@article{ref1,
title="The paradoxical effects of "moral" stories on children's behavior",
journal="Education and treatment of children",
year="1981",
author="Lutzker, John R. and Crozier, Jill L. and Lutzker, Sandra Z.",
volume="4",
number="2",
pages="115-124",
abstract="The study examined the effects of two kinds of literature on the negative physical and verbal behavior of nine preschool children. Each day during baseline, stories whose content was considered &quot;neutral&quot; were read to the children. During the next 12 days the children were read stories with &quot;morals&quot; designed to show positive behavior change. However, the &quot;moral&quot; books contained descriptions of the inappropriate behavior that was supposed to be changed. After each story session the children were observed in a snack and clean-up situation. Increases in negative physical and negative verbal behavior were observed in the children during the &quot;moral&quot; book condition. Five sessions of neutral books were again read to the children during a return to baseline condition. The children's rates of negative physical and negative verval behavior decreased below their rates during the &quot;moral&quot; book condition. The study provides a model for direct assessment of a common preschool practice and how it affects children's behavior and has implications for &quot;bibliotherapy&quot; as a behavior modification tool.<p /><p>Language: en</p>",
language="en",
issn="0748-8491",
doi="",
url="http://dx.doi.org/"
}