Webinar Transcript

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Erin Bailey: Hello, everyone! Welcome! We are going to get started. Welcome to Every Book Counts. Every Book is a mental health book. This morning-slash-afternoon session will focus on using children's literature to promote mental health.

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Erin Bailey: And you can go to the next slide, Jessica.

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Erin Bailey: This webinar is being brought to you by Reading is Fundamental, the nation's leading children's literacy nonprofit. Our mission is simple, to encourage children to discover a joy of reading, and we do that by putting books into the hands of children. To date, in our 60 years, we've put

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Erin Bailey: 430 million books into the hands of children nationwide.

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Erin Bailey: And I am very excited to introduce to you, my dear friend Jessica Jones-White.

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Erin Bailey: Jessica and I formerly worked together at the Inspired Teaching Demonstration School, where she is currently the assistant principal of middle school, so you know that that is a big job with a lot of challenges, particularly as we are getting into May, and it is the end of the school year. And then, Jessica, I know you also have a lot of other titles as a clinician, but I don't

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Erin Bailey: want to mess up all the letters, so if you want to share, I'll turn it over to you.

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Jessica Jones White: Yeah, I'm a practicing psychotherapist as a LGPC. I work at Infinity Mental Health, which is a practice in Maryland, and, I also do education consulting through the Creation Gym, who is also co-sponsoring this today, and so those are, like, my hats, my official hats now.

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Jessica Jones White: what's in the closet? We won't, we won't, we won't break that all out, but I have lots of hats, too.

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Erin Bailey: Thank you, Jessica. I know there are a ton of letters, they're all clinical, so I'm gonna mess it up if I try myself, so appreciate that.

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Jessica Jones White: Yes. Okay, well, let's get started on our webinar today. I always want to see who's out there and get a, you know, a vibe from our participants. So, my first question for you all is, how have books supported your mental health? Like.

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Jessica Jones White: In what ways? Has it already been a tool, for regulating yourself, escaping from the world, or even for your children, family, and friends? So what you'll do is you'll use the QR code.

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Jessica Jones White: To go to the Padlet, and to respond.

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Jessica Jones White: And I'll have our padlet up so we can start seeing some responses pop up. We'll take a few moments to respond to the Padlet.

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Jessica Jones White: While you do that, I'll model how you can respond. You put your little thing in here, your subject…

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Jessica Jones White: And then you can write your response.

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Jessica Jones White: Alright, so I'll give you guys some time to finish, putting some response in, but we know what the data says about how books, help our mental health. So, books help us process our emotions.

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Jessica Jones White: They are sometimes a cathartic experience where you can relate to a character in the book, or even maybe a setting in the book, if the book is set in your hometown, or a place that you've visited. It can help with acceptance, especially when we're processing tough emotions, or going through new things, having changes in our lives.

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Jessica Jones White: It can help with coping, getting used to a new rhythm, or getting used to a new, realization, or something maybe changing about your life experience that didn't happen before. Maybe new family members, or less family members.

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Jessica Jones White: Naming emotions and understanding what our body is feeling at the time, not just happy, mad, sad, but, expressing, deeper understanding of emotions. What's the difference between happy and joy, and how has a book learned… helped me learn that?

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Jessica Jones White: You might feel seen or represented, and that is very helpful, especially for kids, to be able to see themselves in the text. They're able to engage much deeper, and it always helps when you can relate to something as far as understanding.

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Jessica Jones White: You can also put some of your responses in the chat if you don't want to toggle to the Padlet as well, the chat is open. You may feel reduced feelings of isolation or loneliness. Sometimes books are friends.

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Jessica Jones White: Help you to build empathy for yourself and others, and give some language to things that you may be experiencing in your life.

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Jessica Jones White: So these are some ways that we know books help our mental health, but there are also really concrete ways books help our mental health, and that's some of the things that we're going to talk about today. How can I use books as a…

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Jessica Jones White: Processing tool as a, like a way to help kids have understanding of other people's experiences in a formalized way that you feel confident using in your classroom or in your home.

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Jessica Jones White: First, let's learn about… a little bit more about why we say every book's a mental health, book. So, according to the National Literacy Trust, reading is a vital support tool. 59% of children use it to relax, and 46% of them say that it helps them to feel happy.

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Jessica Jones White: 23, sorry, 27% report that it helps them deal with problems, it helps them process challenges, and almost 30% of them also say that it helps to boost their confidence.

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Jessica Jones White: So, we know that it's gonna give kids some, what, of a pathway to be able to show up the way they want to show up, and to help them relax and have a better mood.

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Jessica Jones White: There was a study that Psychological Medicine published that said

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Jessica Jones White: That students who are engaged in pleasure reading and reading for pleasure between ages 2 and 9, so that's gonna be that early childhood development period and the beginning of elementary school, perform better on cognitive tasks and have a better mental well-being in their adolescence.

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Jessica Jones White: So it's setting kids up for the future of having a positive self-identity and having, better mental health. So we're putting a foundation down, through books for, you know, positive wellness in the future. Kids who read for pleasure are three times more likely to have a higher mental well-being and less likely to get a diagnosis of different, experiences of depression.

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Jessica Jones White: And then the last thing I wanted to add here is 2 in 3 young children use digital, escape, reading as a digital escape. So, if you're trying to figure out, well, you know, how do I get these kids off the screen? How do I get them to engage more with, other tasks and activities?

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Jessica Jones White: 2 and 3 kids are saying they love books to help them escape.

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Jessica Jones White: often the challenge is finding a book that really speaks to the child, and that they want to read and get engaged in, and that they feel that they're reading for pleasure. That's, like, the key there.

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Jessica Jones White: So, bibliotherapy is a type of therapy that clinicians use to help clients and patients process their feelings, emotions, and experiences in a clinical setting, but what we don't realize is, as teachers and as parents, we're doing bibliotherapy all the time.

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Jessica Jones White: So, there's different, types of bibliotherapy, but the definition is the therapeutic use of literature to help patients understand perspective and find hope.

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Jessica Jones White: There are two different types of bibliotherapy, and we distinguish between those two by setting. So, there is developmental, which is used in community, educational settings, to help process life changes. It's used by teachers,nurses.

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Jessica Jones White: people who do not practice medicine or, counseling, but in those, like, non-traditional medical settings. So, anything that's not a medical setting. So, you're doing bibliotherapy in your classroom all the time, just may not have had a name for it.

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Jessica Jones White: And then there's clinical bibliotherapy that happens in clinical spaces, that helps them process, different diagnoses, but it has been very powerful for anxiety, PTSD, and processing grief.

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Jessica Jones White: And then, so, inside of the developmental and clinical range, people have started to research a lot more, and they're starting to come out with a new classification of bibliotherapy, which is called

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Jessica Jones White: classroom bibliotherapy, and it's a Tier 1 social-emotional learning intervention, and as the years go on, when research… when classrooms catch up with research, you'll find that there are going to be some, concrete curriculums coming out with bibliotherapy, woven in, and using some of the empirical things that we have found that work specifically for the classroom for bibliotherapy.

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Jessica Jones White: So today, you're going to learn more about how to turnkey bibliotherapy in your classroom using a lesson plan guide that teaches you how to do that, and maybe reframe or redesign, spruce up things that you are already doing in your read-aloud class novel, book club practices in your classroom.

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Jessica Jones White: Alright, so, there's pretty much 3 basic therapeutic stages that happen in a bibliotherapy experience.

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Jessica Jones White: The first is identification, where the reader really connects with the character, and is able to see themselves in the character, or understand the realistic, expression of their life.

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Jessica Jones White: Even if it's a fiction character, often, even when you think about fantasy, there's some part of it that has a realistic expression that's relatable to a person's life, so they can identify with that person, or with a scenario or scene.

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Jessica Jones White: The next stage is catharsis, when you have a real deep emotional connection to, something that you're reading, and you release that through your story experience. And so that's usually an internal process, but sometimes you can see that externally with your students' emotions, or how they may come to you and have conversations with how they related to something they read that day.

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Jessica Jones White: And the last stage of therapeutic experiences during bibliotherapy is insight. So, when you walk away with a new understanding about life or situation, when you come out of

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Jessica Jones White: your experience saying, oh, I have thought about this a different way, or I may have a different way to approach this problem because I learned it from this character. That's gonna be when we reach that final stage of insight. All ofthese stages of bibliotherapy help to, clinically, they have seen that it reduces anxiety and depression, both the developmental style bibliotherapy

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Jessica Jones White: In the clinical style.

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Jessica Jones White: And then the last thing I'll say about bibliotherapy is there's also something called Books on Prescription, so I'm not sure if you've ever heard that from one of your students or families or friends, but, you can always also prescribe books as a way to help process feelings and emotions. And so for you all, that might be saying, hey, come to the class library, look at a book with me. I really think you'll like this story, maybe you'll connect with one of those characters.

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Jessica Jones White: Social stories are another way that we see, formally being able to help students

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Jessica Jones White: By way of books. So, Social Stories is a trademark, type of story by Carol Gray. She was an educator. And what it is, is personalized narratives that accurately describe a context

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Jessica Jones White: Skill, achievement, or concept.

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Jessica Jones White: And there's 10 specific criteria for a social story. It has to be focused on descriptive statements to answer. So, does this story answer questions about something? Is there a who, what, when, where, why, and a how? And does it allow, the person to leave with a new skill or a new conceptual understanding?

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Jessica Jones White: Social stories are often used in APA therapy, clinical spaces, classrooms, and different interventions to help, children and students, you know.

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Jessica Jones White: really relate to something. So you might see a social story about washing hands and germs, or you may see a social story about going to bed at night, because it's hard and scary.

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Jessica Jones White: These are structured narratives that really help kids have a catharsis experience, but leave with a conceptual understanding of how to process or cope or manage a situation.

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Jessica Jones White: Social stories have been extremely effective in helping, to identify emotions, increase coping skills, reduce anxiety, and improve executive functioning overall. And that's something that I know is, like, a buzzword in the classroom a lot, like, you know, my student has poor executive functioning. How do I help them keep up with their supplies? How do I, help them realize that there's only 5 minutes left in class?

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Jessica Jones White: Those type of things, there are definitely social stories available for, how to pace things, how to… what tools do you have at your disposal for executive functioning that may be able to help them see themselves in the action of doing the things that are gonna help them a little… be more organized, or be more on task.

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Jessica Jones White: So, the social story is all about helping them, like, actualize and visualize for themselves how they, too, can use the skills that the character did in their own lives.

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Jessica Jones White: And…

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Jessica Jones White: in the classroom, just in general, you have, SEL read alouds, right? So you guys, most classrooms in some format, especially the ELA classrooms and the elementary school classrooms, are doing some type of read-aloud, whether it's a small blurb from a text that's longer, or a full picture book.

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Jessica Jones White: Often in these spaces, this is another form of bibliotherapy. You're addressing these concepts in the morning, in your morning meetings, and helping kids process maybe bullying or self-esteem and, you know, social skills.

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Jessica Jones White: There was a lot of research that was conducted to show that reading enhances achievement in four specific pathways when it's done in the classroom in the format of a read-aloud. It helps to improve emotional regulation, it helps to increase intrinsic motivation, and it also helps to strengthen peer and teacher-student relationships.

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Jessica Jones White: Whether it's peer-to-peer or teacher-to-student, those relationships are strengthened by having read-alouds in the classroom that speak to some of these topics.

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Jessica Jones White: The other thing it does is foster long-term reading behaviors, so students who experience read alouds in the classroom are more likely to have long-term reading behaviors, and as we saw earlier, the long-term reading behaviors are more likely to lead to wellness. So all of these things kind of connect. We're building a foundation and a practice

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Jessica Jones White: of reading, and choosing texts that we connect with, that we can see ourselves in, and emotionally process things to build a pathway for later in our life without a book, and I'm just having a moment. I know I can remember that character and that story. So it just creates this pathway.

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Jessica Jones White: Shared reading also, just in general, reading the same text with another individual, also has its benefits, and in this read-aloud format, you're having a shared reading with all your classmates.

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Jessica Jones White: This allows for deeper discussions around life experiences, and also helps create a lot of normalcy around what kids might be experiencing. So, I might feel like I'm the only one who thinks there's monsters under my bed at night. Like, this is my experience, it's not…

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Jessica Jones White: I feel a little awkward about telling my friends that I'm afraid of the dark.

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Jessica Jones White: But then we read a read aloud in class, where there's a character who's afraid of the dark, and he thinks there's monsters under his bed at night, and I realize, oh, half of my class also feels this way. It creates those connections that may not happen in just regular conversations.

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Jessica Jones White: So that's another way that these are, read-alouds are powerful, but this is all different versions of bibliotherapy.

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Jessica Jones White: The last type of bibliotherapy we'll talk about is mirror windows, books and book talks. So, mirror books are books that reflect a child's own identity, and window books are books that offer a view into another person's world.

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Jessica Jones White: We have seen in research that the impact of shared reading is massive. A John Hopkins study showed that 10,000 students in Baltimore found that reading the same novel generated productive conversations about really complextopics and things that they were experiencing in their life, like violence and declining mental health and family members and friends.

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Jessica Jones White: And that shared reading experience had really strong outcomes, where kids left that experience with elevated… more elevated, reports of better mood, processing a different understanding of their life experiences. They showed, improvements in higher order thinking, and so…

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Jessica Jones White: all… I say all that to say, when you do these novel studies and these book talks.

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Jessica Jones White: that have mirrors that allow kids to see themselves, that have windows that allow them to see someone else's perspective. They're profoundly impactful. And a book talk, we have so many different ways to do that, but one of the many, one of the ways that a lot of teachers use is a Socratic seminar format, and that Socratic seminar format should go through the three stages of bibliotherapy.

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Jessica Jones White: So, when you're doing your Socratic seminar, try to be intentional in having a space where kids are talking about identification, how they relate to the character, or how they identify that character. What characterization do they, do they place on the character? Try to have a moment where we talk about catharsis. Like, can anyone relate to a feeling that they saw a character have?

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Jessica Jones White: Or has anyone seen someone have the feeling this character had? And the last part that you want to include in your Socratic seminar is insight. Just really having kids name, some of the understandings that they're walking away with, and how they may have changed from reading before they read the book to after.

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Jessica Jones White: Once you add those elements in there, your Socratic seminar is also bibliotherapy.

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Jessica Jones White: Alright, so we have another moment to respond. You guys can respond in the chat or on the same Padlet. And my question is, how does bibliotherapy and mirror and Windows books currently support your students or children?

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Jessica Jones White: So, is there a practice you already have in your classroom that you didn't know you were doing bibliotherapy that you do now know, about and feel a little bit more, maybe, proud of, or ready to refine? What's already going on in your class?

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Jessica Jones White: You can use the QR code to open the palette, or you can use the chat. I'll toggle over to the palette in a moment to give you guys some time to respond.

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Jessica Jones White: Yeah, that's definitely a classroom experience we have. Someone said, if there's, like, a lot of tattling or fibbing happening in the classroom, you may could read a social story about that, or have a book that concentrates on the

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Jessica Jones White: The impact of that for other people, or even for the character in the story, definitely would be helpful.

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Jessica Jones White: Yes, I like this. Someone added, if you were the character, would you make the same choice? Why? You can build that into book clubs, ask students their perspective, and figure out if they would make some of the same choices, as the characters.

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Jessica Jones White: Someone else said that books, mirrors and window books, and bibliotherapy is like having a wise friend or a comfort companion.

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Jessica Jones White: Another person said, I'm a children's book author, and often I'll get inspired by what I see the kids navigating, to make new books. Yeah, actually, that's perfect, you know. How did you read this one book, and what did you experience? And using that as inspiration for another book.

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Jessica Jones White: I mean, now that you know more about bibliotherapy, thinking about how you might format those books so that it can be used intentionally, in the classroom to, you know, have those three stages happen where kids are having identification, catharsis, and insight.

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Jessica Jones White: Alright, thanks for responding! You guys can keep responding in the Padlet, but we're gonna, move forward and learn a little bit more by putting today's knowledge into practice, in a lesson. So, you will get a link in the chat, I'm about to give you a link in the chat.

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Jessica Jones White: This is to, a guide that I put together to go today… to go along with today's webinar. It has two, read-aloud lesson plans in there, one for the book that we're gonna read and experience.

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Jessica Jones White: and one for another book. These books are both from Lee and Lowe. Lee and Lowe has some really great SEL books, and we'll talk more about that collection later. But we're gonna walk through the guide a little bit, and then we'regonna experience a bibliotherapy lesson. So, I have a read-aloud lesson guide in this guide for you guys.

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Jessica Jones White: I also have a book club chapter review, so you want to see, okay, if I'm doing a book club chapter, like, you know, having my kids read a chapter, how's that different than the picture book? What should I do that's a little bit different? All this, these things that I'm giving you guys today are based in the CASEL standards, and they're also, based in empirically, proven best practices.

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Jessica Jones White: The CASEL standards are what a lot of schools and, the… a lot of schools and districts and professionals are using this framework to understand social-emotional learning. It stands for the Collaborative for Academic, Social, and Emotional Learning. They have, 5 parts to these standards. It's self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

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Jessica Jones White: And all of the lessons in here and the guidance in here, is founded, you know, foundationally in that framework, and in addition to how to do bibliotherapy and best, empirical practices.

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Jessica Jones White: Yeah, so I think there's gonna be… I'm looking at the chat to answer some questions. I believe that there's gonna be access to the recording, and also, I will share out the link to this guide, with the recording, and it's also in the chat.

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Jessica Jones White: And then, yeah, Erin's answering some questions in there, too. I also have a trigger warning script. Sometimes, teachers ask me, like, okay, we're about to have this really tough conversation.

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Jessica Jones White: how do I have this tough conversation with my students, but also take into consideration what's happening in their home life, and what feels emotionally safe. As we go through the guide, we're going to talk about getting students ready to have a bibliotherapy experience.

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Jessica Jones White: Both opening and closing it out, being mindful of, how they feel about those topics.

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Jessica Jones White: I also included in here, just in case there are some families, a story time guide. So, I want to do bibliotherapy at my house with my kids before bed in a storytime type of format, or during the day when we're hanging out as a family. There's also a story time guide in there that will help you out. So, let's look into the guide.

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Jessica Jones White: Alright, so, like I said, for educators, there's four parts, and then for families, there's also a part. And I just want to be clear that books.

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Jessica Jones White: are not therapy in themselves. They are therapeutic, and there's a big difference. And as teachers, as family members, you're not doing therapy with a student. You're not giving a clinical experience.

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Jessica Jones White: However, you are helping them experience, social-emotional learning, mental health and wellness, and so that is why it's coined bibliotherapy. It is often… it is often used in a…

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Jessica Jones White: many different spaces, and not just in the clinical space, so don't worry, like, if families are like, oh, are you doing therapy on my child or my student? No, bibliotherapy is not a form of therapy. It has it in the name, but it is just a practice. The developmental style is just a practice. Alright.

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Jessica Jones White: This little space, 1.2, is going to tell you a little bit more about the CASEL framework, if you're not familiar.

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Jessica Jones White: and the trauma-informed practice. So, I talked to you all a little bit just a moment ago about maybe having a trigger warning, or having some pre-conversation about it. There's 6 principles that, that we want to kind of base our understanding on how to be safe in the class or at… in home when, dealing with topics that might be hard for kids to process, or even maybe there's going to be some conversations

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Jessica Jones White: that come up that might be hard to hear or process. And so first, we want to establish safety in the classroom. We want everyone to feel like it's an environment where I can share, where I can be vulnerable, and I know that I'm going to be, well, you know, treated well, I'm not going to be made fun of, and there's some type of

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Jessica Jones White: sacred practice around making the space safe. So that might just be having them do some mindfulness before they read the book, and we can talk about that as we go through the lesson. There wants to be some trustworthiness, so on your first day of school, maybe not breaking out bibliotherapy, you know? You might want to get to know your class a little bit better, develop some rapport with students, and then get to a place where you all feel, okay.

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Jessica Jones White: we're starting to have some really good shares during our morning meeting. Our kids are really starting to open up with me. I think it's now time that we can put some of these into practice.

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Jessica Jones White: You want there to also be some good peer relationships and good peer support, so that it adds to that feeling of trust and safetiness, but it also allows them to have a person to process with after they read the book, when they're, like, at recess and having fun, like, oh, you know, this is what came up for me about this book.

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Jessica Jones White: A space for collaboration, so you'll see that when we do, the read aloud today, there's gonna be times where I'll ask questions or have a pause so that kids can answer questions, and that there can be some collaborative experiences of maybe turn and talk and things like that.

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Jessica Jones White: You want there to be a space of empowerment, if possible, and you want it to be culturally, historically, and gender sensitive and accurate. And so, those are the six principles that you're going to kind of keep in mind when you'rethinking, is what I'm doing, safe and gonna be a good experience for kids?

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Jessica Jones White: You also want them to be in the window of tolerance. So, the window of tolerance is something that was coined by Dr. Dan Siegels.

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Jessica Jones White: And he pretty much described that kids are gonna be dysregulated in a space, which is hyperaroused, or dysregulated in a hypoaroused space, whether they're shutting down or too activated. When kids are in those spaces.

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Jessica Jones White: That is not the best or safest space to be vulnerable or talk about tough topics or have hard discussions. You want them to be in their window of tolerance. You want them to be calm and present, able to think and feel, open to discussions, and making meaning from the story. And to kind of create a space of window of tolerance, you want to do some co-regulation before you begin the book.

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Jessica Jones White: So you may do some 478 breathing, you may tell kids to shake it out, you may do a one-word check-in, a thumbs up, middle down, like, how are you feeling today? But just giving us a moment of co-regulation before jumping into the book, especially if you know you're gonna do some social-emotional work.

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Jessica Jones White: Alright, here's some trauma-informed language that you can use when you're having these discussions and you really want to open the platform for them to be able to speak.

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Jessica Jones White: You want to avoid saying, things like, raise your hand if you've ever had this experience.

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Jessica Jones White: Believe it or not, it does give a little bit of pressure to respond. If I keep my hand down, I'm saying I never had this experience. If I put my hand up, I'm telling people things about me I don't want to know. I'm not really ready to answer this question. You want to say instead, some of us might be able to relate to this, or you might want to say, there's no right way… there's no right or wrong way to feel about this story.

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Jessica Jones White: But how… but if you're open to sharing how you feel, how do you feel?

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Jessica Jones White: Some of us might know what it feels like. If anybody wants to share that they know what it feels like, raise your hand. This allows people to have the opportunity to process and share what they want, without feeling the pressure of, if my hand's up or down, they're gonna create some type of judgment about where my hand placement is in the answering of the question.

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Jessica Jones White: Okay, so that's just a little bit of some trauma-informed language you can use. Now, the big question I always get is, what if they, like, disclose their life story in the middle of class, and there's all these kids listening?

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Jessica Jones White: You can't prevent that, you can't anticipate it, but you can receive it. So what you would do is follow 7 steps. You thank them for trusting you with that information. You know, I'm so happy you felt comfortable sharing.

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Jessica Jones White: Then, you don't ask any more questions. You don't want to ask them to share more, you don't want them to elaborate more, you just receive it.

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Jessica Jones White: And then you affirm, you know, it takes real courage to share with, your peers and your classmates your experience and how you feel. Thank you. So, just continuing of the receiving. I hear you, thank you for doing it, this is brave, this is courageous.

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Jessica Jones White: And then, the follow-up. So later, when there's a private moment or time, you check in with them one-on-one. Hey, you know, I heard what you shared, I'm concerned a little bit about your experience, are you okay? If there'ssomething maybe that was jarring shared. Or, I heard what you said, I'm so happy that you feel safe in class.

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Jessica Jones White: If it's needed, you report it, right? So we're all mandated reporters. If you need to, you follow that protocol with your school counselor or social worker, and then you document it. So you know today, May 1st, during Read Aloud at 12 o'clock.

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Jessica Jones White: Mary Ellen said she could relate to being hit, you know? And so that gives you an opportunity to have that information if something comes about later. And then you care for yourself. There's gonna be moments where things come out in the conversation that are hard to process.

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Jessica Jones White: I've had students who have experienced loss, to gun violence, and it was a classmate or a friend, and you know, that might be a moment where it's… you're handling some unexpected disclosure. If that's the case, you want to definitely care for yourself.

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Jessica Jones White: There even may be moments where kids say really sweet things about your impact on them, like, oh, I relate to the teacher in the story because that's, like, how you are, you're my best friend. You may need to go somewhere and sniffle for a little bit about, having a great impact on your students. So either way, process your own feelings and care for yourself.

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Jessica Jones White: Alright, so there is a lesson plan template in here that will help you develop a bibliotherapy lesson for read-alouds, close reads at your guided reading table, and things like that. Use it to make sure that you're following those steps, and that you have, some pause points, you know, that intellectual prep for your lesson where you want to be able to pause, know what question you're going to ask, how are you going to probe, and what are you going to say, so you don't feel like you have

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Jessica Jones White: to say something on the spot, but that you have intentional, planned places to pause

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Jessica Jones White: To, create or enhance the experience.

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Jessica Jones White: Alright, we're gonna get into, a experience of a read aloud from a bibliotherapy perspective. We are gonna be doing the read aloud of the book Benji, The Bad Day, and Me. Alright, so I'm gonna close this out for right now.

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Jessica Jones White: Oh, I am so sorry, I think I realized that you guys were not looking at the guide with me. I apologize, it wasn't presenting at the moment, but the guide is here. Hopefully, you all were able to follow along, on the, on your side. Alright, Benji the bad J, and me.

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Jessica Jones White: Alright, so I have the book in person. This is a Lee and Lowe book, and we are going to read it to help us process our emotions today.

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Erin Bailey: Do you mind, Jessica, take this share screen off so we can see it bigger?

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Erin Bailey: Okay, and I'll just plug, check out Lee and Lowe, and this book's read with permissions from Lee and Lowe.

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Jessica Jones White: Thank you!

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Jessica Jones White: Alright.

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Jessica Jones White: Alright, so before we start our book today, I want us to all get our bodies ready, because we're going to be talking about some of our feelings. So, you can take your hand, shake it out on the side, shake it out down low, take your hand, shake it out on the side, shake it out down low, roll your shoulders back…

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Jessica Jones White: Stretch your neck…

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Jessica Jones White: And then we're gonna take a big, deep breath and let it out as a sigh. So, ready?

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Jessica Jones White: And we're gonna do one more deep breath, and let it out as a soft sigh.

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Jessica Jones White: In the last deep breath, we're gonna try to make a silent sigh.

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Jessica Jones White: Alright, good. So we all should be settled in, and we're ready for our story time!

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Jessica Jones White: Before I read, I want to let you know that today's book is going to talk about some hard things. It's going to be about a family member who is having a really bad day. His name is Sam.

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Jessica Jones White: Sam is having a really, really bad day, and it's the kind of day where everything goes wrong. He just feels like no one is paying attention to him, and his big brother, Benji is also having a bad day. So it might remind you of a time whereyou were having a bad day, it might remind you of some feelings that you've had in the past. If today is already a hard day for you.

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Jessica Jones White: You can listen from wherever feels safe. So if maybe you want to go to the cozy corner, or you want to take a break, just let me or someone else know. So that's how you, like, model, for the kids some of the content preview, or, like, the trigger warning.

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Jessica Jones White: Alright, let's get into Benji and the bad.

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Jessica Jones White: Day, and knee.

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Jessica Jones White: Think about your worst kind of day. Not your saddest, but the day that was most exhausting, most frustrating. What did your body feel like? Did it feel tight? Did it feel heavy? Did it feel hot? I want you to hold your answer inside.

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Jessica Jones White: Hold your answer inside, and we'll ask in a moment.

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Jessica Jones White: Alright.

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Jessica Jones White: This book is by Sally Pla, illustrated by Clint Min.

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Jessica Jones White: It's dedicated to anyone who has ever had a bad day, and for her voice. And it's also dedicated to Mark, Mary, her brother, and her sister, who looked after her.

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Jessica Jones White: At recess.

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Jessica Jones White: I got yelled at for kicking the fence, and at lunch, they ran out of my favorite pizza, so I didn't eat. And on the bus home, the driver missed my stop.

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Jessica Jones White: So I had to walk all the way home in the rain. Now I'm hungry, I'm cold, and wet.

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Jessica Jones White: Grrr.

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Jessica Jones White: Mama says as soon as I open the door, Benji's playing in his box!

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Jessica Jones White: When Benji's in his box, it's because he had a bad day at preschool.

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Jessica Jones White: When Benji's had a bad day, we tiptoe, and we speak softly.

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Jessica Jones White: When I've had a bad day, no one tiptoes or speaks softly.

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Jessica Jones White: What do you see in this picture? What does his body language look like?

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Jessica Jones White: Let's pause. What do you see in Sam right now?

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Jessica Jones White: You don't have to tell me what happened, but tell me what you see in his body.

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Jessica Jones White: What does his face look like? What does his posture look like? What is his body saying?

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Jessica Jones White: This time, I would call in a few friends to answer the question.

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Jessica Jones White: I would build on their answers and affirm it, He looks pretty sad.

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Jessica Jones White: He looks grumpy, he has some frowny eyes, his smile's turned upside down, and he's dripping wet. He's dragging the back.

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Jessica Jones White: He looks pretty sad.

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Jessica Jones White: Benji, Mama and I made the box last summer. Mama cut the window flaps, and Benji and I splashed on the paint.

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Jessica Jones White: Inside, it's cozy and safe, but only big enough for Benji and his blue blanket.

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Jessica Jones White: I sure wish I had a box for those type of… for days like this.

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Jessica Jones White: Look at that box!

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Jessica Jones White: It's a pretty nice, quiet space!

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Jessica Jones White: But he doesn't feel too included.

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Jessica Jones White: We'll see what happens next.

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Jessica Jones White: Benji wiggles his fingers at me.

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Jessica Jones White: Hi, Benji! I say softly.

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Jessica Jones White: Benji's face appears.

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Jessica Jones White: Wet Sammy, Benji says.

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Jessica Jones White: Samuel, says Mom, there's water all over the floor. Take your shoes off this instant! It's not my fault I had to walk all the way home in the rain.

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Jessica Jones White: Benji's Block City is spread all around.

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Jessica Jones White: Watch your step.

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Jessica Jones White: Mama says.

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Jessica Jones White: Benji's been working hard on that. I know.

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Jessica Jones White: I helped.

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Jessica Jones White: I start to say, but mom's phone rings, and she turns away.

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Jessica Jones White: I stick my tongue out at the box, and I do my best karate kick.

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Jessica Jones White: Eye in the air above Benji's Block City.

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Jessica Jones White: Whoa.

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Jessica Jones White: It's pretty close to the Black City there.

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Jessica Jones White: This is a moment where I would ask, what do you think's going on so far for Benji?

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Jessica Jones White: How does he feel?

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Jessica Jones White: It seems like some of the things he said is he doesn't feel like other people are supporting him the same way that Sammy gets supported.

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Jessica Jones White: They can't feel like it's fear.

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Jessica Jones White: We hear Benji say that he wishes he had a box for his bad day, and he wishes that there was space for him inside of the box.

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Jessica Jones White: And now, he's trying to play with his brother.

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Jessica Jones White: But he's also having a hard time with that.

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Jessica Jones White: I always wanted to learn karate. Mama says I can't right now, because the classes are on Tuesdays, and that's when we have to sit to visit the super happy lady at Benji's Clinic Downtown.

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Jessica Jones White: Let's bounce the ball, this super happy lady likes to say. But Benji never does.

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Jessica Jones White: Let's play a game! But Benji never plays. Meanwhile, I'm told to sit in the waiting room, and not bother anyone.

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Jessica Jones White: What do you think is happening in this scene?

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Jessica Jones White: Who do you think the super happy lady is?

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Jessica Jones White: I wonder if Benji wishes he could also see the super happy lady.

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Jessica Jones White: And super happy Lady Days!

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Jessica Jones White: We always get back home tired.

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Jessica Jones White: So Mama will make berry smoothies to help us feel better, then she'll wrap Benji tight in his blue big blanket.

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Jessica Jones White: Just how he likes it, and tells him, you're my little burrito.

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Jessica Jones White: It looks like Benji is getting help.

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Jessica Jones White: But, what about… What about Sammy?

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Jessica Jones White: I would pause here. If you were Sammy.

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Jessica Jones White: And… you had a really bad day. You're helping your brother, you're supporting him, he has a space to regulate, he has a space to feel where he is safe, and you don't have those spaces. How would you feel?

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Jessica Jones White: Turn and talk to your neighbor, and let them know how you would feel if you were having a really bad day.

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Jessica Jones White: But you weren't getting the help that you needed.

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Jessica Jones White: And then I would ask us a second question.

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Jessica Jones White: How would you ask for the help you needed? If you were Sammy, do you have any advice for Sammy?

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Jessica Jones White: How would he ask for the help that he needs?

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Jessica Jones White: But today, there are no berry smoothies, and no burritos. Today, Mama is busy, and Benji is hiding. This day is just plain old rotten.

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Jessica Jones White: Thump.

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Jessica Jones White: Goes the box.

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Jessica Jones White: It's Benji, kicking around in there.

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Jessica Jones White: I said, come out, and I'll teach you karate. But he doesn't.

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Jessica Jones White: So, I go to the kitchen and pour some cereal.

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Jessica Jones White: When I add the milk, too much gushes out. I'm grumpy, I'm hungry and cold, and now there's milk everywhere.

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Jessica Jones White: I've had it with this fence kicking, and the rain dripping, and the milk spilling.

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Jessica Jones White: Dang! I cry mad, shivery tears.

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Jessica Jones White: And no one notices.

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Jessica Jones White: Have you guys ever had a moment where you cried, and you really wish somebody would be there for you?

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Jessica Jones White: Talk to me about it.

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Jessica Jones White: Have you ever felt sad before?

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Jessica Jones White: What did you do when you felt sad?

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Jessica Jones White: Here's a picture of how Sammy feels.

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Jessica Jones White: Why do you think the illustrator chose to put this picture?

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Jessica Jones White: What do they want us to feel or understand about Sammy?

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Jessica Jones White: And what about this one?

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Jessica Jones White: Why do you think the author put this picture in?

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Jessica Jones White: in the illustrator.

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Jessica Jones White: What did they want us to see?

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Jessica Jones White: Have you ever felt this way before?

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Jessica Jones White: And when you do a read aloud like this, and you're asking those questions and pausing for answers, you want to make sure you build that time in, like, don't…

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Jessica Jones White: choose 15 minutes for this read aloud. Like, use it as a full lesson experience, so that way kids have authentic time to share out and experience, each other and their stories, but also you have time to kind of narrate and process with them as well.

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Jessica Jones White: Cut thunk.

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Jessica Jones White: Benji comes out!

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Jessica Jones White: He holds his blanket up high and tiptoes through the blocked city.

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Jessica Jones White: Benji spreads his blanket flat on the floor, What's he doing?

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Jessica Jones White: What do you guys think Benji's gonna do?

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Jessica Jones White: He pulls me down on the fuzzy blueness and makes me lie straight and still. Then he rolls me over. He works hard to wrap me tight.

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Jessica Jones White: What did Benji do that Sammy really wanted to happen?

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Jessica Jones White: Yeah, he noticed him, and he saw how he was feeling.

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Jessica Jones White: Now, he's taking care of him!

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Jessica Jones White: Just like how Mama takes care of Benji.

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Jessica Jones White: Have you ever had someone take care of you in a moment that you really needed it?

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Jessica Jones White: How did it feel to be taken care of?

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Jessica Jones White: Benji leans over me.

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Jessica Jones White: His forehead clunks my forehead. His eyes look right into my eyes.

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Jessica Jones White: You're MY little burrito, he says.

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Jessica Jones White: How do you think Sammy felt the moment he said, you're my little burrito?

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Jessica Jones White: I opened the blanket and let Benji in.

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Jessica Jones White: You're my little brother, I say.

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Jessica Jones White: And that's how Mama finds us.

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Jessica Jones White: She asks, can I come too?

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Jessica Jones White: Whether the day is good, Bad?

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Jessica Jones White: Benji and I will be okay. That's because the two of us are brothers.

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Jessica Jones White: Side-by-side is where we are, and how we'll always be.

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Jessica Jones White: Do you have anybody in your life that you feel side-by-side with?

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Jessica Jones White: Do you wish you had someone in your life that you feel side-by-side with?

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Jessica Jones White: Sammy's looking different!

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Jessica Jones White: What changed about him?

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Jessica Jones White: What do you see in his body now?

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Jessica Jones White: What does his face, his expressions, and his body look like?

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Jessica Jones White: How is it different from the beginning of the story?

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Jessica Jones White: What are the things that people did to change Sammy?

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Jessica Jones White: What are the things that Sammy did to help himself?

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Jessica Jones White: That's the end of our story.

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Jessica Jones White: So, what you'll see is, as we read the book, I injected planned questions on certain pages to help bring attention to body language and expression, which is going to help with emotional intelligence.

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Jessica Jones White: I also asked questions that helped create catharsis and identification, so being able to relate to Benji, or being able to relate to Sammy.

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Jessica Jones White: Ask questions that will help give insight as to how he could navigate the situation differently, or have a different type of day.

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Jessica Jones White: And the other thing I'll say is, Benji, The Bad Day in Me is very much so about emotional regulation, but it also is about isolation, loneliness.

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Jessica Jones White: and having a different experience than others. You can infer that it is possible that Benji, his brother, has a diagnosis, that he's going to see the super happy lady because he lives life differently than Sammy.

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Jessica Jones White: You can also infer that Sammy is not having the same experience as Benji, is that he feels like his family is paying more attention to his brother because of having more needs, and is not really understanding or noticing his own needs, his own needs.

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Jessica Jones White: This may be a story that could help a student in your class, or a child that you might have who has a sibling who has special needs, or autism, and really doesn't feel as focused on in the home, or expresses to you that maybe they feel a little left out. Like, I don't get to go to the meetings with the super happy lady, too.

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Jessica Jones White: This is a book that you can use for that as well, outside of emotional regulation. It can also be a story of inclusivity and consideration of the experience of a peer, a family, or a friend who is living with someone who they feel is receiving a different type of a level of attention or experience. Often, kids in our class will say, well, how come he gets a break and I don't get a break, you know? You may be able to use a story like this to help them

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Jessica Jones White: Understand that people need different things to regulate themselves, or to feel connected to, you know, their own experience.

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Jessica Jones White: And it's… and it's not that we don't want to pay as much attention to you or give you as much, but that people have different needs, and how can we all meet everyone's needs? How can everyone be seen? The same way that Sammy was seen by Benji when he rolled him up like a little burrito.

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Jessica Jones White: So, this story can be used many ways, and I'll be editing the book guide to, add the version of the questions that I did. The version of the questions that are in there currently are about neurodivergence and seeing how maybe people were struggling and trying to regulate themselves, and that's a different version of this, read aloud and how you could approach it.

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Jessica Jones White: Overall, the goal is really to try to see what questions can I ask, and how can I facilitate a conversation between my students, or myself and the reader, or the audience, so that they can have an experience of insight, catharsis, and identification.

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Jessica Jones White: Alright, really quick…

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Jessica Jones White: I want to also say that in this guide, I'm going to share my screen again, there is a lesson for another book that is a Lee and Lowe book called Bird. This book is about an experience that a child is having, with loss.

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Jessica Jones White: And also, with, Substance abuse in his family.

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Jessica Jones White: And so… I'm trying to make sure I'm sharing the correct window really quick. Alright, there we go. And so I also put a lesson guide in there for this book, Bird.

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Jessica Jones White: Lee and Low Books also has a social-emotional learning collection on their website, where you can go see and look at other books that are gonna be books that you can shop around to use for other bibliotherapy experiences in your classroom or in your home.

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Jessica Jones White: There's also a guide that they have that recommends titles by the type of book it is, so if it's an empathy book, or if it's a, a book on cultural experiences and things like that, they have different categories.

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Jessica Jones White: Okay, so we have a little bit of time for some questions that you may have about today's experience, what we learned about bibliotherapy, how books can help our students and our kids and friends.

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Jessica Jones White: how books are mental health books, and also, what does a read aloud look like with intentional questions that help to trigger insight, catharsis, and identification? So what questions do you have for me?

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Erin Bailey: I see Stacy has a question, if there's any lessons for 8th graders. I'm gonna quickly put in the chat our middle school wellness resources, but Jessica, if you want to chat about any other resources for 8th graders. I know you are an assistant principal in a middle school, so I'm sure you have many.

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Jessica Jones White: Yes! So the guide that I created for you guys can be used for pre-K to 8th grade. So there is a section in the guide, that talks about book, clubs, and also a chapter, a lesson plan for a book club chapter reading, and

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Jessica Jones White: facilitating a chapter lesson conversation or a bibliotherapy type of experience based on a chapter. That's gonna be, Section 7 of the guide. It's a chapter and novel study, lesson guide for bibliotherapy. And also, there is, you know,the rest of the guide just speaks generally to how to approach kids at different developmental levels, the trigger warning scripts.

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Jessica Jones White: understanding what the CASEL standards are and how these, bibliotherapy lessons incorporate that, as well as, things you can do before and after reading to co-regulate. So, you can use the chapter book guide that's in here, to go over one chapter of a book, in a bibliotherapy style. And then, like I was saying a little bit earlier about Socratic seminar.

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Jessica Jones White: You can use the Socratic seminar at the end of a novel, or at the end of a chapter to

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Jessica Jones White: engage students in conversation, what you would do is you would just pick questions to help facilitate the Socratic seminar that targets one of these CASEL standards, so self-awareness, you know, confidence, you know, relationships, and then try to trigger those three stages, identification, insight, and catharsis.

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Jessica Jones White: And so you can use the chapter book guide and the Middle School Wellness Collection, that's put… that was put in the chat.

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Jessica Jones White: Does that answer your question, Stacy?

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Jessica Jones White: And if you guys have questions, throw them in the chat.

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Jessica Jones White: There's also a small, part where I talk about whole novel practices, where you can use, like, a character's emotional arc, or, a vocabulary wall about emotions, and a novel reflection for, novels as well.

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Erin Bailey: Thank you, Jessica. I don't see any other questions, but I'm sure, anyone can reach out to you, or reach out to RIF, and we can connect to you if they think of anything later. Go ahead and check out the last

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Erin Bailey: Padlet question for today, and I will take this time while everyone's

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Erin Bailey: typing in the Padlet to say, thank you so much, Jessica, for sharing your deep knowledge of mental health and wellness, and how it can connect to literature. I always learn so much from you, and it's a joy that we continue to work together, even though we are no longer in the school setting together.

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Jessica Jones White: Yes, I always love being connected with you, and thank you so much for giving me the opportunity. I really hope that this helps, more kids across

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Jessica Jones White: you know, whoever is listening today have better experiences and really learn how to regulate and process emotions. If you have questions directly for me that you want to ask, or even just, you know, I'm having this hard time in my class with these book experiences, I'm happy to help. You can email me at jessica at thecreationgen.com, my email's on the screen, and thanks again, Erin, for everything.

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Jessica Jones White: Dr. Bailey. I always, like, want to put the, you know, respect on the name.

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Erin Bailey: Oh, thank you, I appreciate it.

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Erin Bailey: Thank you so much, everyone. We hope to see you very soon. Again, we will answer any of the questions that you have, or if you just want to email us at RIF, or email Jessica and say hi, we love hearing from you, so take care.

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Jessica Jones White: I could put the link in the book… for the booklet in here one more time. Sorry, I just saw a chat.

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Jessica Jones White: There you guys go.

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Erin Bailey: Alright, thank you all so much. I hope you have a great rest of your day, and a great weekend.

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Erin Bailey: Take care, everyone. Bye!