implications for teacher education. Open Journal of Business and Management, Vol.3, No.3. pp. 257-264.
[10]  Abu-Hussain, J., & Essawi, M. (2014). School principals' perceptions of teacher evaluation in the Arab education system in Israel, Journal of Education and Training Studies, Vol. 2, No. 2, 31-43.
[11]  Horovitz, T. (2008). Daily violence at school-the individual versus society, Dappim, (46), pp. 11-20, Mofet Institute, Tel Aviv. (In Hebrew).
[12]  Dafni, A. (1978). Aggression in different school situations: The effect of age, sex and socioeconomic status. Master Thesis. University of Tel Aviv. (Hebrew).
[13]  Ayalon, A. (1983). Mild balance. Tel Aviv: Sefryat Hapoalim. (Hebrew).
[14]  Horovitz, T. (2006). The school as an arena of violence. In: Meeting of educational and social work, 23, PP. 45-66.
[15]  Rogers, C.R. (1973). The freedom to learn. Tel Aviv: Sefryat Hapoalim. (Hebrew).
[16]  Bandura, A., Ross, D., Ross, S. (1963). A comparative test of the status envy, social power and the secondary reinforcement theories of identification learning. Journal of Social Psychology, 67: 527-534.
[17]  Freud, Z. (1934). Introductory lessons in psychoanalysis. Tel Aviv: Stivel. (Hebrew).
[18]  Freud, Z. (1977). The ego and the defense mechanism. Tel Aviv: Dvir. (Hebrew).
[19]  Erikson, E. H. (1968). Identity, youth and crisis. New York: Norton.
[20]  Brown, B. B. (1990). Peer groups and peer cultures. In: Feldman, S.S., Elliott, G. R. (Eds.). At threshold: The developing adolescent, pp. 171-196. Cambridge, MA: Harvard University Press.
[21]  Horovitz, T.; Lipshitz, H., & Amir, M. (1981). Methods of the education system dealing with the violence problem. Jerusalem: Henrietta Sald Institute. (Hebrew).
[22]  Horovitz, T., & Frankel, H. (1990). Patterns of violence among youth. Henrietta Sald Institute. (Hebrew).
[23]  Grossman, G. (1987). Probematic children in regular classes. Tel Aviv: Tcherikover. (Hebrew).
[24]  Coboby, D. (1992). Bibliotherapy. Jerusalem: The Hebrew University Magnus. (Hebrew).
[25]  Cohen, A. (1995). The soul story bibliotherapy: theory to practice.Israel: Ach Publication. (Hebrew).
[26]  Dwivedi, K.N. (1997) (Ed.). The therapeutic use of stories.London, USA & Canada.
[27]  Ilan, A. (1979). Psychotherapy among children and youth. Tel Aviv: Sefryat Hapoalim. (Hebrew).
[28]  Coboby, D. (1985). The story as a therapeutic communication between parents and children. In: The school of education, pp. 191-210. Jerusalem: Magnus. (Hebrew).
[29]  Yalom, I. D. (1995). The theory and practice of group psychotherapy, (4th ed.). New-York.
[30]  Achenbach, T. M. (1991a). The Child behavior Checklist (CBCL). Burlington, VT: University of Vermont, Department of psychiatry.
[31]  Achenbach, T. M. (1991b). Teacher’s Report Form (TRF). Burlington, VT: University of Vermont, Department of psychiatry.
[32]  Mackenzie, K.R. (1995). Rationale for group psychotherapy in managed care. In: Mackenzie, R.R. (Ed.). Effective use of group therapy in managed care, (pp. 1-26). Washington, DC: American Psychiatric Press.
[33]  Steenbarger, B.N., & Budman, S.H. (1996). Group psychotherapy and managed behavioral health care: current trends and future challenges. International Developmental Psychology, 17: 297-309.