This qualitative case study describes the disparate experiences of how three siblings reacted and were affected by their father's suicide death. Specifically, through individual interviews, this study explores the siblings' individual memories, emotions, and perceptions of support connected with the time directly before and after their father's death. In addition, the researchers considered the long-term effects of their father's death by suicide as lived by the sibling survivors. In seeking to understand the siblings' experiences, this study also explores each sibling's reaction as they were presented with a group of children's picture books that were developed to help children express their emotions and are used by therapists who counsel with children bereaved by suicide. Findings suggested that, although the siblings shared the trauma of the father's suicide, each had different perceptions and experiences surrounding that trauma; they also reacted differently to the books presented to them. Implications for practice for teachers, parents, and school-based mental health practitioners (e.g., school psychologist and school counselors) are provided. These implications include the importance of knowing the specifics of each child's perceptions and providing supportive interventions that match the individual child's needs. Also, when selecting therapeutic books to share with a grieving child, consider presenting options and allowing the child to select a book. Also, be aware that a book that is preferred by one child, may not be preferred by another. Additionally, certain pictures included in children's books may trigger memories of the parent's suicide that could potentially further traumatize the child.

This thesis aims to introduce the notion of bibliotherapy and its application in public library environment. The text is divided into two parts - theoretical and practical. In the theoretical part, the notion of bibliotherapy itself is introduced, together with questions of who is engaged in this field, as well as the effects of reading. There are presented several book titles which belong to bibliotherapeutic literature. The substantial part of the thesis is then built on specific examples of bibliotherapy practiced in public libraries in the Czech Republic, as well as abroad. The practical part features first an interview with Mrs Marcela Kořínková who actively engages in bibliotherapy; second, there is a proposal of implementation of a bibliotherapeutic department in an imaginary public library, and last, there is a research presenting the wide public's awareness of, and interest in the field of bibliotherapy.

This study focused on the use of bibliotherapy by school psychologists. A survey was created and distributed to 119 registered and licensed school psychologists in Utah to obtain information on this topic. Forty-one percent returned a completed survey. Results indicated that bibliotherapy is used by 82% of the participants in the study, and 31 of 34 (91%) use bibliotherapy with children grades K-6. Topics most used with bibliotherapy included self-esteem, bullying, divorce, anxiety, and grief. Efficacy varied depending on the topic of bibliotherapy. However, school psychologists regarded bibliotherapy across all topics to be very effective to effective.

Most children will experience the death of a loved one in their lifetime and will need to develop healthy grieving patterns. Communication between parents and children is a key ingredient in facilitating this development. Current opinions about bibliotherapy, using a book to assist in healing, suggest that books provide understanding about grief and death and open channels of communication. Although the use of bibliotherapy is gaining popularity, little research exists about its efficacy. Utilizing the book The Bridge to Terabithia, this study evaluated the facilitation of communication about death between 19 dyads of mother and adolescent sons. Their answers and comments illustrate the effectiveness of bibliotherapy in opening channels of communication about death. The results of this study support the efficacy of bibliotherapy.

Literature is a great resource for teaching valuable principles to children, including how to cope with bullying. However, no analyses exist regarding the appropriateness of these books. Children's books were identified as potential stories for bibliotherapy with elementary school children who face bullying. Information presented in selected books was compared to the current research literature on bullying. Each book's content was analyzed according to important variables, including the type of bullying behavior, gender of the perpetrator and target, presence of bystanders, adult involvement, and resolution of the problem. Verbal bullying was most commonly observed, followed closely by physical bullying. The majority of bullies were male, though targets were equally likely to be male or female. Many stories included bystanders and adults, who responded most often by supporting the target. Of the multiple types of resolution, the most commonly observed were for the target to receive support from others or to develop self confidence or other personal coping skills. While much of the information presented was in accordance with the current research literature on bullying, some was not. For example, the books were accurate in portraying the majority of bullies as male, but less accurate with regard to the gender of targets—in reality, the majority of targets are also male. The books were also correct in showing that verbal bullying is more commonly observed than physical or relational bullying. The sample included bullying occurring frequently on the playground, which is in line with the research, but also very often in the classroom, which is not supported by the research to date. Overall, the portrayals of bullying situations in the sample were generally in accordance with what has been reported in the bullying research. All of the collected information was consolidated into three charts to help practitioners select bullying-themed books to read with children who struggle with this common problem.

Newbery books represent quality literature that is likely to be used for bibliotherapy, yet these books have not been systematically evaluated for their portrayal of characters with disabilities. Thirty Newbery Award and Honor books from 1975–2008 were identified that contained 40 characters with disabilities. These books were evaluated using a rating scale that combines literary standards and standards relating to individuals with disabilities. The types of disabilities and personal characteristics such as gender, age, and race were documented and the personal portrayal of characters with disabilities and exemplary practices in these books were evaluated. This information was compared to the current school special education population. The most commonly found disabilities were orthopedic impairment, emotional disturbance, and mental retardation. The majority of characters were portrayed realistically and positively and the personal portrayal and depiction of exemplary practices and social interactions with others has improved over time. When comparing school age characters to students receiving special education services today, though, some discrepancies arise. While the most commonly portrayed disabilities for school-age characters in Newbery books were mental retardation, orthopedic impairment, autism, and multiple disabilities, the most common disabilities of students receiving special education services are specific learning disability, speech or language impairment, mental retardation, and other health impairment. Also, White school-age characters with disabilities were overrepresented while Black characters and Hispanic characters were underrepresented and other ethnicities were not represented at all. This study is relevant to parents, teachers, librarians, and school psychologists who are interested in selecting appropriate books to encourage understanding and acceptance of students with disabilities.

Previous research suggests that most incidents of bullying occur in school settings. However, teachers are not always aware of bullying incidences and often do not intervene. As bullying has negative long-term consequences for the bully, victim, and bystander, it is important to identify effective ways to reduce this problem. Responding to incidents of bullying at school, bibliotherapy is a cost effective way to support students and teach coping strategies. Numerous bully-themed books model a variety of strategies to deter bullying. Because of their busy schedule and limited opportunities to review books, teachers may need assistance in identifying books that promote recommended strategies to deter incidents of bullying. This research investigated teachers' perceptions of bystander strategies in four selected bully-themed children's picture books. Selected books contained bystander responses to bullying. Participants included two kindergarten and two first-grade female teachers. Teachers read the four selected books with their classes. Afterward, the four teachers participated in a focus group to discuss outlined research questions. Additionally, teachers reviewed the Anti-Defamation League's recommended bystander strategies and rated the effectiveness of these strategies in reducing bullying. To assist young children in identifying with and understanding the story's message, focus group discussion emphasized the importance of selecting books with a straightforward storyline. Teachers reported enjoying using bibliotherapy and appreciated the power of a story to encourage student discussion about bullying. They also suggested that selected books should contain story characters that model appropriate strategies to deter bullying. In regard to their young students, teachers rated two strategies as most effective in deterring bullying: (a) encouraging the bystander to go with the victim to tell an adult and (b) telling the bully to stop. Summarizing information from the focus group and based on teachers' responses to a short questionnaire, suggestions are made to assist kindergarten and first-grade teachers in selecting books on the topic of bullying and sharing these books with their classes.

Commonly practiced in school settings, bibliotherapy promotes healing and problem solving. In schools, bibliotherapy should be utilized to educate and empower students and to enhance the classroom experience. In order to achieve this purpose, teachers need a variety of books to specifically target students' unique needs. Award-winning books, such as those receiving the prestigious Newbery Medal, are important resources for teachers. This study examined the portrayal of characters with disabilities in 249 Newbery Medal and Honor books published between 1922 and 1974. From this sample, 20 books featured a combined total of 21 characters with a disability, as defined by the 13 disability categories (Individuals with Disabilities Education Act, IDEA). The majority of characters were portrayed with orthopedic impairment (43%; n = 9). Other disabilities represented in this sample of books included visual impairment (19%; n = 4); emotional disturbance (14%; n = 3); mental retardation (9%; n = 2); speech or language impairment (5%; n = 1); multiple disabilities (5%; n = 1); and other health impairment (5%; n = 1). Overall, according to the language and customs of the time period that reflected the settings of the books, characters with disabilities were sensitively portrayed. However, when judged by today's standards, these portrayals were considered insensitive.

This study analyzed the content of 50 children's picture books, specifically award-winning picture books created for and/or about Latino immigrant children. Familiar artwork, situations, and characters help Latino immigrant children identify with the stories. Information from this analysis will help parents, teachers, and school mental health professions select appropriate books for bibliotherapy aligned with Latino immigrant children's needs. Based on this study's analyses, two resources are included: (a) a list of 20 children's picture books that address four or more Latino immigrant challenges and (b) a handout with common challenges facing immigrant children and books to specifically meet each of those challenges. Additionally, the information from this analysis will inform and encourage authors and illustrators to consider more adequately addressing specific challenges faced by Latino immigrant children.

The death of a loved one is a significant stressor for children. Most children are exposed to grief at an early age. Without necessary support and guidance, children are much more susceptible to negative emotional, cognitive, and developmental effects. Expressive therapies such as bibliotherapy are supposed to provide a safe and healthy outlet for children's grief. However, school psychologists have limited pre-service training and readily available resources to effectively address children's death-related grief. This study included a survey of school psychologists from the National Association of School Psychologists (NASP) Crisis Management Group. Of the 431 potential members, 22% (N=95) responded to an online survey. Of these surveys, 89 were considered complete and representative of school psychologists experienced in working with grieving elementary school-aged children. Participants responded to questions regarding availability of, use of, and need for printed materials to support children's grief. Participants were also asked to share their ideas, activities, and children's picture books which supported children's grief. Based on survey responses, practical guidelines and a resource list of activities and grief-related materials were summarized to assist school psychologists in better supporting young children's adaptive coping skills following the death of a loved one.