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This systematic review aims to synthesize and analyze existing evidence on the practices of bibliotherapy in the educational setting. A systematic literature search was conducted using four leading databases. The PRISMA guidelines were followed to ensure the articles' relevance in the review. Articles that involved bibliotherapy or reading therapy for teachers, teacher candidates, students, and children were included in the review. All included studies were peer-reviewed and published between 2006 and 2021 to ensure credibility and relevance to present practices. A total of 35 articles were included in the review based on specified inclusion and exclusion criteria. These articles were focused on the following themes: perceptions and practices of bibliotherapy; socio-emotional outcomes; academic outcomes; self-esteem, resilience, hope, and mindfulness outcomes; and stress, trauma, anxiety, and depression outcomes. Perceptions and practices of bibliotherapy showed how teachers and teacher candidates saw the value of the practice but lacked training for it. Outcomes in various domains showed that bibliotherapy might be implemented for different goals, such as improving social skills, emotional awareness and expression, empathy, academic achievement, learning ability, self-esteem, resilience, hope, and mindfulness, as well as a reduction in aggressive behaviors, stress, depression, anxiety, and trauma effects. These findings highlight the utility of bibliotherapy in education as support for the academic, socio-emotional, and psychological development of various types of students. This systematic review's findings contribute to the literature gaps regarding the lack of a unified framework for bibliotherapy.

Critical thinking and problem-solving are essential skills in management education. ChatGPT and other AI-assisted writing tools might disrupt conventional tools like essay writing and case-study analysis. The project incorporates bibliotherapy-inspired usage of ChatGPT and critical thinking and problem-solving frameworks to make students identify and solve real-life problems like social media addiction or time-management skills. ChatGPT is used as an assistant, coach, and/or motivator in the project. Students' experiences are shared as blog posts. The impact of the project on developing critical thinking and problem-solving skills is measured by a post-and-then-pre survey questionnaire.

In January 2021 the author read "Hey, Kiddo" by Jarrett Krosoczka. The author connected on so many levels with this graphic novel memoir, and knew that it would speak to their students, as well. Krosoczka not only wrote "Hey, Kiddo," but he illustrated it, as well. The author states they knew the healing impact a book could have when a reader connected with characters, events, or themes. The author's high school houses the district's arts magnet school, and since the Inspire Grant proposal had an art focus, they reached out to the director of the magnet program. The author shared their ideas for working with the magnet classes to connect with students to participate in what would eventually become a multilayered event. The program was voluntary, and they ended up with approximately eighty students choosing to participate. The premise behind the grant was for students to know they weren't alone and to provide them with outlets for healing. The graphic novel format removed a literacy barrier and made the book accessible to students at many reading levels throughout the school. Once the books were delivered to students, small-group sessions with counselors were scheduled to take place two weeks out, allowing students time to read the book. Copies of the book were supplied to the school counselors, as well. The goal of the small groups was to provide students a safe place to discuss the emotional story and to process feelings and personal connections that arose from their reading. The grant also included a school visit with goats. Students of all grade levels, social groups, and ability levels sat side by side with staff to pet and groom the different animals. According to the author, they were one community healing together.

Researchers were invited to investigate the effectiveness of bibliotherapeutic electronic books, or ebooks, social and emotional learning (SEL) digital platform in afterschool sites in a large school district situated in the Rocky Mountain region of the United States. This study was not particular to the platform's efficacy; instead, we sought to explore how bibliotherapeutic ebooks can boost literacy, cognition, and SEL skills in young children. Researchers used a quasi-experimental design with nonequivalent treatment/control groups. Groups were assigned at the site level with individual students as the unit of analysis. Student data on literacy, cognitive ability, and SEL outcomes were collected pre-treatment and post-treatment. The researchers found no significant change in the studied groups. Upon digging deeper into SEL outcomes, researchers uncovered an invisible problem: the school district's state-mandated measurement suite did not neatly map or align to the constructs within the afterschool curriculum for SEL. Interpretations and implications, including how districts define and assess SEL, are included in the discussion.

Bibliotherapy is a technique that invites children to see themselves in the characters of carefully selected children's literature with the intention of making connections, building empathy, developing social skills, processing difficult situations, and more. The purpose of this article is to explore the intersections of bibliotherapy, social and emotional learning (SEL), and approaches in elementary music. Many music educators already implement children's literature in the classroom--bibliotherapy provides a deeper dimension to these existing literature-related activities. Strategies for implementation of bibliotherapy in music settings are offered including specific books addressing each of the five components of the SEL framework: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making.

School counselors need creative interventions to engage students in small groups. With students' interests changing quickly, one thing that has remained constant has been a fascination with comic books. They offer an enjoyable and creative way to engage children with stories that resonate with them. Additionally, bibliotherapy is an accessible and easy to implement strategy for children of all ages. This article will discuss the utilization of a comic book in a superhero bibliotherapy group with a diverse group of fourth and fifth grade students from a Gestalt perspective.

This article investigates how picture books published in 2019 represent Autism to children, with special attention as to whether those representations overtly include terminology around autism or covertly present autistic characters. Although both overt and covert representations occur in children's literature, covert representation may or may not come to the attention of children. Overt and covert uses of language convey different elements of personhood to readers, portraying what we, the authors, feel is important. Our analysis of these four samples of 2019 picture books was framed by critical disability studies, labelling theory and camouflage and by developmental bibliotherapy, providing evidence that the distinction between overt and covert labelling can have influences on the perceptions of readers.

Mixed-race students have often been overlooked in research regarding racial identity development. Current research tends to focus on models of multiracial identity development and its implications for college instructors and support personnel, but very little research exists to identify the needs of multiracial students while they are in primary and secondary schools. For this reason, the literature review seeks to ask and possibly answer questions related to multiracial identity development and K-12 schooling. The literature review provided evidence to suggest mixed-race individuals experience monoracism and microaggressions towards their multiracial heritage both systemically and directly at school, in their communities, and within their families. There is a need for more direct support at school for healthy multiracial identity development among students; however, most school staff are ill-equipped to do this. Lastly, there needs to be more research conducted to determine the best practices for school staff to use to support healthy multiracial identity development.

This study explored how culturally relevant stories could be used to bolster the lay counselling competencies of teachers furthering their studies in an honours degree in learner support -- while working in schools with limited resources and at-risk children. One possible way of supporting teachers to be effective in the lay counselling role is to support them with access to counselling tools. To achieve this aim of providing teachers, functioning as lay counsellors, with supportive tools, 16 South African honours students/teachers voluntarily implemented the intervention called, Read-me-to-Resilience (Rm2R) (see http://readmetoresilience.co.za). A qualitative research approach was used employing a pre- and post-intervention evaluation design and, based on the draw-and-write technique for gathering data, the experiences of lay counsellors using the Rm2R intervention were analysed. Participating teachers reported that using the Rm2R intervention promoted a positive adjustment to the challenges associated with lay counselling. The findings suggest that such a ready-made intervention may have value in supporting postgraduate education students being trained as lay counsellors. Culturally appropriate training with similar ready-made interventions might be an appropriate way of capacitating teachers being trained as lay counsellors.

Studies in trauma healing and teaching ESL students have been done before. In addition, bibliotherapy has been used in educational and psychological disciplines. However, there are few studies that explore the use of bibliotherapy and trauma healing in ESL refugee students. My objective for this study was to explore bibliotherapy to see what experiences/stories surfaced from students' lives and what connections/reflections students made to the books we read in the bibliotherapy sessions. This was a qualitative single case study; I observed and worked with a group of ESL refugee students in an after-school program. However, for this study I followed the progress of one student over our bibliotherapy sessions. I used observations, interviews and artifacts analysis. Data was collected, triangulated and coded. I found out that the student Identified herself to some degree with the texts read during our bibliotherapy sessions. However, stories from past traumatic experiences surfaced during oral discussions but became more visible whenever she was writing.

Singular efforts in PK-12 settings to instill a social justice mindset will not achieve the same outcomes as social justice education infused throughout content area instruction. In collaboration with 10th-grade teachers, we developed and implemented a biblioguidance curriculum to develop students' social justice and content area competency. Evaluation findings from the pilot implementation indicate there was a significant impact on some social justice competencies and all targeted content area competencies. Also, students appeared to recognize the benefits of a biblioguidance approach. In light of the outcomes, we celebrate the curriculum's successes and offer suggestions for ongoing improvement.

Teachers often use books as part of their efforts to share critical information with students and to influence their attitudes. The authors define bibliotherapy, discuss why they believe they should teach lesbian, gay, bisexual, transgender, and queer (LGBTQ+) themes in elementary classrooms, outline procedures to identify appropriate books, and suggest specific actions and available resources for teachers and schools.

In this essay, we discuss how teachers and students can use children's literature and literature-based activities to intentionally foster hope. The previous years have proved to be challenging on many fronts. Teachers of all levels are focusing on ways to support academic development in an oft-shifting context. Drawing on research using bibliotherapy and other literature-based interventions, we propose a literature-rooted framework for teachers and students to create environments that foster hope.

Bibliotherapy is consisted of a combination of the Greek "biblion (book)" and "therapeia (therapy-healing)" which have become popular since the 20th century as one of the alternative therapy methods. It is used to make individuals identify themselves with the works they read through works of high literary and aesthetic value and make them powerful individuals in the spiritual direction by producing solutions to the problems they experience in this way. In other words, bibliotherapy can also be defined as bringing the right books to the individual at the right time. That is, the history of accepting the idea that books are good for man is very old. In this study, the importance of using biographies will be explained in one of the important alternative therapy methods, bibliotherapy. There are some criteria in the selection of books because they are the most important materials that form the basis of bibliotherapy. As it is known, the process is three dimensions as the advisee, book preference and consultant. However, it is not possible to use every work in bibliotherapy. It is important to use the works that are high in reality dimension and keeping a mirror on the problems of the individual in bibliotherapy. This process includes the works that will develop the imaginary world of the individual, as well as the works suitable for real life. As is known, the common point in biographies is not only the success that the person who wrote the biography has achieved, but also this person's struggle for reaching his goal is his patience and perseverance. As a result, in the process of bibliotherapy, reading the biographies that will increase the morale and motivation of the individual and develop self-confidence will contribute positively to the person. Moreover, the preference of the biographies of the positive role-model in the society will be the example for the individual.

Today it is critical to excite young people about mathematics in our high-tech STEM world we live in. Math teachers today need to embolden students to be confident in their ability to solve problems, to think and use their imaginations, to understand mathematical concepts, to be creative, and to see math as a human endeavor. The author feels that as students feel less anxious about, and more confident in their abilities to do math their performance will improve. The author has provided an in-depth literature review and offers background information on using children's literature to teach mathematics; sharing the methods and materials possible to incorporate such literature into such math instruction in a wide range of mathematics strands. The results of using such literature in the teaching of mathematics may help to lower math anxiety and pique students interest and confidence in math and the STEM fields. Teachers need to address this alarming problem and work toward developing mathematically confident young people for a world where Science, Technology, Engineering, and Mathematics (STEM) fields dominate the globe, using literature to teach mathematics can support and cultivate students' math confidence for a STEM world.

Bibliotherapy is the use of reading supplements as a form of therapy and children with autism are a population that could benefit significantly from the implementation of such treatment. Board-Certified Behavior Analysts (BCBA) are instrumental in creating a curriculum to shape the behavior of those with autism. This study surveyed BCBAs throughout the United States on their use and knowledge of bibliotherapy, as well as different practices related to its utilization. Overall, 89 BCBAs responded to the survey. Results revealed that BCBAs who used bibliotherapy did not have previous knowledge of the practice. BCBAs who did implement bibliotherapy did not have formal training. Further research is necessary to better understand bibliotherapy as a potential resource for children with autism.

Research suggests developmental bibliotherapy has a transformative effect on participants (Adams & Pitre, 2000). Specifically, bibliotherapy has been shown to develop a reader's empathy towards others (Comer-Kidd & Castano, 2013) and positively influence a reader's attitude towards individual differences (Routel, 2009; Gavigan & Kurtts, 2010). Through the constructs of developmental bibliotherapy and literature circles, the use of adolescent literature enhances preservice teachers' attitudes toward students impacted by disabilities. Preservice teachers in a required literacy course within an educator preparation program participated in literature circles and read young adolescent literature with protagonists impacted by disabilities. This chapter presents ways literature circles impacted preservice teachers.

Bibliotherapy is one approach, intending to not only help students learn and develop new social skills, but also to experience validation and insight into their own thought processes and emotions. Books can be used to help people with broad range of personal problems, including emotional, physical, and developmental. This study explores the effectiveness of bibliotherapy as an intervention on improving aggressive behavior of fifth graders children with emotional and behavioral disorders. Participants were ten children aged eleve, attended two primary schools in Nasr City; namely Al Sayedia Primary School , and Al Farouk Primary School. A pre-post design was used to examine the effectiveness of bibliotherapy as an intervention on improving aggressive behavior of fifth graders children with emotional and behavioral disorders. Findings from this study advocated for the effectiveness of bibliotherapy as an intervention on improving aggressive behavior of fifth graders children with emotional and behavioral disorders.

Today, being confident and having a sound understanding of mathematics is critical in an age of STEM. Teachers must play in important role in seeing that all students display their confidence in their ability to do mathematics. This paper explains the process of using bibliotherapy when teaching mathematics to address both the math anxious or the math gifted student to build more math confidence in a STEM world. Often gifted students of mathematics can be made to feel bad by their peers just because they know mathematics and things come easy to them. Today there are many students in school that have math anxiety. Children's and adolescent literature has been recognized now as a means to teaching mathematics to students through the use of stories to make the mathematics concepts relevant and meaningful. Literature can also be used as a form of therapy, bibliotherapy, to reach students who may be frustrated with children picking on them for knowing a lot of mathematics or who are math anxious. Story and picture books such as "Counting on Frank, Math Curse" and "A Gebra Named Al" are now available to use in the classroom as forms of bibliotherapy in helping students come to terms with issues that haunt them as it relates to mathematics. Children's books can be beneficial to address the math anxious and even the gifted. In this paper the author proposes using reading and discussion (bibliotherapy) to help all students become confident in mathematics in the STEM world we live in.

This article describes how literature works therapeutically to help children cope with feelings of fear and other strong emotions. The author highlights three examples of children's literature that helped her reframe her own experiences and use the characters as models for personal development. The article highlights the research of Robert Brooks at Harvard Medical School and Dr. Gavin Francis, who is both a physician and a writer. Other insights from the folklorist Maria Tatar and the writer A.S. Byatt are provided as support for the main idea that we are drawn to stories as narratives of hope that help us process our lives.

Bibliotherapy is a therapeutic intervention that uses stories and narratives to offer insight about personal dilemmas, teach cultural traditions, and assist in fostering various facets of identity development. For adolescent Black boys, exploring stories with protagonists that look like them, who come from similar cultural backgrounds and contend with familiar social/emotional issues and systemic barriers, stimulates healthy discussions that can increase self-awareness and an understanding about the systemic barriers they navigate. This article provides clear, concise, step-by-step guidelines to assist practicing school counselors in effectively using bibliotherapy with adolescent Black boys.

Purpose: Though the benefits of social-emotional competence (SEC) are well-recognized, measuring it and designing appropriately matched interventions remains elusive and methodologically challenging. This paper shares formative research designed to uncover the SEC of one secondary school health teacher's students and to help her make evidence-based curricular and instructional decisions. Design/methodology/approach: Inspired by bibliguidance (or bibliotherapeutic) approaches to well-being, the researchers and teacher developed a fiction literature curriculum intended to foster SEC and health literacy skills. A mixed-method approach was used to gather and analyze data from 133 students and a teacher. A survey and journal entries embedded into the curriculum, and an interview were the sources. Findings: Results indicate the curriculum paired well with national standards for health education and a respected SEC framework; it also served well as a vehicle to reveal students' SEC. Students appeared to be competent in some areas and less in others, and there were differences between self-assessed and expressed competence. Practical implications: Biblioguidance approaches to developing SEC in health education and other school subjects are worth continued investigation. The current results will be used to revise the curriculum and to develop supplemental materials. Originality/value: In sharing the processes and findings, the authors hope teachers seeking to foster their students' SEC will replicate this work. Further, they hope health educators will gain recognition as the ideal professionals to deliver social-emotional learning instruction in schools.

Using books for healing psychological health is becoming popular day by day. In this process bibliotherapy brings forward suggestions of psychological insight, relieving by identification, relieving from suppressed feelings by discharging and reflecting emotions. The aim of this research is to analyse the effect of biblio group counseling supported by the story of "The Little Prince" on mindfulness. In this research bibliotherapeutic support was given with 6 session biblio group counseling supported with the metophoric story of "The Little Prince." The pattern of the present research is an experimental study analysing the impact of Biblio Group Counseling Supported with The Story of "The Little Prince" on the levels of mindfulness. The independent variable of the study is Biblio Group Counseling Supported with the Story of "The Little Prince"; the dependent variable is the students' mindfulness levels obtained from the scores of Mindful Attention Awareness Scale (MAAS). The pattern of the research is 2x3 split-plot pattern. Data collecting tools utilized in this research are; personal information form MAAS. When a general inference was made with regard to the findings of this research, it can be stated that Biblio Group Counseling Supported with the Story of "The Little Prince" enhanced mindfulness levels of individuals in experimental group. This rise was persistent, and stemmed from the effect of empirical practice. Thus sub-hypotheses were confirmed. In conclusion, it was found out that Biblio Group Counseling Supported with the Story of "The Little Prince" was influential in rising mindfulness levels.

Emotional disturbance is a psychological situation in which one's feelings are heightened, causing anxiety to set in. This disturbance can lead to low academic achievements in affected students. It takes away children's attention from realities and this affect their academic, character and skills development that are of benefit to the individual emotionally disturbed student and his community. Bibliotherapy is one of the solutions to emotional disturbance and as a problem-solving skill of counsellors, bibliotherapy will be understood if applied to students at the secondary school level, a time they can read and assimilate content of therapeutic material in a book. Causes of emotional problem in children are many and come in different ways, ranging from death of loved ones to reasons that make children become disturbed. A survey research designed was used to obtained respondents' opinion on perceived effect of problem-solving skills of counsellors on emotionally disturbed students in public secondary schools in Ogun State, Nigeria. A sample of 267 respondents, gave a grand mean of 4.50 and a standard variation of 0.607 established the effectiveness of bibliotherapy problem-solving skills of counsellors. The study concluded that bibliotherapy is a problem-solving skill of counsellors on emotional problems.

The University of Warwick's FutureLearn MOOC "Literature and Mental Health: Reading for Wellbeing," which began its first presentation February 2016, was identified as an opportunity to conduct some research into the course subject area, "reading for wellbeing" or "bibliotherapy". Since 2013, a substantial body of literature has emerged in the field of MOOC-related research, with the MOOC becoming both the subject of and vehicle for research. The research approach adopted in "Literature and Mental Health" was influenced by other, recent research studies conducted within MOOCs, and particularly by the first presentation of Monash University's "Mindfulness for Wellbeing and Peak Performance" FutureLearn MOOC, which distributed a stress survey to its learners in the first and final weeks of the course, to assess the efficacy of the course's mindfulness practices. A number of reasons for trialling the use of this MOOC as a research tool were identified at the project's outset. MOOCs give researchers access to large numbers of possible research participants, making MOOC research an attractive prospect, while the opportunity to gather valuable, potentially publishable data from free online courses may help to justify the time and resources expended during the production of new MOOCs. Several additional benefits of in-MOOC research were discovered during the process, including the potential for research activities to enrich the learner experience. However, a number of challenges and limitations were also encountered during the development of the study; the inevitable self-selection bias among MOOC learners, and the difficulty of establishing a control group within the MOOC activities, posed impediments to the gathering of useful, publishable data. Although we were aware of other MOOCs which had been used as vehicles for research, the process of adapting "Literature and Mental Health" for this research study was nonetheless an illuminating and instructive experience. The purpose of this paper is to reflect on that experience, and to consider the lessons learned during the process which may be useful in informing future research studies conducted via Massive Open Online Courses.

The focus and goal of classroom management should be first and foremost learning. When trying to prevent interruptions to learning, or dealing with interruptions to learning when they occur, teachers need to move beyond simply imposing a consequence and assuming students have learned from the interaction. Students need to be taught the skills and knowledge necessary for growth in self-control, expanding on self-regulated-learning where the teacher's role is interactive and personal, helping students reflect on and validate their experiences. Bibliotherapy, the practice of helping individuals grow and develop through books, is one tool that teachers can use across the curriculum, and in particular, in the field of classroom management. The use of multiple books for a variety of problems and issues encountered in classroom management can yield a number of benefits. By exposing students to a variety of literature with unique, yet relatable characters, students and teachers are able to discuss and address difficult and important topics in the classroom setting.

There is compelling evidence on the effectiveness of bibliotherapy for facilitating one's development. Arguably, in teacher education, bibliotherapy has been shown to facilitate prospective teachers' professional development. However, teacher educators may experience difficulties in finding relevant reading to stimulate prospective teachers' identification process, which is essential if the application of pedagogical bibliotherapy is to be successful. This study is situated in a mathematics education course for prospective elementary school teachers and explores the features of relevant pedagogical reading via analysis of four prospective elementary school teachers' identification processes with two case descriptions. The identification here relates to the reading of the so-called true stories; prospective teachers read stories of other prospective teachers from the same teacher education context. We outline the recommendations for the selection of reading material when applying pedagogical bibliotherapy in order to assist prospective teachers' professional development.

IGNITE, a high school-based programme, was developed for high ability underachievers using the Achievement Orientation Model (AOM), Maker Model, and Bibliotherapy in a mainstream setting. This paper reports on the effects discovered while implementing the programme over the course of 2 years. Year 7 (13 year olds) and Year 9 (15 year olds) students were trained to use the two interventions, incorporating one of these interventions to challenge their learning in the classroom. The programme for each cohort lasted approximately 10 weeks. Identification alone appeared to increase academic self-efficacy for many of these underachievers. Students were empowered by the student agency involved which supports many of the AOM's assertions, in particular, environmental perceptions and goal valuation. The interventions, Maker Model and Bibliotherapy, should be used concurrently to produce self-directed students and reduce underachievement in high ability students as they appear to target different factors in the Achievement Orientation Model.

The number of children with incarcerated parents has grown in recent years. Many of these children are being raised by another family member or are part of the foster care system. This adverse childhood experience can affect the academic, social, emotional, and behavioral development of children. To support them through this life experience, teachers, counselors, and social workers can use bibliotherapy. Coupling bibliotherapy with a framework from which to examine the lives of protagonists in literature can be a powerful problem-solving mechanism for children of incarcerated parents. The authors of this piece present how the 7C's of Resilience are portrayed in chapter books about children with incarcerated parents. A case for using the 7C's as discussion points during read-alouds and literature circles is presented.

Many African Americans students face numerous challenges on today's college campuses. As such, non-traditional therapeutic interventions and group work have emerged in counseling literature to assist these students. This case study explored the use of bibliotherapy and group counseling as an innovative therapeutic intervention. The purpose of the study was to understand how African-American college students experienced this intervention and how it promoted a transformative experience. Students reported the intervention enhanced their intrapersonal intelligence through shared learning, introspective learning, and perspective-taking in relationships. Implications for group workers and college counselors were offered. Recommendations for future research were also discussed.

HIV/AIDS infections are growing at an alarming rate for young adults. In 2009, youth, ages 13-29, accounted for 39% of all new HIV infections in the U.S. (Division of HIV/ AIDS Prevention, Centers for Disease Control (CDC), 2011). South Carolina ranks eighth in the nation for new HIV cases, while the capital city of Columbia ranks seventh (Carolina Teen Health, 2012). Education and prevention efforts are needed to raise young adults' awareness of HIV/AIDS issues in order to reduce this troubling trend. To address this need, the researchers and a graphic illustrator worked with incarcerated students age 15-19 in the South Carolina Department of Juvenile Justice School District, to develop an age-appropriate, culturally-diverse graphic novel on HIV/AIDS, entitled "AIDS in the End Zone." Phase I of the project was to create the novel. Once Phase I was completed, Phase II of the project began. During this phase, graphic novel book club interventions were held with young adults in public libraries in Columbia, South Carolina to measure knowledge gains and impact from reading the graphic novel. The purpose of this phase was to examine the role that graphic novels can play as a resource for increasing HIV/AIDS awareness among young adults. Phase II was funded by the 2013 ALISE Research Grant. The findings of the study are reported here. This study is the first of its kind to provide scientifically-based research that examines whether or not graphic novels can be an effective HIV/AIDS prevention tool for young adults. Implications for LIS education are discussed.

This six-week biliotherapy study was developed to determine if using children's literature books to help students think about, understand, and work through social and emotional issues helped third grade students' develop more social and emotional skills (Sullivan & Strang, 2002). Data collection included pre- and post-surveys, interruption tally charts, pre-and post-sociograms, class meeting videos, student work, and a teacher-research journal. Findings revealed that students had a more accepting attitude of their classmates, had a significant decrease in interruptions, and had an overall growth in their social and emotional skills.

The authors summarize 30 children's books that tell stories of a family member's military deployment in order to identify books that could be used in bibliotherapy for children impacted by deployment. In this sample of books, the main characters are most commonly portrayed as feeling sad about a family member's deployment. The most prevalent coping strategies are finding ways to stay connected to the deployed person and talking with an adult. An unexpected finding was a coping strategy of expressing pride in the family member's military service.

It is commonly accepted and expected that gifted students enjoy reading and other forms of creative modes of storytelling. A core principle from bibliotherapy is that students engage in reading when they identify with one or more characters, and challenges and interests like their own. The same principle applies to multicultural literature--when students of color see themselves mirrored in the book, they become more eager to read. This column focuses on the vital need for educators to use multicultural literature with gifted Black girls. Strategies and resources are provided for educators' expansion of their pedagogical toolkit.

Bibliotherapy is an educational approach that attempts to engage learners in meaningful discussions about relevant, compelling, and complex issues that they confront in their lives. Bibliotherapy begins with reading and reflecting on stories that can draw participants into a process of reflection, in ways that are user friendly and non-threatening. This study examines the unique educational features of bibliotherapy, and then proposes a model for implementing this approach in teaching Jewish texts. In the study's final section, we describe a teaching unit that demonstrates how to introduce bibliotherapy into the teaching about death and mourning in Jewish schools.

Background: The present study was aimed at developing a grounded theory on how bibliotherapy influences children with intellectual disabilities. Method: Participants were selected among the students of four primary schools in Tehran. They received, for 3 years, a special bibliotherapy intervention provided by the public library in cooperation with a team of experts; The bibliotherapy sessions were held once a week during the academic year. 10 teachers, 4 mothers, and 4 agents (librarians) were selected using a purposeful sampling method, and were interviewed using in-depth interviews. Result: Data analysis was performed using the grounded theory. 'Improvement of skills necessary for adjustment to disability' was identified at the core of grounded theory. Conclusion: Bibliotherapy, as a guided learning method and an add-on therapy, based on an accurate identification of intellectually disabled children's needs and behaviors, providing them with supplemental education materials, empathy, and cooperation among experts from different fields.

Bullying continues to be a challenging issue for classroom teachers. The authors provide seven recommendations to prevent bullying and for intervention if bullying occurs: (a) know the forms of bullying and recognize the effects forms of bullying and recognize the effects, (b) promote a positive classroom environment, (c) teach a variety of conflict resolution strategies, (d) use bibliotherapy, (e) respond to incidents of bullying, (f) help students develop new roles, and (g) provide positive role modeling.

This experimental study compared concept acquisition and enjoyment of learning about perfectionism under two conditions: bibliotherapy (control) and analysis and construction of cartoons (experimental) in first, second and third grade students (N = 46). Posttest results showed students learned significantly more content in the experimental condition with a medium effect size. Students were more engaged in the cartoon condition, appreciating the humor and opportunity to be creative. Most students reported liking the bibliotherapy but some complained of boredom. The authors recommend that both bibliotherapy and cartoon analysis be used in lessons about perfectionism to maintain student interest and comprehension of concepts.

The purpose of this study is to explore the use of self-help books with therapeutic aims; and to propose suggestions by discussing the present situation of self-help books in Turkish cultural context. Taking these aims into account, the existing literature on self-help books is initially reviewed, and a picture of the self-help books in Turkey is drawn regarding the current status of bibliotherapy. Considering Turkey, there firstly exists a confusion in differentiating between self-help books and self-development books. In addition, Turkish self-help books are mainly translations of popular western self-development books lacking the elements of Turkish culture. Thus, original Turkish self-help books are required for personal uses of the readers and professional therapeutic practices. And there is a need for further investigations regarding Turkish context as to how mental health practitioners and clients conceive and make use of self-help books.

This study investigated the role of bibliotherapy in value system formation by undergraduates in seven faculties of the University of Ibadan, Nigeria. Out of the 1,372 sampled students, 746 (54.37%) were males and 626 (45.63%) were females. The Chi-square statistical method at the alpha level of 0.05 was used in testing four hypotheses developed for the study. The results were statistically significant. Findings indicate that bibliotherapy exerts determining influence on value system formation by undergraduates with respect to group-, self-, society-, environment- and nation-oriented values. These findings corroborated previous studies by educators, librarians, physicians, nurses, psychologists and occupational therapists or bibliotherapists who are of the consensus that the book exerts influence on the human spirit and impacts heavily on human behavior and formation of value system. (Contains 4 tables.)

This study examines the influence of self-prescribed literature on sex education of female students at the University of Ibadan, Nigeria. The sample population consists of 303 married, engaged, those in love and those yet to fall in love female students. The analysis of data reveals that they read books specifically on friendship, love, marriage and sex, and other related literature on romance, suspense, adventure, science fiction and true life stories. Furthermore, the results show that the main opportunities of instruction on sex and sexual behavior open to the respondents are books, friends and hardly their teachers and parents. They do recommend similar sources of information to their friends and relations. (Contains 6 tables.)

Bibliotherapy--the use of books to heal--is a concept that dates back to the time of the philosopher Aristotle who believed that literature had healing effects and that reading fiction was a way of purging illness. But how is bibliotherapy practiced now in secondary schools? This study investigates bibliotherapy use in a regional Australian city with adolescents who have chronic illness. It explores the responses of members of welfare teams (welfare co-ordinators, school nurses and teacher-librarians) within secondary schools to questions on how books are used with students experiencing issues. Findings indicate that although bibliotherapy practice is not a formal process within schools, its central phenomenon of a reader forming a relationship with a book and then changing in some significant way as a result is a concept that most participants understood and attempted to utilize with the students in their care. (Contains 1 table.)