Bibliotherapy a Queer Practice Introduction “One transperson is killed every month.” Trans People of Color Coalition “Gay youth spend an inordinate amount of energy plotting how to get safely to and from school, how to become invisible so they will not be verbally and physically attacked. Too often, students have very little energy to learn.” (Human Right Watch 2001) Did you feel that? While experiencing reading one is likely to be prompted to feel emotions, recall distant memories, even have physical reactions. There is power in reading. Both the process of reading, especially in-group settings, and the content of what we read changes us ever so slightly or dramatically, and may challenge what we have previously known. Dennis Sumara (1996) “attempted to uncover the shared, negotiated construction of meanings that emerge through reflexive engagement with texts and with other readers…the confluence of text, reader, and context creates something new, takes on new properties in a dynamic process of meaning production that has the capacity to change bother readers and the world.” That is the transformational power of reading. Reading impacts how we view the world and ourselves. It is clear that leisure reading as well as reading for educational consumption shapes whom we are. In fact, Ross (1999) presents readers common claims about the power of reading to include an awakening, or new perspectives, and provision of models for identity. Reading Practices of SelfIdentified Lesbian and Queer Young Women Since reading can provide model identities predictably bibliotherapy, the practice of healing through books can support the development of identity. A part of identity development for queer folks is described as the coming out process. “Coming out is acknowledging or revealing one‟s sexual orientation, both to oneself and to the larger world (Hamer, 2003). As mentioned previously lesbian, gay, bisexual, transgender and queer (LGBTQ) experience oppression, discrimination, and violence based on how they identify. Moreover, “coming out is a constant internal and external process that can sometimes be met with pain, misunderstanding, and hardship.” This can lead to internalized homophobia and identity issues. However, as a people the LGBTQ population is still sustaining itself even with the oppressive forces that work against them, they are not just wounded and dying they are healing and thriving. Much like coming out is a continuum so is the process of healing. Coming Out is not isolated to just a day in October, or a youth overcoming fear of rejection or subjection to other homophobic behaviors but in reality is a lifelong continuum for most LGBTQ persons. Living in a heteronormative society is it assumed you are heterosexual? Due to the fact that there are no definitive gay features and gender
expression is a cultural construction LGBTQ people have to come out on a daily basis in order to reclaim visibility of their identity. “In 1979 Vivienne Cass released her “Homosexual Identity Model”, (which) has been used in higher education as the standard for discussing the identity development for gay and lesbian college students” (Handbook) The stages of identity development consist of a continuum with no specific timeframe, an LGBTQ person could experience a variation of identity awareness, identity comparison, identity tolerance, identity acceptance, identity pride, identity synthesis. The author wishes to explore how reading, particularly bibliotherapy as a practice can serve and support the coming out process of LGBTQ population. By examining several identity development models as conceptual framework in comparison to the stages of bibliotherapy there is noticeably a strong correlation between the benefits, goals, outcomes, and processes of both concepts. Furthermore the author will examine the role of libraries play a in creating a safe space for LGBTQ individuals, and how safe space is necessary for the process of bibliotherapy. Bibliotherapy Bibliotherapy is a term that was “coined in 1916 by Samuel McChord Crothers (1916). Initially, the term was used to describe literature used in counseling people suffering from mental illness.” Bibliotherapy: Historical and research perspectives Debbie McCullis Katz and Watt describe bibliotherapy as “the guided use of reading, always with a therapeutic outcome in mind.” (Jones 2006). Researchers using the process of bibliotherapy have tended to concentrate on three stages: identification, catharsis and insight. Halstead (1991, p. 80) refers to these three stages as “recognizing”, “feeling” and “thinking”. The author seeks to illuminate the parallels between the identity formation that takes place during bibliotherapy and the coming out process. Similarly, the benefits of bibliotherapy are strikingly parallel to the benefits of coming out, “the purposes served by the practice (self-actualization and problem solving, social acceptance/attitude, psycho-therapeutic, and education).” Arleen McCarty Hynes and Mary Hynes-Berry (1986/1994) There are varied forms of bibliotherapy, clinical as opposed to social/developmental. Both types can be implemented in individual, couples, and group sessions. For these purposes of supporting LGBTQ identity development during the coming out process the author seeks to prove that group, developmental bibliotherapy would be the most helpful, with the least risk of further stigmatization. Although the term bibliotherapy is relatively new the words can be traced back to…. This essential practice of “healing through books” is nothing new to the LGBTQ community. Historically we have given ourselves the authority to assist in healing one another. As a people the gay population has been forced to the margins of society, as has its literature. Books about same sex loving and gender variant people have been criminalized, banned, locked within cages in libraries, destroyed, systematically suppressed. Clearly there is power in books written by, for, and about the LGBTQ
community to be so threatening. Within the subculture we have taken care of each other and sustained ourselves. We are healed, legitimized and affirmed when books reflect our identities and are accessible. “Reading provides a ground for exploring the implications of lesbian and queer sexualities and offers the empowering opportunity for feelings of solidarity. The everyday practice of reading allows for public recognition of self and selfunderstanding that can then be shared with others.” Thus, social/developmental bibliotherapy can be viewed as “a cultural specific practice of care” (Parker T Hurley, unpublished manuscript 2012) Additionally, like many underrepresented groups the LGBTQ population seek out and create spaces that reflect their identity. “One of the major benefits of culturally appropriate bibliotherapy can be the increased appreciation for one owns culture and customs and greater identification with and pride in one‟s own ethnic/cultural membership. Literature reflecting culture, lifestyle, or ethnicity can serve as a mirror and acknowledgement; publication connotes a certain legitimacy and value. How invisible most people feel when they are not reflected, or not reflected fully and accurately in media?” (CITE)Those feelings need healing, the books are used for healing, the books that reflect LGBTQ culture are not present, and those feelings need healing. This is a cycle that librarians can actively dismantle in serving this community and offering bibliotherapy.
Clinical Therapy vs. Developmental Social Bibliotherapy Social/developmental bibliotherapy is more accessible in a multitude of ways to the LGBTQ in comparison to clinical bibliotherapy, which is the use of self-help books and primarily nonfiction literature facilitated by someone in the medical field in conjunction with other forms of therapy. as enter insurance lack of medical care quote Developmental bibliotherapy ultimately is more accessible because it doesn‟t require facilitation by a licensed practitioner, multiple community members can assist in its facilitation, book prescriptions can be given by lay people including but not limited to librarians, teachers, social workers, relatives, friends, who use a plethora of reading materials in varied spaces. Furthermore, there is no centralized authority in a developmental bibliotherapy exchange. Librarians make ideal bibliotherapist due to their expertise, familiarity with collections and multiple genres. Librarians can use their specialty in order to suggest books, but this would be based on the individuals‟ expertise of themselves, and a relationship building between the two (or coupling, or group). The book suggestions would stem from the patrons reading habits, their preferred genre, etc. Without input from the participant the bibliotherapy would not be as effective. Developmental bibliotherapy as a practice is even more accessible because there is no specific literary source of healing, literature of any kind and any form can be used
throughout a bibliotherapy session. This potentially decreases cost of resources, and includes queer folks that have a varying degree of literacy, diverse information seeking behavior, and literary interest. Development Bibliotherapy is the use of literature of any type, such as comic books, poems, and fiction of all kinds can be used with the intention of personal development. In this form of bibliotherapy even non-traditional forms of literature such as audiobook can be used. Until 1963 the DCM classified homosexuality as a mental health disorder. Homosexuality itself is pathologized and outdated term. Counselors have used clinical bibliotherapy, and medical staff to treat individuals with severe mental health issues in conjunction with other forms of therapy. The author intentionally avoids promoting the use of clinical bibliotherapy specifically for the care of LGBTQ persons and rejects it as a culturally specific practice of care as it can be associated with historic stereotypes and perpetuate the association between the gay community and mental health disease. Forms of Bibliotherapy “Living by stories for making of new narratives is a spiritual endeavor. The stories of our lives bear our breath, drawing from nourishing the wellspring of our soul. In the inhalations and exhalations that bear the narratives of my life and the lives of others, I discover myself. I learn where I have been lost and found, what I do and do not recognize, who I have become.” Spirituality: Recycling soul by soul or is it story by soul Mink shura Sprague Bibliotherapy sessions can involve the bibliotherapist and an individual, a couple, or a group. Whereas, readers advisory transaction success is based on the readers ultimate enjoyment of the suggested text Furner, (1997, p. 169) stresses that “successful bibliotherapy requires a meaningful follow up discussion” It is important to become involved in discussions and follow-up activities…in order for the reader to develop selfawareness, an enhanced self-concept and improved personal and social judgment.” Where as these benefits can be the product of any form of bibliotherapy sessions, it is suggested the group sessions in the form of book clubs can be a fertile foundation for reflection and identity development therefore more condusive to the coming out process. After studying book clubs Elizabeth Long concluded, “the act of reading is not the passive, solitary activity it is often depicted to be but rather a social activity that is in fact integral to the construction of both social identity and the socio-cultural order.” Research Based Readers‟ Advisory Jessica E. Moyer ALA Chicago 2008 Why Book Clubs by Pat ValentineAntidefimation League reports the benefits to group bibliotherapy: Increases sense of belonging and reduces anxiety through the sharing of common experiences Increases empathy and the ability to take the perspectives of others Leads to better understand of group norms and expectations
Extends awareness beyond one‟s own family, community background. Increased ability to understand and cope with problems and issues Increased ability to transcend or seek help for personal challenges and problems Improved personal and social judgment Increased social sensitivity, empathy and respect for others Book reading groups create a space for meaningful exchanges, they promote organic relationship building and participants acquire a sense of belonging to the groups that they identify with. Collectively experiencing and practicing a cultural activity such as reading is how LGBTQ people build community. “Reading is a social activity that allows readers to make connections with other lesbian and queer women, either women with whom they are already familiar with, or women whom they meet through book groups, reading circles, or through spontaneous, anyonymouse encounters with strangers. The connections, however tenuous, represent social manifestation of lesbian and queer culture: thers readers come together as lesbians, queer and bisexual women to talk about lesbian and queer texts. The collective reading practices creas and ideolgoica space in which to explore, contest and enact lesbian and queer identities. Pg 67 reading practices of Summary As per the University of North Carolina at Chapel Hill Safe Zone Training there are several LGBTQ identity development models: Vivienne Case (1979) Homosexual Identity Model: identity awareness, identity comparison, identity tolerance, identity acceptance, identity pride, identity synthesis. McCarn-Fassinger (1996) “Lesbian Idendity Development” individual/group: awareness, exploration, deepening/commitment, internalization/synthesis. Arlene Istar Lev (2004) “Transgender Emergence Model awareness, seeking information/reaching out, disclosure to significant others, exploration (identity and self-labeling), exploration (transition issues and possible body modification), integration (acceptant and post-transition issues. Anthony D‟ Augelli (1994)“homosexual Lifespan Development Model: Exiting a heterosexual identity, developing a personal LGB identity status, Claimin and identity as a LGB offspring, developing a LGB intimacy status, entering a LGB community.
The book therapy technique can be used to assist LGBTQ people at any point in their coming out process. Bibliotherapy stages are:
identification — the reader identifies with and relates to the protagonist. catharsis — the reader becomes emotionally involved and releases pent-up emotions. insight — the reader learns through the experiences of the character and becomes aware that their problems might also be addressed or solved. Universalizetion — the recognition that we are not alone in having these problems, we“are in this together” (Slavson, 1950, quoted in Hebert & Furner, 1997, p. 170). “Earlier research in LIS on use of collections by lesbian, gay, and bisexual people..key findings: Libraries are a safe space to explore alternative sexual identities. Libraries have a responsibility to provide information about alternative sexualities to all patrons Libraries could play stronger mediating roles between individual lesbian and gay patrons and larger queer communities.” Libraries play an unique role as information resource in the initial coming out processes of lesbian and gays. Libraries can be advocating allies and create safe space and actively combat homophobia. Throughout all the LGBTQ identity models the common thread was awareness. We live in a heterocentric society, where it is presumed heterosexual, this heternormative way of being manifest homophobia. It also makes the first step of all coming out/identity development models to be the awareness that to identify as LGBTQ means to identify as different. Conversely, quality multicultural literature provides increased appreciation for groups, beliefs, customs, and lifestyle different from ones own.” Therefore, it is safe to assume reading and libraries can play a large role in counteracting homophobia, and heterosexism. There are numerous parallels between the coming out process and the stages of bibliotherapy. Moving forward we will examine a few significant examples as well as highlight how libraries can support these identity development processes. In the future, the author wishes to expound in detail on each model. Arelene Istar Lev Transgender Emergence Model 2004 identity formation model looks at how trans people come to understand their identity. Throughout the second stage of trans identity formation „gender variant people seek to gain education and support about transgenderisn; the therapeutics task is to facilitate linkages and encourage outreach‟. Historically, the public library was often the first place queer people go to for information
regarding the LGBTQ community. Libraries matter and their contributions to the support of coming out person are large. “Libraries have a responsibility to provide information about alternative sexualities to all patrons” (CITE), this is a part of the library bills of rights. To be inclusive the author would like to support in addition to support for those of diver sexual orientations that diverse gender expressions, gender identity, be added to the affirmation as well. In order to effectively support the coming out process and this stage in identity development accessibility of trans specific literature should be made visibly accessible, especially since transgender is not a formal subject heading determined by the Library of Congress, who at this time classifies this material under transgenderism, and that is not a personal identity per se. Unfortunately, Library of Congress not embracing natural language of how people self identify could potentially hender stage four of the transender emergence model, “exploration (identity and self-labeling).” However, bibliotherapy can assist the subsequent identity development stage “integration (acceptant and posttransition issues”. The final stage of bibliotherapy is “universalization, or the realization we are not alone having these problems” can assist those experiencing post-transition issues. Cisgender persons have the privilege of not being able to identify with these processes, and can often feel isolated. Understandably so since we live in a society whose dominant culture reinforces an oppressive gender binary but “the technique of bibliotherapy is for an individual to come to the realization that they are not the only one who has the problem.” Ch 1 serving lgbtq Aiex (1996) It can be concluded that culturally specific literature, a reflective safe space can assist transfolks in their identity development. Due to the fact that the author has already established arguments that developmental group bibliotherapy, such as in the form of a book club, is ideal for LGBTQ identity manifestation we can focus on the lesbian identity model group perspective (CITE). The third stage known as deepening/commitment consist of, “Group commitment to personal involvement with reference groups with awareness of oppression and consequences of choices.” Developmental group bibliotherapy allows “open expression and exploration”, similarly exploration (stage 2 of the lesbian identity development model) of one‟s position regarding lesbians/gays as a group (both attitudes and membership). Previously mentioned, “libraries are a safe space to explore alternative sexual identities.” A component of community as per McMillan and Chavis (1986), “who proposed four criteria of what defines and constitutes a “community”, {a criteria being} membership: a sense of belonging, an investment by an individual in a community that results in a feeling of a “right to belong,” …Positive elements of boundary setting are security (including emotional safety), a sense of identification. CITE Reading, and book clubs is a “vehicle of access” to community. Bibliotherapy supports social connectedness
necessary for LGBTQ persons to feel a part of/ own membership of the community which supports social identity formation.
Conclusion At this time there is very limited information regarding empirical research as it pertains to bibliotherapy. There is also a lack in research regarding LGBTQ reading habits. Utilizing this foundation of identity development theory as it applies to the coming out process of LGBTQ people and bibliotherapy as a supportive practice that also fosters identity formation the author is urged to move forward and conduct further research in order to provide definitive conclusions about bibliotherapy being a culturally specific practice of care and to determine best service provision practices. Those of the LGBTQ community will be people of color as most studies including the identity development theories are based on white, lesbian and gay subjects. Further research will potentially include: Methodologies: Video Ethnography studying myself as a queer woman of color (subject April Parker) and a LGBTQ book group, In addition to existing research study group: Queerly Beloved: Greensboro LGBTQ Literary Circle. Interview LGBTQ POC and acquire library stories. Interview participants of Queerly Beloved about their experiences of reading group. Evaluate current LGBTQ POC literature to develop reading recommendation lists, and compile/create reviews
Powell: New Social History (based on social science type analysis: historical approach, combined with a social science focus.)
Conduct a literature review. Further research topics to include: Understanding LGBTQ community, culture, and practices in relation to the library Feminist theory Intersectionality Theory Critical Race Theory Critical Literary Studies Third Space: Judith Bulter, Audre Lorde, Rosenblatt Sense of place Sense of belonging Sense of safe space Social Theory
Exploration of coming out stage six foreclosure, inquire did participants experience stage and the effects on their reading habits. Research question: Did they stop reading during those times? Determine correlations. Expound upon Parker T. Hurleyâ€&#x;s theory of culturally specific practices of care as it applies to library/literacy/LGBTQ research. Further explore how historically LGBTQ people utilized bibliotherapy as a way to sustain themselves. .Explore the notions of Bell hooks notions of reading behavior how it promotes a sense of belonging and defuses the sense of isolation, thus prompting me to create a book club Become formally educated and explore culture of book clubs and reading groups Literature and its access to collective history, visibility, and resiliency History of bibliotherapy Genreflection Cultural reading Community of spirit/spiritual bond Queer Shame/Good Citizenship Utilize queer theory, and reading habits of LGBTQ (most research conducted using women as the primary social group) in order to determine best practices, and create more intricate and detailed steps of developmental bibliotherapy service provision for the LGBTQ population.
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