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Chapter 1
INTRODUCTION
All students experience issues that have the potential to negatively impact their social and
emotional well-being and performance in school. Bullying, family changes, and the loss of loved
ones are among the many circumstances that can interfere with students’ healthy functioning and
learning (Sullivan & Strang, 2002; Zins & Elias, 2007). Books are typically an abundant resource
in schools and homes, and can be inexpensively obtained from public libraries and local book
stores, making bibliotherapy a practical method to address students’ social and emotional needs.
One of the many benefits of bibliotherapy is that it requires minimal preparation and can be easily
implemented by both professionals in the school setting and by parents in the comfort of their
homes (Sullivan & Strang). Stories can provide children with a non-threatening and often
enjoyable way to deal with difficult circumstances (Goddard, 2011; Rozalski, Stewart & Miller,
2010). Thus, bibliotherapy provides a cost and time-effective, non-intrusive method for school
professionals and parents to help guide their students through difficult experiences and promote
their healthy development and success.
Statement of Collaboration
The authors collaborated on all aspects of this project. Each contributed equally in
researching the literature, creating the bibliotherapy guidebook, and writing and editing this
document. In creating the guide, each author selected and reviewed children’s books and worked
together in the development of lesson plans. The authors prepared drafts of selected sections of
this document and worked in partnership to create a final written product.
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Background of the Problem
School has traditionally been thought of as a place for academic learning. However, this
point of view has changed in recent years, as noted by Roeser, Eccles, and Samoroff (2000) and
“schools are now seen as an important if not central arena for health promotion and primary
prevention in addition to the education of students’’ (p. 467). This change in perspective is
largely due to the increased awareness of the effects of mental health on how and what students
learn. Specifically, research indicates that negative emotions and difficulties with relationships
can significantly impede learning and success (Durlak, Weissberg, Dymnicki, Taylor, &
Schellinger, 2011; Zins & Elias). Providing students with instruction in social and emotional
skills appears to be just as vital, if not more, as providing academic instruction.
When left unattended, social and emotional problems can develop into more pervasive
mental health conditions (National Center for Children in Poverty [NCCP], 2010; U.S.
Department of Health and Human Services, Substance Abuse and Mental Health Services
Administration [SAMHSA], 2007). Children and youth with poor mental health are more likely
to experience problems such as frequent absences, suspensions, expulsions, and lower
achievement. Suspension and expulsion rates are three times higher for these students than that
of their peers. Further, students with untreated mental health concerns are more likely to fail or
drop out of school. The NCCP found that “over 10 percent of high school dropouts were
attributable to mental health conditions” (p. 4). Clearly, social and emotional difficulties can
present both short and long-term consequences for students. However, when provided with early
intervention and protective “buffers”, such as coping skills, children can be amazingly resilient
(National Association of School Psychologists [NASP], 2012; SAMHSA, 2007).
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Statement of the Problem
The Board on Children, Youth and Families reports that nearly one in five children has a
mental, emotional or behavioral disorder (National Research Council and the Institute of
Medicine, 2009). The unfortunate reality is that limited time and resources have made it
increasingly challenging for schools and parents to effectively address the needs of their students
beyond the demanding academic requirements. With the primary focus on meeting rigorous state
standards and preparing students for high-stakes testing, the social and emotional needs of
students are often left unattended. Educational budget cuts have resulted in the loss of valuable
school resources, such as professional positions (i.e., counselors and teachers) and funding for
mental health interventions. The NCCP report that an alarming 75 to 80% of children in need of
mental health intervention do not receive services. Nonetheless, the prevalence of social and
emotional concerns among children, and the educational and personal consequences that often
result, create a need for school professionals and parents to identify and address students’
concerns (Catalano, 2008; Durlak et al., 2011; Zins & Elias, 2007).
Purpose of the Project
The purpose of this project is to provide teachers, school psychologists, counselors, social
workers, speech-language pathologists, nurses, librarians, and parents with a practical resource
for addressing the social and emotional concerns of their students. As previously mentioned,
bibliotherapy is a cost and time-effective strategy that can be implemented in the classroom,
counseling setting, and in the home. A search of available resources indicates that a
comprehensive children’s bibliotherapy guide is currently not available or easily accessible to the
general public. To address this issue, the authors have created a guidebook that includes
resources for effective and easy implementation. The authors hope that this project will inspire
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professionals in the educational field and parents to promote their students’ social and emotional
well-being and success in school and life.
Definition of Terms
Bibliotherapy
In simple terms, bibliotherapy is the systematic use of books to help individuals
understand and solve problems. The strategy is systematic in that it involves careful preparation
and planned implementation, such as the selection of developmentally appropriate books and the
inclusion of effective discussions and activities. Multiple researchers have discussed two unique
types of bibliotherapy (Cook, Earles-Vollrath, & Ganz, 2006; Goddard, 2011; Prater, Johnstun,
Dyches, & Johnstun, 2006; Sullivan & Strang, 2002). Traditional bibliotherapy, known as
clinical bibliotherapy, is used by mental health professionals in a clinical setting to help clients
work through existing problems. Developmental bibliotherapy differs from the clinical method in
that it is primarily used by school professionals and parents to teach social and emotional skills
that can be used to address common developmental issues and prepare students for future
circumstances. For the purpose of this project, the authors focus on developmental bibliotherapy,
as it is most appropriately suited for use with children in the school and home settings.
Social and Emotional Competence
Researchers have defined social and emotional competence as the ability to manage
emotions, set and achieve positive goals, appreciate the perspectives of others, establish and
maintain positive relationships, make responsible decisions, and handle interpersonal situations
constructively (Durlak et al. 2011; Zins and Elias, 2007). Bibliotherapy provides a systematic
method to promote these skills, which can contribute to students’ general well-being and success
in school and beyond.
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Assumptions
Whether through formal training or direct experience, most school professionals and
parents have some knowledge of child development and often have a natural rapport with their
students. Further, as pointed out by Catalano (2008), extensive training is not required in order to
read a book or facilitate effective related discussions or activities. Since the purpose of
developmental bibliotherapy is to promote social and emotional skills that children can use when
faced with normal developmental experiences, school professionals and parents are often wellsuited to effectively implement the strategy.
Limitations
Although bibliotherapy can be an effective method to address many common social and
emotional difficulties experienced by students, some limitations exist. Students who are
experiencing severe emotional distress that is causing a significant impact on social, academic, or
family functioning, may need assistance from a clinical mental health professional. The strategy
is most effective when used to address temporary concerns or typical developmental issues. A
general rule is that situations beyond the knowledge or expertise of the school professional or
parent may necessitate additional help (M. Holland, personal communication, December 17,
2011). School-based mental health professionals can often provide parents and teachers with
resources and suggestions. It is also important to note that bibliotherapy alone cannot be
expected to significantly improve social, emotional, or academic functioning (Catalano, 2008).
Additional factors such as caring and positive adult role-models, and opportunities to practice
learned social and emotional skills, contribute to effectiveness.
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Chapter 2
LITERATURE REVIEW
This chapter reviews current literature in the psychological and educational fields that
discusses the definition, history, theory, and benefits of bibliotherapy. The authors also review
how the strategy can be used by school professionals and parents to address specific social and
emotional concerns.
Bibliotherapy Defined
Several researchers have defined bibliotherapy as the systematic use of books to help
individuals understand and solve problems (Cook, Earles-Vollrath, & Ganz, 2006; Goddard,
2011; Prater, Johnstun, Dyches, & Johnstun, 2006; Sullivan & Strang, 2002). The term “therapy”
implies that the strategy requires a facilitator with professional training in counseling or
psychology. To clarify, researchers have identified two types of bibliotherapy that are
differentiated by the environment in which they are used and the type and severity of issue being
addressed (Catalano, 2008; Cook et al., 2006; Rozalski et al., 2010). Clinical bibliotherapy is
implemented by mental health practitioners in a clinical setting and often involves the use of
therapeutic methods and techniques to assist clients in overcoming significant emotional distress
(Catalano; Rozalski et al.). In contrast to the clinical approach, developmental bibliotherapy does
not necessarily involve traditional counseling techniques that require extensive training. The
developmental method can be used by individuals such as teachers, school psychologists, school
counselors, social workers, speech-language pathologists, school nurses, librarians, and parents
to assist children in dealing with commonly experienced social, emotional, and other
developmental issues (Cook et al.). To further differentiate the two methods, clinical
bibliotherapy is typically used as a reactive approach to address individuals’ needs; whereas
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developmental bibliotherapy can be implemented as a preventative strategy to provide all
students, not just those who are currently experiencing a difficult situation, with knowledge and
skills that can be used in future circumstances and/or stages of development (Catalano).
History of Bibliotherapy
Throughout history, stories have been passed down from previous generations to help
guide people through commonly experienced life circumstances. Evidence of literature being
used to help facilitate emotional healing and growth is documented as early as 300 B.C.
Inscriptions such as “The Healing Place of the Soul” and “Medicine for the Mind” were found
above libraries in Ancient Greece and Egypt. The first known “prescription” of books to treat
psychological conditions occurred in eighteenth century Europe, leading to libraries being
established in psychiatric hospitals. By the nineteenth century, the use of books to treat
emotional conditions had spread to the United States (Heath, Sheen, Young & Money, 2005; Jack
& Ronan, 2008).
In 1916, Reverend Samuel Crothers was the first to use the term “bibliotherapy” to
describe the use of books to help people understand and solve their problems (Heath et al., 2005;
Goddard, 2011). Bibliotherapy was primarily used as a therapeutic tool for adults until the mid
twentieth century, and gained popularity among counselors and psychologists to address
emotional concerns of children in the 1960’s (Sullivan & Strang, 2002). More recently,
bibliotherapy has been used in schools to help guide children through commonly experienced
issues. The strategy has gained popularity in schools due to educators increased awareness of the
effects of emotional distress on learning (Rozalski et al., 2010; Sullivan & Strang).
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Theoretical Foundation of Bibliotherapy
Bibliotherapy is based on the classic psychotherapy principles of identification, catharsis,
and insight (Gregory and Vessey, 2004; Iaquinta & Hipsky, 2006; Rozalski et al. 2010). When
experiencing a difficult situation, individuals often find comfort in knowing that they are not
alone. By appropriately matching literature to students’ circumstances, the process of
bibliotherapy provides students with an opportunity to recognize that others have faced similar
struggles. The theoretical assumption is that this identification with characters allows students to
create an emotional connection to the story (Catalano, 2008; Gregory & Vessey). Through
guided discussions and activities, students can experience a cathartic release of emotional tension
or develop empathy toward others who are experiencing a difficult situation. Research indicates
that discussions and activities must match the developmental level of students for bibliotherapy to
be effective (Gregory & Vessey). For example, drawing and painting may be an appropriate
activity for some students, and journaling and role-plays may be more effective for others.
Following identification and catharsis, students can begin to develop insight, or a deeper
understanding of their experiences or those of others, and can learn to recognize that there are
ways to manage or overcome the problem. As a result of experiencing these stages, students can
learn to cope or change their behavior by imitating the actions of the characters in the story, or by
developing their own solutions to the problem (Gregory & Vessey; Iaquinta & Hipsky).
Benefits of Bibliotherapy
Research indicates that bibliotherapy provides an opportunity for students to develop
social and emotional competence, engage in problem-solving, develop general coping skills, and
improve academic performance (Forgan, 2002; Heath et al., 2005; Iaquinta & Hipsky, 2006;
Pehrsson, 2005; Rapee, Abbott & Lyneham, 2006; Rozalski et al., 2010).
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Developing Social and Emotional Competence
Research indicates positive outcomes for students who receive instruction in social and
emotional skills. The ability to manage one’s emotions, develop empathy for others, make
responsible decisions, and take responsibility for one’s actions, all contribute to personal and
school success. Through guided discussions and related activities, bibliotherapy can help to
facilitate the development of these critical skills. Researchers have found that social and
emotional competence significantly improves students’ relationships, performance in school, and
general health and well-being (Durlak et al., 2011; Zins & Elias, 2007,).
Developing Problem-Solving Skills
Bibliotherapy can help to facilitate discussion of topics that might otherwise be avoided,
such as death or bullying, and can be less threatening than engaging in individual, direct
discussions about these situations (Pehrsson, 2005). These discussions provide students with the
opportunity to engage in problem-solving (Forgan, 2002). This is particularly helpful for younger
students who have not yet learned to be independent problem solvers (Iaquinta & Hipsky, 2006).
Students are exposed to ideas directly presented in the story and are also given the opportunity to
brainstorm additional ideas to help deal with difficult experiences. As a result, students are
provided with “other perspectives and options for thoughts, feelings and behaviors” and often
learn that there is more than one solution to a problem (Heath et al. 2005 p. 563; Iaquinta &
Hipsky; Rozalski et al., 2010).
Developing Coping Skills
In addition to identifying specific solutions to problems, bibliotherapy can also assist
students in developing general coping skills that can be used in a variety of difficult situations
(Cook et al., 2006). For example, Nicholson and Pearson (2003) report that bibliotherapy assists
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students in identifying both internal (i.e., perceptions of control) and external (i.e., family
support) resources to help manage situations in a healthy manner. Bibliotherapy can also help
students develop coping skills that can be used in future situations (Cook et al.). For example, a
student who has not yet experienced bullying is likely to encounter it at some point in the future.
Having knowledge of circumstances in which bullying might occur, and skills that can be used to
address them, increases the likelihood of successfully dealing with the problem (Forgan, 2002).
In addition, Catalano (2008) reports that bibliotherapy in and of itself can serve as a coping
strategy. The act of reading a book, or being read to, often produces calming effects for students
and can provide them with comfort in knowing that they are not alone in their experience (Prater
et al., 2006).
Improvement of Academic Performance
Bibliotherapy can help students improve their performance in school (Iaquinta & Hipsky,
2006; Prater et al., 2006). Emotional difficulties often prevent students from focusing and can
interfere with the ability to learn. For example, children experiencing overwhelming grief may
not be able to fully concentrate and participate in classroom activities (Heath, et al., 2005).
Having the opportunity to discuss their feelings and fears, and identify strategies to manage their
emotions, can help students redirect their attention to the academic environment (Catalano, 2008).
In addition, research indicates that repeated exposure to text can help improve vocabulary,
fluency, and comprehension (Iaquinta & Hipsky; Prater et al.). Bibliotherapy can also increase
interest in reading for recreational purposes, providing more opportunities for struggling students
to develop reading skills (Prater et al.). Table 1 summarizes the benefits of using developmental
bibliotherapy with children.
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Table 1
Literature on the Benefits of Bibliotherapy
Benefit
Developing
problemsolving skills
Developing
coping skills
Developing
social and
emotional
competence
Improvement
of academic
performance
Main Findings
Through direct discussion of topics that might
otherwise be avoided, students are given the
opportunity to engage in problem-solving skills.
Literature
Forgan (2002)
Students are given the opportunity to brainstorm
additional ideas to help deal with difficult
experiences and often learn that there is more than
one solution to a problem.
Bibliotherapy assists students in identifying both
internal and external resources.
Bibliotherapy also appears to help students develop
coping skills that can be used in future situations by
providing them with knowledge and skills about the
problem.
Bibliotherapy in and of itself can serve as a coping
strategy.
Bibliotherapy can help students develop the ability
to manage their emotions, develop empathy for
others, make responsible decisions, and take
responsibility for their actions.
Social and emotional competence appears to
significantly improve students’ relationships,
performance in school, and general health and wellbeing
Bibliotherapy may help students cope with difficult
situations and redirect their attention to the
academic environment.
Repeated exposure to text often helps improve
vocabulary, fluency, and comprehension.
Rozalski et al.
(2010)
Iaqunita and Hipsky
(2006)
Nicholson and
Pearson (2003)
Cook et al. (2006)
Bibliotherapy may increase interest in reading for
recreational purposes, providing more opportunities
for struggling students to develop reading skills.
Prater et al. (2006)
Catalano (2008)
Prater et al. (2006)
Zins and Elias
(2007) Durlak et al.
(2011)
Zins and Elias
(2007)
Durlak et al. (2011)
Heath et al. (2005)
Iaquinta and Hipsky
(2006)
Using Bibliotherapy to Address Specific Social and Emotional Concerns
Specific social and emotional concerns addressed by bibliotherapy in the literature
include bullying, disability awareness, fears and anxiety, grief and loss, and social skills.
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Bullying
One of the most pervasive problems in schools today is peer victimization, commonly
referred to as bullying (Beran, 2009). In addition to acts of physical aggression, verbal bullying
(i.e., name-calling, threats, teasing) and relational bullying (i.e., social exclusion, rumors,
threatening) are common problems among school-age children (Gregory & Vessey, 2004).
Research indicates that victims of bullying have a higher prevalence of internalizing problems,
such as depression and anxiety, which can significantly impact performance in school and other
areas of life (Beran, 2009; Gregory & Vessey; O'Brennan et al., 2009). Bullies and bystanders
can also experience a multitude of issues that interfere with the development of healthy social and
emotional functioning. Children’s literature that deals with bullying can serve as an effective
strategy when dealing with this complex issue (Gregory & Vessey). Through the process of
bibliotherapy students can learn to recognize all types of bullying and how to use problemsolving and coping strategies to address the problem. For example, research indicates that
students are often reluctant to seek help from adults due to fear of further victimization; and
bibliotherapy can be used to help teach students that seeking help is an effective way to address
the problem (Gregory & Vessey).
Disability Awareness
Kurtts and Gavigan (2008) discuss how children’s literature about disabilities can be an
effective instructional tool for helping students develop empathy, acceptance, and understanding
for individual differences. The stories provided in children’s literature present powerful
examples of unique differences and of how disabilities impact the lives of individuals and their
families and friends. Iaquinta and Hipsky (2006) found that students without disabilities may be
more willing to discuss their feelings about disabilities when a book or story is used to facilitate
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the discussion. Similarly, Cook et al. (2006) suggest that bibliotherapy can encourage students to
embrace and include peers with disabilities in their everyday activities.
Fears and Anxiety
Fears are a natural part of children’s development. Common childhood fears include
separation, dark rooms, large animals, mystical creatures, dangerous people, and being alone
(Nicholson & Pearson, 2003). Recent violent events and widespread media coverage of these
events often result in children taking on adult fears such as death, crime, war, and terrorism.
Research by Smith, Davidson, White, and Poppen (1990) demonstrates that children cope with
fear by engaging in covert or overt strategies based on a combination of internal and external
resources. Overt strategies include observable behaviors such as clinging, withdrawal, and
distraction. Covert strategies include cognitive attempts to reappraise the situation, problemsolve, or boost confidence. Internal resources include a positive self-concept, a feeling of
independence, the ability to problem-solve, and a sense of control. External resources include
supportive people or objects, such as family members, peers, teachers, stuffed animals, or security
blankets. Bibliotherapy can be a powerful tool for helping students cope with significant fears
(Nicholson & Pearson; Mercurio & McNamee, 2008). Storybooks can help children identify
internal and external resources and develop coping skills. Nicholson and Pearson provide ideas
for book selection when dealing with fears. First, the story should portray fears with which
students can identify. Second, the story must successfully resolve or address the fear. With these
factors in mind, storybooks are useful tools in helping children cope with fears.
In addition to specific fears, children often experience general anxiety. Anxiety disorders
are among the most common psychiatric conditions in adults and children. While psychotherapy
is the most widely researched and efficacious treatment, only a small proportion of individuals
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experiencing anxiety receive treatment (Salloum, 2010). Researchers, clinicians, and clients
sometime seek alternatives to treat their symptoms of anxiety, and bibliotherapy provides an
alternative to traditional therapy. In a randomized controlled trial by Rapee et al. (2006),
researchers found that children whose parents received support to engage in bibliotherapy with
their children, without therapist contact, improved somewhat more than children on a waitlist
after 12 weeks, and these results maintained for up to three months. In a follow-up study,
researchers found that bibliotherapy, in addition to scheduled weekly telephone support, was the
most effective method in decreasing childhood anxiety. Parents were provided with a parenting
self-help book about helping their child with anxiety, and children were provided with an
accompanying workbook. Specifically, 79% of children in the telephone support group were free
of an anxiety disorder at completion, 33% of children in an email support group were free of an
anxiety disorder at completion, and 0% in a wait-list control group were free of an anxiety
disorder at completion (Lyneham & Rapee, 2006). These findings are similar to studies
investigating bibliotherapy for treatment of adult anxiety disorders (Reeves, 2010). Bibliotherapy
may be a useful alternative to individuals who are unable to utilize traditional psychotherapy.
Grief and Loss
Bibliotherapy can also be helpful for children experiencing grief or loss, including loss of
a family member, pet, friend, or other important individual in their lives. Reading or looking at
books about death or loss can help children place the experience in a larger framework, and help
them realize that others have also encountered loss and were able to live through their pain and
heal (Berns, 2003). Morgan and Roberts (2010) suggest that when a child experiences loss,
bibliotherapy can be used to help the child better understand death and help initiate an open
conversation about it. Books can also reassure children that they are not alone and answer
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questions they may have. Berns emphasizes selecting books that use accurate and honest
terminology and avoid vague language such as "moving on," "expired," or "passed away." In
addition to the death of a loved one, children often experience grief following a divorce in the
family. Stories about other families who have experienced similar circumstances can moderate
painful emotions, and may help children understand their own personal feelings and realize they
are not suffering alone (Pehrsson, Allen, Folger, McMillen, & Lowe, 2007). Bibliotherapy can
also encourage explorations about divorce from several view points and can allow a child to view
a situation through the eyes of another person. Story characters can model courage and
appropriate decision-making through grief which can help to foster self-efficacy (Pehrsson et al.,
2007).
Social Skills
Children's literature can also be used to promote social learning. Cartledge & Kiarie
(2001) suggest that bibliotherapy is useful in teaching social skills because children's books are
inherently attractive to most young people, can provide strong models for emulation of social
skills, and often contain valuable pro-social messages that can be the basis for social skills
instruction. Womack, Marchant, & Borders (2011) propose that literature-based social skills
instruction in the classroom is particularly useful for students with high incidence disabilities,
such as learning disabilities. Many students with high incidence disabilities struggle with
demonstrating and recognizing social competence cues, and typical pull-out sessions are less
likely to transfer to the general classroom. Embedding social skills instruction in children's
literature is beneficial because it is time-efficient, provides real-life contexts and examples, and is
engaging. Examples of specific social skills that have been addressed through children's books
include how to accept responsibility, make good choices, express feelings, and deal with anger.
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Effective Implementation of Bibliotherapy
Researchers have identified a number of important factors for successful bibliotherapy
outcomes such as: facilitator qualities, consideration of the severity of the problem being
addressed, and other factors that assist in the generalization of learned skills. Catalano (2008)
points out that the facilitator must be sensitive to the subject matter being addressed, and interact
with students in an empathetic, nonjudgmental manner. Similarly, other researchers emphasize
the importance of developing rapport and trust with students prior to implementing bibliotherapy,
thereby creating a safe and supportive environment in which students are comfortable sharing
their thoughts, feelings, and experiences (Prater et al., 2006). The success of bibliotherapy also
appears to depend on the type of issue being addressed (Heath et al., 2005). For example,
students experiencing severe mental health issues, such as Post Traumatic Stress Disorder
(PTSD), may benefit from a more intensive, individualized intervention, or combination of
interventions. Research also indicates that the effectiveness of the strategy depends largely on the
way in which it is implemented (Heath et al.; Cook et al., 2006). For example, bibliotherapy
appears to be most effective when it includes guided discussions and activities that can help
promote generalization of learned skills (Cook et al.)
Planning a Bibliotherapy Lesson
Although bibliotherapy is a relatively simple strategy to implement, some preparation is
necessary to effectively address students’ needs, including selecting students and identifying the
problem, soliciting support from others, and selecting developmentally appropriate books.
Selecting Students and Identifying the Problem
Most common social and emotional concerns can be addressed through bibliotherapy
with a school-based professional or parent. However, Heath et al. (2005) point out that a basic
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rule is that the facilitator's knowledge, training, experience, and skill must be adequate to address
the type and severity of the student’s difficulty. General life skills and everyday problems are
appropriate to address in a group classroom setting or at home with a parent. However, some
problems may require clinical skills beyond a classroom teacher or parent’s capabilities. For
example, problems regarding sexual abuse, suicidal ideation, and other severe challenges would
necessitate more intensive interventions by a clinical psychologist or other mental health
professional. Teachers and parents can consult with one another, and other school professionals,
to identify students who may benefit from bibliotherapy that focuses on general life skills or
school problems. They may also be able to identify students that will benefit from bibliotherapy
through observations. After identifying the student and the problem, some operational decisions
should be made, such as determining whether the technique should be used with individuals, a
small group, or an entire class (Sullivan & Strang, 2002).
Soliciting Support From Others
It is important for facilitators to discuss the use of bibliotherapy with parents and
colleagues prior to implementation. Parents can provide valuable information about their child’s
history, current challenges, and past efforts used to help solve the problem. When bibliotherapy
is used in a school-based one-on-one or small group setting, or when used to address highly
sensitive issues, parental or guardian permission should be obtained. Collaborating with other
school professionals who can assist in the process may also be helpful (Prater et al., 2006).
Specifically, teachers, school-based mental health professionals, social workers, speech-language
pathologists, and nurses are often knowledgeable about childhood development and can provide
assistance in addressing common developmental concerns and issues that may arise during the
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process (Prater et al.). Librarians can help identify developmentally appropriate and quality
literature that can be used to effectively address students concerns.
Selecting and Reviewing Books
Before implementing bibliotherapy, it is imperative to select developmentally appropriate
books. A primary consideration is to find materials with personal meaning for the student that
will allow the child to identify with the story's main character (Forgan, 2002; Heath et al., 2005).
Other factors to consider include the child’s age, reading level, gender, background, and personal
interests (Sullivan & Strang, 2002). Practical factors should also be considered, such as how long
it will take to read a story and determining costs in obtaining books (Pehrsson, 2005). In addition
to traditional books, other types of literature may be more appropriate for students with special
needs, including predictable books that use a common pattern, picture books, or audio books
(Cook et al., 2006). Iaquinta and Hipsky (2006) suggest answering the following five questions
when selecting a book: (a) Is the story simple, clear, brief, non-repetitive, and believable? (b) Is it
at an appropriate reading level and developmental level? (c) Does the story fit well with relevant
feelings, needs, interests, and goals? (d) Does it demonstrate cultural diversity, gender inclusivity,
and sensitivity to aggression? and, (e) Do characters show coping skills and does the problem
situation show resolution? After selecting a book that is appropriate for the particular student and
problem, a lesson plan can be created and implemented.
Developing Lesson Plans
Bibliotherapy is most effective in helping students overcome difficult circumstances and
emotional distress when the process includes engaging activities that promote problem-solving
and coping skills. These may include pre-reading activities, guided reading, post-reading
discussions, and problem-solving/reinforcement activities.
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Pre-Reading Activities
Before reading the book, discussion and/or activities should be completed to prepare the
student for the story. Pre-reading involves activating students’ background knowledge and
helping them to link their past experiences to the story (Forgan, 2002). If the book contains
unfamiliar material, pre-reading activities should also focus on teaching students important
background information. One possible strategy to activate students’ background knowledge is to
display the cover or title of the book and ask students to predict the content of the story. The
facilitator can also introduce the characters in the book and discuss the students’ related
experiences. Another pre-reading activity is to begin a “KWL” chart, in which the students
identify and discuss what they know about the topic, what they want to learn about the topic, and
later fill in what they learned about the topic.
Guided Reading
Guided reading involves the facilitator reading the story aloud to the student. Two
important points to keep in mind while reading the story are to read at an appropriate pace, and to
use an appropriate volume so students are listening and paying attention (Forgan, 2002). Good
story-telling techniques should be used to make the story come alive for the student. The reader
should pay attention to tone of voice, volume and rate of speech, facial expressions, gestures, and
eye contact (Heath et al., 2005). Forgan suggests reading the entire story uninterrupted before
asking any questions in order to facilitate the continuity of the story. As an alternative, the child
can read independently, or the facilitator and child can take turns reading. Other researchers
suggest asking questions during the reading in order to draw the students into the story and
increase their connection with characters (Heath et al.; Prater et al., 2006; Sridhar & Vaughn,
2000; Sullivan & Strang, 2002). Sullivan & Strang advise that it is vital to maintain an active
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dialogue throughout the story, and they recommend pausing at climactic points so that mediating
dialogue can take place. Extensive research on reading suggests that maintaining dialogue and
asking questions while reading is most effective in the development of comprehension skills
(National Reading Panel, 2000).
Post-Reading Discussion
After reading the story, a post-reading discussion should take place to ensure
understanding, answer questions, and help students process what was read. Objectives for the
post-reading discussion include assessing students’ comprehension of the story and helping
students transition through the stages of bibliotherapy, ending with a sense of closure (Heath et
al., 2005). The post-reading discussion helps students develop insight into the character’s
difficulty and generate possible solutions to their own problems by using their newly acquired
insight (Forgan, 2002). The discussion should focus on helping the students reflect on what was
read and compare it to their current life experiences (Rozalski et al., 2010). Strategies for postreading discussions can include retelling the plot, evaluating character feelings, and asking
probing questions (Forgan). Another strategy is “Question the Author,” in which students
explore concepts and ideas by attempting to understand the author’s intentions. This strategy
involves selecting a passage in the book and having the students answer questions such as, “What
is the author trying to say?” or “Does the author explain this clearly?”. The strategy helps
students actively engage with the story and learn more about the text (Beck, McKeown, Sandora,
Kucan, & Worthy, 1996).
Reinforcement Activities
Reinforcement activities may be included following the reading and post-reading
discussion to solidify students’ new knowledge and to promote skill generalization and
21
maintenance. These activities can also help students express themselves. Heath et al. (2005)
propose that engaging in experiential activities after reading strengthens the learning process and
helps students internalize the new information. Drawing, journaling, writing an alternative
ending to the story, role-playing, acting out skits, and creating art may be appropriate
reinforcement activities. Prater et al. (2006) offer more detailed creative art suggestions, such as
making a collage, or using pictures and words, that represent the feelings or experiences in the
story; drawing a picture of one of the student’s favorite scenes; sculpting a clay object that
represents something in the story; or creating a diorama of one of the scenes. Prater et al. also
suggest creative writing activities, such as writing a letter to a character in the story; selecting a
part of the story to rewrite and change; compiling a compare and contrast list identifying
similarities and differences between the student and a character in the story; or continuing the
story and writing about the character’s life five years in the future. Comparing and contrasting
activities, such as Venn diagrams, may also be helpful to connect elements of the story to a
child’s personal experiences (Prater et al.). Other possible activities for skill reinforcement and
generalization include role-playing; writing a poem or in a journal; engaging in a structured
debate; or practicing the skill with their parents (Forgan, 2002).
Summary
The prevalence of social and emotional issues among children, and the effect they often
have on learning and achievement, creates a need for schools and parents to utilize practical
strategies to promote the well-being of their students. Bibliotherapy can be an easy, enjoyable,
and effective method to help address common developmental issues and difficult circumstances.
The strategy can assist students in overcoming or managing difficult experiences by helping them
to develop insight, problem-solving strategies, coping skills, and increase social and emotional
22
competence. Developing skills that will allow them to successfully interact with others and
overcome emotional barriers to learning can help to improve overall performance in school. By
selecting developmentally appropriate literature that matches children’s needs, and preparing
discussion topics and activities to use in the process of bibliotherapy, school professionals and
parents can help to promote the healthy development of their children.
23
Chapter 3
METHODOLOGY
The project idea originated in the California State University, Sacramento, graduate
course EDS 239 Education Specialist Seminar conducted in the Fall of 2011. The authors
decided to produce a practical resource for educators and parents to help guide them through the
process of bibliotherapy. Specifically, the authors wanted to develop a step-by-step guidebook,
including a list of children’s books and comprehensive lesson plans for use in addressing
common social and emotional problems affecting students.
Inspiration for the Project
The motivating factor for creating this guide was a desire to help students overcome
social and emotional problems interfering with their educational success and personal well-being.
As school psychologist trainees, it became apparent that students face a wide variety of social and
emotional problems, and that supports in this area were lacking. Participation in graduate courses
through the Department of Special Education, Rehabilitation, School Psychology, and Deaf
Studies at California State University, Sacramento, between Fall 2009 and Spring 2012, as well
as the authors’ personal experiences within the field of education, confirmed the lack of available
supports and the need for practical strategies to address students’ social and emotional concerns.
Research
The research for this project utilized several methods. The Academic Search Premier,
ERIC, and PsychArticles databases were searched for journal articles using a variety of search
terms. The key word bibliotherapy was used in combination with other terms such as children,
students, school, books, literature, and mental health. In addition, specific areas such as anxiety,
grief and loss, social skills, disability awareness, bullying, and fears, were searched in the
24
databases. References cited within articles and books were also utilized for additional
information. Both qualitative and quantitative studies were considered. Colleagues in the field
were also consulted, including Dr. Melissa Holland, Dr. Catherine Christo, Dr. Kay Moore, and
local librarians. The articles selected were categorized by specific social and emotional concerns
(i.e., grief and loss). The authors then developed an outline based on information found within
the articles. Each author focused on specific sections of the document and worked together to
create a final draft. A 30-minute outline of the literature review was presented to classmates in
December of 2011. Feedback from Dr. Holland and classmates was utilized to enhance the
content.
Development of the Bibliotherapy Guidebook
The information included in the literature review was utilized to create the project. The
authors obtained children’s books through local book stores, libraries, and websites. The books
were found through recommendations from colleagues, internet searches, and suggestions
provided in journal articles. Books were reviewed and summarized by the authors and lesson
plans were developed. General guidelines and suggestions found in the literature were included
to aid educators and parents in implementation. The intended audience for the bibliotherapy
guide includes general education teachers, special education teachers, school psychologists,
school counselors, social workers, speech-language pathologists, school nurses, librarians, and
parents.
25
Chapter 4
RESULTS
The Bibliotherapy Guidebook was created for professionals in the educational field and
parents to help them in addressing common social and emotional concerns experienced by
students. Currently, there are limited cost and time effective mental health resources available in
most schools, and the Bibliotherapy Guidebook offers a practical and effective strategy. Parents
often look to schools for assistance in addressing their children’s learning and mental health
needs. The practical nature of this intervention provides school professionals with a resource to
recommend to parents. Bibliotherapy can help students develop critical competencies, such as
coping, social, and problem solving-skills. The authors hope that this project will serve as a
resource for all individuals who desire to help young children succeed in school and beyond.
Summary
The result of this project is a comprehensive, step-by-step guide to aid bibliotherapy
facilitators in effective implementation. The guide includes a selection of prepared lesson plans
to accompany specific children’s books that address common concerns experienced by students
including: bullying, disabilities, fears and anxiety, grief and loss, and poor social skills. The
books included in the guide were carefully reviewed and selected based on criteria recommended
in the professional literature. An additional list of children’s books is also provided to assist in
the selection of books that can be used to address students’ specific needs. Additional
components of the guide include a lesson plan template, consent form template, checklist for
identifying quality children’s books, and other mental health and bibliotherapy resources.
26
Conclusions
Adversity and emotional distress are typical developmental experiences. However, many
children lack the experience, knowledge and skills needed to effectively deal with difficult
circumstances, which can negatively impact healthy functioning. Thus, assisting children in the
development of social and emotional skills is vital to their success in school and life. Schools
often lack adequate time, resources and funds to effectively address students’ mental health
concerns. Bibliotherapy provides a solution to this problem, as books are an easily and often
inexpensively obtained resource. Bibliotherapy is also a time-efficient intervention, and can be
used in a one-on-one, small group, or large group setting. An additional benefit of bibliotherapy
is that it provides school-based professionals, such as teachers, psychologists, counselors, social
workers, speech-language pathologists, nurses, librarians, as well as parents with an easy,
enjoyable and effective strategy. Through the process of bibliotherapy, children can learn to
effectively cope with current situations, and develop the skills needed to deal with future
circumstances.
Recommendations
This project provides a convenient resource for individuals interested in implementing
bibliotherapy. However, it is recommended that facilitators engage in thoughtful preparation
prior to using this strategy such as carefully reviewing and selecting books and developing
questions and discussion topics that address children’s specific concerns. Further, collaborating
with other professionals knowledgeable about child development and parents is an important
factor for successful results. It is also important to assess the severity of individual
circumstances, and to determine if bibliotherapy is the appropriate intervention. Finally, although
27
the current literature generally indicates positive outcomes for students, further empirically based
research is needed in this area.
28
Appendix A
Bibliotherapy Guidebook
29
Bibliotherapy Guidebook
30
Table of Contents
Page
1. Introduction ............................................................................................................ 1
Purpose and Rationale........................................................................................1
Guidebook Components.....................................................................................2
Bibliotherapy Defined ........................................................................................3
Theory, Benefits, and Limitations of Bibliotherapy ..........................................4
Preparing and Implementing Bibliotherapy Lessons .........................................6
2. Lesson Plans...........................................................................................................11
Bullying............................................................................................................12
Disability Awareness .......................................................................................25
Fears and Anxiety ............................................................................................38
Grief and Loss .................................................................................................49
Social Skills. ......................................................................................................61
3.
Resources ..............................................................................................................74
Additional Recommended Books ...................................................................75
Book Selection Checklist .................................................................................79
Consent Letter Template .................................................................................80
Lesson Plan Template .....................................................................................81
Additional Bibliotherapy Resources ....................................................................83
Additional Mental Health Resources ...................................................................84
31
INTRODUCTION
Purpose and Rationale
The purpose of this guidebook is to provide school-based professionals and parents with
a practical and easy-to-implement strategy to address common social and emotional concerns
experienced by students. Through research and personal experience in the field, the authors
became aware of the lack of cost and time-effective, easily accessible mental health resources
available to schools and parents. The prevalence of social and emotional concerns among
children, and the potential personal and educational consequences that can result, inspired the
authors to create this resource.
Research indicates that social and emotional concerns, such as bullying, a lack of
understanding about disabilities, fears and anxiety, grief and loss, and poor social skills can
interfere with learning and create barriers to success in school (Goddard, 2011; Gregory &
Vessey, 2004; Heath et al., 2005; Iaquinta & Hipsky, 2006; Nicholson & Pearson, 2003; Sullivan
& Strang, 2002; Zins & Elias, 2007). When left unattended, these experiences can develop into
more pervasive problems for students. Both short and long-term consequences can occur when
students are left to deal with difficult circumstances alone, including frequent absences,
suspensions, expulsions, and difficulties creating and maintaining healthy relationships with
others.
Bibliotherapy provides parents and school-based professionals, such as teachers,
psychologists, counselors, social workers, speech-language pathologists, nurses, and librarians
with a simple, enjoyable and effective strategy to help students develop social and emotional
skills.
32
Guidebook Components
This book includes a step-by-step guide for how to prepare and implement bibliotherapy
lessons in the school or home setting. The authors explain how to select students and identify the
problem, the importance of seeking support from others, and how to select and review children’s
books. Suggested lesson plan components are also discussed. Thirty lesson plans are provided to
address the following areas: bullying, disability awareness, fear and anxiety, grief and loss, and
social skills. Included in the Resources section of this book is: an extensive list of children’s
books to aid the facilitator in locating books to address specific concerns; a checklist to assist in
the selection of appropriate books; a general lesson plan template that can be tailored to address
students’ individual needs; a sample consent form to obtain parent or guardian permission; and
additional mental health and bibliotherapy resources.
33
Bibliotherapy Defined
In simple terms, bibliotherapy is the systematic use of books or stories to assist
individuals in overcoming problems (Cook, Earles-Vollrath, & Ganz, 2006; Goddard, 2011;
Prater, Johnstun, Dyches, & Johnstun, 2006; Sullivan & Strang, 2002). Stories, in both written
and spoken forms, have been used to address individuals’ concerns for centuries. In recent years,
bibliotherapy has been used in schools and homes to address students’ social and emotional
needs.
Since the term “therapy” implies that a mental health professional is required to
implement the strategy, it is important to clarify the difference between traditional clinical
bibliotherapy and developmental bibliotherapy. The traditional approach involves a clinical,
mental health professional assisting clients in dealing with problems, and often includes the use
of theory-based techniques and strategies that require extensive training. It is often used as a
reactive approach to address problems after they have occurred. Developmental bibliotherapy
can be implemented by school-based professionals and parents as a proactive strategy to provide
students with knowledge and skills that can be used in current and future experiences. For
example, difficulties with relationships and dealing with individual differences are common
experiences that are likely to occur at some point for students. The goal is to provide students
with the social and emotional skills needed to successfully address difficult circumstances.
34
Theory, Benefits, and Limitations of Bibliotherapy
The theoretical assumption underlying bibliotherapy is that students will connect with or
identify with the characters in a story, allowing them to release pent-up emotional tension, which
helps them develop insight, or a deeper understanding of their situation or that of others.
Regardless of the facilitators theoretical or personal beliefs, the majority of research indicates that
bibliotherapy, when implemented thoughtfully, can create positive outcomes for students
(Goddard, 2011; Gregory & Vessey, 2004; Heath et al., 2005; Iaquinta & Hipsky, 2006;
Nicholson & Pearson, 2003; Sullivan & Strang, 2002; Zins & Elias, 2007). Benefits of using
bibliotherapy include the development of social and emotional competence (i.e., the ability to
manage one’s emotions, develop empathy for others, make responsible decisions, and take
responsibility for one’s actions), problem-solving skills, general coping skills (i.e., identifying
internal and external resources to assist with difficult experiences), and improvement in school
performance (Forgan, 2002; Heath et al., 2005; Iaquinta & Hipsky, 2006; Pehrsson, 2005; Rapee,
Abbott & Lyneham, 2006; Rozalski et al., 2010).
It is important for the facilitator to be aware of the limitations of this strategy. Most
social and emotional concerns can be effectively addressed and managed through the process of
bibliotherapy. On occasion however, students will require additional help, such as services
provided by a clinical mental health professional. In general, when a specific circumstance is
causing significant emotional distress and/or significantly interfering with healthy functioning in
or outside the school setting, more intensive intervention may be necessary. Parents and teachers
can consult with school psychologists, counselors, and social workers to identify available
community resources.
Helpful resources are also provided in this guidebook.
Finally,
bibliotherapy alone should not be expected to significantly improve students’ social and
35
emotional functioning. In addition to the effective implementation of bibliotherapy, it is also
important to consider other factors that contribute to the development and generalization of these
skills, such as the presence of positive adult role-models and having multiple opportunities to
practice learned skills.
36
Preparing and Implementing Bibliotherapy Lessons
Step 1: Identify students and the problem
Most concerns experienced by students can be effectively addressed through
bibliotherapy with a school professional or parent. A general rule for facilitators to keep in mind
is that their knowledge, training, and experience must be adequate to address the type and
severity of the student’s difficulty. As mentioned previously, some problems, such as abuse,
post-traumatic stress disorder, or suicidal ideation require clinical skills beyond the school
professional or parent’s capabilities and should be referred to a mental health professional. School
professionals and parents can consult with one another to identify students who may benefit from
bibliotherapy. Once the student and problem have been identified, some operational decisions
should be made, such as determining whether the lesson should be used with individuals, a small
group, or an entire class. If bibliotherapy is going to be implemented in a one-on-one or small
group setting, parental consent should be obtained. A sample consent form is provided in the
Resources section of this book.
Step 2: Solicit support from others
Facilitators may benefit from discussing the use of bibliotherapy with parents and
colleagues prior to implementation. School professionals may be helpful throughout the process,
such as school counselors, social workers, psychologists, speech therapists, general and special
education teachers, nurses, and librarians.
School librarians can help teachers and parents
identify appropriate books, while counselors and psychologists can assist in finding appropriate
ways of dealing with situations that may arise. Parents are often able to provide valuable
information about their child’s history, current challenges, and past efforts used to help solve the
problem.
37
Step 3: Select and review books
Numerous books are available and facilitators should carefully select books that are
appropriate for the particular student and the specific problem being addressed. Books can be
found in local book stores, public and school libraries, and online. A list of children's books and
specific sources for finding books are listed in the Resources section of this guide. A primary
consideration in book selection is to find materials with personal meaning for the student that will
allow the child to identify with the story’s main character (Forgan, 2002; Heath et al., 2005).
Other factors to consider include the child’s age, developmental level, reading level, gender,
background, and interests (Sullivan & Strang, 2002). Facilitators must also consider practical
factors, such as how long it will take to read a story and costs in obtaining books (Pehrsson,
2005). Some researchers suggest answering the following five questions when selecting a book:
(a) Is the story simple, clear, brief, non-repetitive, and believable? (b) Is it at an appropriate
reading level and developmental level? (c) Does the story fit well with relevant feelings, needs,
interests, and goals? (d) Does it demonstrate cultural diversity, gender inclusivity, and sensitivity
to aggression? and, (e) Do characters show coping skills and does the problem situation show
resolution? (Iaquinta & Hipsky, 2004). The authors of this book have carefully selected books
and created lesson plans using these guidelines. A checklist for book selection is provided in the
Resources section.
Step 4: Implement lesson plan
Once a book has been selected and deemed appropriate for the particular student and
problem, a lesson plan can be created and implemented.
Lesson plans should include the
following components: pre-reading activities, guided reading, post-reading discussions, and
problem-solving/reinforcement activities.
Although lesson plans are provided in this book,
38
facilitators may wish to review other books and create their own lesson plans. Lesson plan
components are detailed below, and a sample lesson plan template is also provided in the
Resources section of this book.
a) Pre-reading. Pre-reading involves activating the students’ background knowledge and
helping them link their past experiences to the present book content. Common activities
for pre-reading include displaying the cover or title of the book and asking students to
predict the content of the story; reviewing any vocabulary words that may be new to the
students; or creating a “KWL” chart, in which students identify and discuss what they
know about the topic, what they want to learn about the topic, and later fill in what they
learned about the topic.
b) Guided reading. Guided reading involves the facilitator reading the story aloud to the
student. Important points to keep in mind while reading are to read at an appropriate
pace and to use an appropriate volume. Good story-telling techniques should be used to
make the story come alive for the student. The reader should pay attention to the tone of
voice, volume and rate of speech, facial expressions, gestures, and eye contact (Heath et
al., 2005). In order to facilitate comprehension, most researchers suggest maintaining an
active dialogue throughout the story and pausing at climactic points for discussion (Heath
et al.; Prater et al., 2006; Sridhar & Vaughn, 2000; Sullivan & Strang, 2002).
c) Post-reading discussion. After reading the story, a post-reading discussion should occur
to ensure understanding, answer questions, and help students process what was read.
Objectives for the post-reading discussion include assessing students’ comprehension of
the story and helping students transition through the stages of bibliotherapy, ending with
a sense of closure (Heath et al., 2005). The post-reading discussion help students develop
39
insight into the character’s difficulty and generate possible solutions to their own
problems by using their newly acquired insight (Forgan, 2002). The discussion should
focus on helping the students reflect on what was read and compare it to their current life
experiences (Rozalski et al., 2010). Strategies for post-reading discussions can include
retelling the plot, evaluating character feelings, and asking probing questions (Forgan).
Another strategy is “Question the Author,” in which students explore concepts and ideas
through searching to understand the author’s intentions. This strategy involves selecting
a passage of the book and having the students answer questions such as “What is the
author trying to say?” or “Does the author explain this clearly?”. The strategy helps
students actively engage with the story and learn more about the text (Beck, McKeown,
Sandora, Kucan, & Worthy, 1996).
d) Reinforcement activities.
Reinforcement activities may be included following the
reading and post-reading discussion to solidify students’ new knowledge and to promote
skill generalization and maintenance. These activities can also help students express
themselves. Drawing, journaling, writing an alternative ending to the story, role-playing,
acting out skits, and creating art may be appropriate reinforcement activities. Prater et al.
(2006) offer more detailed creative art suggestions, such as making a collage, or using
pictures and words, that represent the feelings or experiences in the story; drawing a
picture of one of the student’s favorite scenes; sculpting a clay object that represents
something in the story; or creating a diorama of one of the scenes. Prater et al. also
suggest creative writing activities, such as writing a letter to a character in the story;
selecting a part of the story to rewrite and change; compiling a compare and contrast list
identifying similarities and differences between the student and a character in the story;
40
or continuing the story and writing about the character’s life five years in the future.
Comparing and contrasting activities, such as Venn diagrams, may also be helpful to
connect elements of the story to a child’s personal experiences (Prater et al.). Other
possible activities for skill reinforcement and generalization include role-playing; writing
a poem or in a journal; engaging in a structured debate; or practicing the skill with their
parents (Forgan, 2002).
41
Lesson Plans
42
Bibliotherapy Lesson Plans for Bullying
One of the most pervasive problems in schools today is peer victimization, commonly
referred to as bullying (Beran, 2009). In addition to acts of physical aggression, verbal bullying
(i.e., name-calling, threats, teasing) and relational bullying (i.e., social exclusion, rumors,
threatening) are common problems among school-age children (Gregory & Vessey, 2004).
Children’s literature that deals with bullying can serve as an effective strategy when dealing with
this complex issue (Gregory & Vessey). Through the process of bibliotherapy students can learn
to recognize all types of bullying, and learn how to use problem-solving and coping strategies to
address these problems. For example, research indicates that students are often reluctant to seek
help from adults due to fear of further victimization; and bibliotherapy can be used to help teach
students that seeking help is an effective way to address the problem (Gregory & Vessey). In this
section, lesson plans are provided for the following books:
Book Title
Just Kidding
Stop Picking On Me: A First Look at Bullying
Leave Me Alone: A tale of what happens when
you stand up to a bully
Matthew and the Bullies
The Recess Queen
The Bully Blockers Club
Sub-Topic
Page Number
Verbal
Verbal/Physical
Verbal/Physical
13
15
17
Verbal/Physical
19
Verbal/Physical/Relational 21
Verbal/Relational
23
43
Bibliotherapy Lesson Plan for Bullying
 Book Title: Just Kidding
 Book Author: Trudy Ludwig
 Book Publisher: Tricycle Press, 2006.
 Appropriate Audience: Children ages 8 to 12
 Book Summary: D.J. is constantly teased by his
friend, Vince. Whenever Vince says something
that hurt’s D.J.’s feeling, Vince says, “Just
Kidding!”
D.J. copes with feelings of
embarrassment, anger, and sadness and he learns
how to stand up to Vince’s teasing. This book
also differentiates between tattling and reporting
and talks about how to have fun with friends
without making fun of them. At the end of the
story is a handout of Teasing Do’s and Don’ts as
well as follow-up questions.
Lesson Plan:
 Objective: This book can be used to help older children engage in a discussion about
bullying and learn adaptive coping strategies for dealing with teasing or bullying.
 Materials Needed: No materials needed
 Time Needed: Approximately 30 to 45 minutes.
 Pre-Reading Activity: Display the cover and/or title of the book and ask the child(ren) to
guess the content of the story.
 Guided Reading: Read the book aloud. For use with individual children who have strong
reading skills, the facilitator and child may take turns reading. Pause periodically to look at
the pictures and answer any questions.
 Post-Reading Discussion: After finishing the book, ask the following questions:
 Did you like this book? What was it like reading this book?
 Have you ever been picked on or teased?
 What have you tried to stop the teasing?
 How did the boy in the story get his friend to stop teasing him?
 What is the difference between tattling and reporting?
 Sometimes friends playfully tease each other. How can you tell if your friends like it
when you tease them?
44



When do you think teasing is okay and when is it not?
Who can you go to if you have a problem with teasing?
What would you do if you saw other kids teasing your friend in an unkind way?
 Reinforcement Activity: Have the child(ren) engage in a role play activity. Tell them to
pretend they are being picked on by a bully and practice different strategies.
45
Bibliotherapy Lesson Plan for Bullying
 Book Title: Leave Me Alone: A tale of
what happens when you stand up to a
bully
 Book Author: Kes Gray
 Book Publisher: Barron’s Educational
Services, 2011.
 Appropriate Audience: Children ages 4
to 8
 Book Summary: This illustrated and
rhyming story is about a boy who is
bullied by a giant. The boy befriends
eight animals – a frog, a cow, a rabbit, a
cat, a robin, a pig, a fly, and a Magpie.
His new friends ask him what is wrong
and he explains that he is being bullied and no one can help him. The boy’s new friends
stand up for him and tell the bully to leave him alone.
Lesson Plan:
 Objective: This book can be used to help younger children engage in a discussion about
bullying, become aware of feelings one may experience when being bullied, and learn
adaptive coping strategies for dealing with a bully.
 Materials Needed: No materials needed
 Time Needed: Approximately 20 to 30 minutes
 Pre-Reading Activity: Display the cover and/or title of the book and ask the child(ren) to
guess the content of the story.
 Guided Reading: Read the book aloud. Since this book is composed of rhymes, good storytelling techniques should be used to make the story come alive for the student. The facilitator
should pay attention to tone of voice, volume and rate of speech, facial expressions, gestures,
and eye contact.
 Post-Reading Discussion: After finishing the book, ask the following questions:
 Did you like this book? What was it like listening to this book?
 Have you ever been picked on or bullied?
 What have you tried to stop the bully?
 How did the boy in the story get the bully to stop picking on him?
46

If you didn’t have so many friends to stick up for you, how else could you handle the
bully?
 Reinforcement Activity: Have the child(ren) engage in a role play activity. Tell them to
pretend they are being picked on by a bully and practice different strategies.
47
Bibliotherapy Lesson Plan for Bullying
 Book Title: Matthew and the Bullies
 Book Author: Sarah Ferguson
 Book Publisher: Sterling Publishing
Company, 2007
 Appropriate Audience: Children ages
6 to 10
 Book Summary: Matthew is scared to
go to school because two boys in his
class pick on him and physically bully
him. Matthew tells a friend, who
convinces him to tell his parents.
Matthew’s parents and teacher work
together to stop the bullies and Matthew
feels better about going to school.
Lesson Plan:
 Objective: This book can be used to help children understand the effects of bullying and
provide ideas for how to address bullying. Children will be encouraged to share their
experiences of being bullied with a trusted adult and ask for help.
 Materials Needed: One sheet of paper and pencil per child
 Time Needed: Approximately 20 to 30 minutes
 Pre-Reading Activity: Display the cover and title of the book. Explain that this book is about
bullying. Ask the child(ren) to describe what bullying is and provide examples.
 Guided Reading: Read the book aloud. Pause periodically to show the illustrations and
answer any questions.
 Post-Reading Discussion: After finishing the book, ask the following questions:
 Did you like this book? What was it like reading this book?
 Have you ever been picked on or bullied? What happened?
 What have you tried to stop the bully?
 How did Matthew get the bully to stop picking on him?
 Why didn’t Matthew want to fight back?
 Did Matthew stay mad at the bullies? What did he do instead?
48
 Reinforcement Activity: Have the child(ren) write a letter to another student who is being
picked on or bullied including suggestions for how to handle the situation.
49
Bibliotherapy Lesson Plan for Bullying
 Book Title: Stop Picking on Me: A First
Look at Bullying
 Book Author: Pat Thomas
 Book Publisher: Barron’s Educational
Services, 2000.
 Appropriate Audience: Children ages 4
to 8
 Book Summary: This is an informational
book that describes in simple terms what it
means to be bullied, what bullies are like,
and why people bully. The book also talks
about different feelings that someone may
have when they are bullied, including
feeling sad, scared, or hurt. Different
strategies are reviewed to address bullying. Questions are included throughout the book to
help the child connect to the story and topic.
Lesson Plan:
 Objective: This book can be used to educate children on bullying and teach adaptive coping
strategies for addressing the problem of bullying. Children will also be encouraged to discuss
their own personal experiences and connect to the story.
 Materials Needed: No materials needed
 Time Needed: About 20 to 30 minutes
 Pre-Reading Activity: Provide some background information and vocabulary related to
bullying. For example:
 A bully is a person who picks on other people, or tries to hurt other people’s bodies
or feelings.
 Guided Reading: Read the book aloud, stopping as needed to answer questions. Stop after
reading the following pages and ask the questions provided at the bottom of the page.
 Page 9: What about you? Do you know anyone who is a bully? What sort of things
do they do?
 Page 19: What about you? Everyone feels differently about being bullied. Have you
ever been bullied? How did it make you feel?
 Page 21: What about you? What sort of things do you do when someone bullies you?
Can you think of any different ways to deal with a bully?
50
 Post-Reading Discussion: After finishing the book, ask the following questions:
 What was it like reading this book? What were you thinking about as we read this
book?
 Can you tell me about a time when you were bullied? How did you feel?
 Have you ever bullied someone else?
 Why do you think people bully other people?
 What can you do the next time someone picks on you?
 Reinforcement Activity: Have the child(ren) engage in a role play activity. Tell them to
pretend they are being picked on by a bully and practice different strategies.
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Bibliotherapy Lesson Plan for Bullying
 Book Title: The Recess Queen
 Book Author: Alexis O'neill
 Book Publisher: Scholastic Press, 2002
 Appropriate Audience: Children ages 6 to 10
 Book Summary: Everyone at school is afraid of
Mean Jean the Recess Queen. When a new
student comes to school, she is unaware of just
how mean Jean can be. Katie Sue is not afraid to
play with Mean Jean at recess, like all the other
students, and soon unexpected friendships
blossom. This book includes captivating
illustrations, gentle humor and rhyming text.
Lesson Plan
 Objective: This book can be used to help facilitate a general discussion about bullying. It can
help children develop problem-solving strategies to deal with bullying behavior. Children
will learn to overcome their fear of bullies, and bullies will begin to recognize the benefits of
getting along with others.
 Materials Needed: Large poster board and colored markers
 Time Needed: Approximately 45 minutes
 Pre-Reading Activity: Present the cover and title of the book. Tell the child(ren) that this
book is about a bully on the playground. Ask the following questions, and provide
explanations when necessary:
 What is a bully?
 What kinds of behaviors are considered bullying?
 Guided Reading: Read the book aloud using appropriate pace and expression. Pause after
each page is read and discuss what is displayed in the illustrations. After reading the
following pages ask:
 Page 6: What do you think is going to happen next?
 Page 20: What do you think about Katie Sue's behavior?
 Post-Reading Discussion:
 Ask the following questions:
 Would you have done anything different to respond to Jean's behavior?
 What do you think made Mean Jean change her behavior?
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
What good things happened when Jean decided not to be mean anymore?
What have you done in the past to respond to bullying?
 Reinforcement Activity: Have the child(ren) brainstorm additional ways to respond to
bullying. Using the ideas, create a poster that includes ways to deal with bullying. Display the
poster in a classroom, office or at home as a reminder to the child(ren).
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Bibliotherapy Lesson Plan for Bullying
 Book Title: The Bully Blockers Club
 Book Author: Teresa Bateman
 Book Publisher: Albert Whitman & Company, 2004
 Appropriate Audience: Children ages 7 to 11
 Book Summary: Lotty was looking forward to a new
school year. But a bully named Grant made her
miserable. She tried ignoring him, attempted to be his
friend, and even stood up to him and insisted he leave
her alone. Nothing worked, and Grant continued to
bully Lotty and other students. She decided to start
the Bully Blockers Club, and many students joined.
Everyone looked out for each other and soon, the
bullying lessened. This book includes detailed text and simple, colorful illustrations.
Lesson Plan
 Objective: This book can be used to help battle bullying behavior at school. It provides
children with examples of bullying and ways to respond.
 Materials Needed: No materials needed
 Time Needed: Approximately 1 hour
 Special Note: It is recommended that the facilitator read the last page of the book, entitled
About Bullying, before beginning the lesson.
 Pre-Reading Activity: Present the cover and title of the book. Ask the child(ren) to predict
the content of the story. Next, ask the following question and provide examples when
necessary:
 What is bullying?
 Bullying is hurting someone's feelings
 Bullying is hurting someone physically
 Guided Reading: Read the book aloud using appropriate pace and expression. Pause after
reading the following pages and ask:
 Page 5: What else could you do in this situation? Do you think this is a good idea?
Why or why not?
 Page 11: What else could have happened that might have resulted in a different
response from Grant?
 Page 19: What do you think she is going to do?
54

After reading page 25, discuss the characteristics of bullies and friends that are seen
in the chalkboard illustration.
 Post-Reading Discussion: Ask the following questions:
 What do you think about the strategies Lotty tried before she started the club?
 Would you have done anything differently than Lotty?
 What else might have helped?
 Do you think starting a club is a good idea? Why or why not?
 Discuss the TELL-IT strategy (provided on the last page of the book)
 Reinforcement Activity: Using the TELL-IT strategy, have the child(ren) engage in a roleplay activity. Have them get into pairs and take turns practicing the strategy.
55
Lesson Plans for Disability Awareness
Kurtts and Gavigan (2008) discuss how children’s literature about disabilities can be an
effective instructional tool for helping students develop empathy, acceptance, and understanding
for individual differences.
The stories provided in children’s literature present powerful
examples of individual differences and of how disabilities impact the lives of individuals and
their families and friends. Iaquinta and Hipsky (2006) found that students without disabilities
may be more willing to discuss their feelings about disabilities when a book or story is used to
facilitate the discussion. Similarly, Cook et al. (2006) suggest that bibliotherapy can encourage
students to embrace and include peers with disabilities in their everyday activities. In this
section, lesson plans are provided for the following books:
Book Title
Don’t Call Me Special
Why am I Different
You Can Be a Friend
I am Deaf
My Brother Charlie
Looking After Lewis
Sub-Topic
Page Number
General/Differences
General/Differences
Physical
Deaf/Hearing Impairment
Autism
Autism
26
28
30
32
34
36
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Bibliotherapy Lesson Plan for Disability Awareness
 Book Title: Don't Call Me Special
 Book Author: Pat Thomas
 Book Publisher: Hodder Children's
Books, 2002
 Appropriate Audience: Children ages
4 to 8
 Book Summary: This short and simple
book explores common questions
young children have about disabilities.
The author reviews types of
disabilities, and explains that everyone
is unique in their own way. It includes
descriptive pictures and child-friendly
language.
Lesson
 Objective: This book can be used to help foster awareness and acceptance of unique
differences.
 Materials Needed: No materials needed
 Time Needed: Approximately 30 minutes
 Special Note: It is recommended that the facilitator read page 28 entitled, How to Use This
Book, before beginning the lesson.
 Pre-Reading Activity: Present the cover and title of the book. Tell the child(ren) that this
book is about people with disabilities. Ask the question provided below and provide a
definition if needed. Next, review the terms and definitions provided on page 29.
 What does it mean when someone has a disability?
 Having a disability means that a person has unique needs. For example, sometimes
people need a hearing aid to hear better and sometimes people need wheelchairs for
help getting around. Others need extra help from a teacher to learn.
 Guided Reading: Read the book aloud. Pause after reading the following pages and ask:
 Page 7: How can you tell which one?
 Page 13: Do you know any children with a disability in your school? In your family?
What things are they good at? What do they find difficult? What are you good at?
What do you find difficult?
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 Post-Reading Discussion: Allow the child(ren) to ask questions. Next, ask the following:
 What did you learn about people with disabilities that you didn't know before?
 Does anything surprise you?
 Reinforcement Activity: The book suggests having the child(ren) engage in a role-play
activity that demonstrates what it is like to have a disability. Have the child(ren) cover their
eyes and walk a small distance, with the guidance of a partner to ensure safety. Next have
them discuss what it was like to find their way without their sight. Next, have the child(ren)
cover their ears tightly. Have them discuss what is was like when they could not hear.
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Bibliotherapy Lesson Plan for Disability Awareness
 Book Title: Why Am I Different
 Book Author: Norma Simon
 Book Publisher: Albert Whitman & Company,
1976
 Appropriate Audience: Children ages 5 to 8.
 Book Summary: This book addresses common
questions young children have about differences
between themselves and others. Topics such as
physical appearances, abilities, and family
differences are discussed.
Lesson
 Objective: This book can be used to facilitate a discussion about individual differences. It
provides an opportunity to discuss how having a disability is similar to having other unique
characteristics. This lesson can help teach children that differences make us all unique
individuals.
 Materials Needed: No materials needed
 Time Needed: Approximately 30 to 45 minutes
 Pre-Reading Activity: Present the cover and title of the book and tell the child(ren) that this
book is about individual differences. Ask:
 What are some examples of individual differences?
 Guided Reading: Read the book aloud. Pause after reading the following pages and ask the
questions provided in the book:
 Page 1: What's different about you?
 Page 12: What are some things you can do really well? What are some things that
are more difficult for you? Make a brief statement such as: We're all good at some
things and not so good at others.
 Post-Reading Discussion: Allow the child(ren) to ask questions. Next, ask the following:
 What were some of the differences presented in the book?
 Can you think of any other unique differences among people?
 What are some things that you think when you notice someone is different than you in
some way?
 Why is it good to have differences?
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 Reinforcement Activity: Have the child(ren) discuss some of their unique qualities with
another child or the facilitator. For younger children, an alternative activity is to have them
draw a picture of themselves including their unique qualities.
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Bibliotherapy Lesson Plan for Disability Awareness
 Book Title: You Can Be A friend
 Book Author: Tony and Lauren Dungy
 Book Publisher: Little Simon Inspirations, 2011
 Appropriate Audience: Children ages 5 to 8
 Book Summary: Jade is excited when she learns
that a girl her age has moved into the neighborhood.
She is surprised when she finds out that Hannah is in
a wheelchair. She wonders if they will be able to
have fun together. With encouragement from her
family, she soon realizes that their differences don't
matter.
 Lesson
 Objective: This book can be used to help dispel common misconceptions about people with
physical disabilities.
 Materials Needed: Enough blank pieces of paper and drawing utensils, such as crayons,
colored pencils, or markers, for each child
 Time Needed: Approximately 30 to 45 minutes
 Special Note: This story contains one reference to God. It is recommended that the facilitator
discuss this with parents or guardians. The sentence can easily be left out of the reading if
necessary.
 Pre-Reading Activity: Review the term disability with the children and provide examples of
types of disabilities. An example is provided below. Next, present the cover and title of the
book and ask the child(ren) to predict the content of the story.
 Having a disability means that a person has unique needs. For example, sometimes
people need a hearing aide to hear better and sometimes people need wheelchairs
for help getting around. Others need extra help from a teacher to learn.
 Guided Reading: Read the book aloud. Pause after Jade meets Hannah for the first time and
ask:
 What do you think Jade is thinking? What would you do if you were Jade? Do you
think they will become friends? Why or why not?
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 Post-Reading Discussion: Allow the child(ren) to ask questions. Next, ask the following:
 What do you think about how Jade resolved the problem?
 What would you have done?
 What does this story teach us about friendship?
 What does it teach us about people who have a disability, like Hannah?
 How did this story change your mind about people who have a disability?
 Reinforcement Activity: Have the child(ren) draw one of their favorite scenes from the
story.
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Bibliotherapy Lesson Plan for Disability Awareness
 Book Title: I am Deaf
 Book Author: Jennifer Moore-Mallinos
 Book Publisher: Barron’s Educational Series,
2009
 Appropriate Audience: children ages 4 to 8
 Book Summary: Lana describes what is like to
be deaf from the perspective of an optimistic 10year-old girl. She explains that she is just like
other kids in many ways: she likes to have fun,
has chores to do at home, and has hopes and
dreams for her future. She also describes her
unique ways of being able to hear and communicate with others. Her positive outlook on life
will inspire children who hear her story and help to reduce some of the misconceptions of
individuals who have a disability.
Lesson Plan
 Objective: This book can help children realize that individuals with disabilities are more
similar to them than different. It can also be used to teach children that obstacles in life do
not have to prevent them from accomplishing their goals.
 Time Needed: Approximately 45 minutes
 Materials Needed: Enough blank pieces of paper and drawing utensils, such as crayons,
colored pencils, or markers, for each child
 Pre-Reading Activity: Present the cover and title of the book. Ask the questions provided
below. Next, Create a “KWL” chart including what the children know about being deaf, and
what they want to learn about being deaf. After reading the book complete the last part of the
chart by filling in what they learned.
 Do you know it means when a person is deaf?
 Do you know anyone who cannot hear or has difficulty hearing?
 Can you imagine what it might be like if you could not hear?
 Guided Reading: Read the book aloud. Pause after reading the following pages and ask:
 Page 8: Do you know what a hearing aid is? Do you know anyone who uses a
hearing aid?
 Page 14: Do you know what sign language is? Have you ever seen a person use sign
language to talk to somebody?
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
Page 16: How do you think using your face and body can help you communicate? Do
you use your face and body to help you communicate when you are talking to people,
like Lana does?
Page 12: Why do you think all the kids stood around and watched when Lana and her
friends used sign language? How do you think it made them feel? What do you think
about her idea of teaching the other children to use sign language?
 Post-Reading Discussion: Ask the following questions:
 Did anything surprise you?
 How is Lana like other children, who can hear?
 What do you think about Lana’s idea that she can accomplish whatever she wants to?
 Reinforcement Activity: Complete the “KWL” chart. Ask the child(ren):
 What did you learn about people who cannot hear, or have difficulty hearing?
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Bibliotherapy Lesson Plan for Disability Awareness
 Book Title: My Brother Charlie
 Book Author: Holly Robinson Peete and Ryan
Elizabeth Peete
 Book Publisher: Scholastic Press, 2010
 Appropriate Audience: Children ages 4 to 8
 Book Summary: Callie’s twin brother Charlie
has Autism. They have many things in common,
but some things are very different. Charlie
doesn’t talk very often, or like to play as much as
Callie does. Sometimes he won’t even look at
her. Sometimes she is frustrated with her brother
and wishes she could “crawl inside his world”.
There are also many things that Charlie is good
at, like memorizing names of presidents and he
has a special connection with animals. Although Charlie doesn’t say “I love you” very often,
he communicates his love in many other ways.
Lesson Plan
 Objective: This book can be used to teach children about Autism, encourage open
communication about the disability, clarify misconceptions, and encourage empathy and
understanding.
 Time Needed: Approximately 30 minutes
 Materials Needed: Enough blank pieces of paper and drawing utensils, such as crayons,
colored pencils, or markers, for each child
 Pre-Reading Activity: Present the cover and title of the book and say: This is Callie and
Charlie. They are twins. Charlie has Autism. Ask/state the following:
 Do you know what Autism is?
 Do you know anyone who has Autism?
 Callie is going to tell us all about her brother Charlie.
 Guided Reading: Read the book aloud. Pause after reading the following pages and
ask/state:
 Page 8: Sometimes people who have Autism are very quiet
 Page 12: Sometimes, people who have Autism like to spend their time alone, and
sometimes they have a hard time showing their feelings.
65
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


Page 14: What do you think Callie means when she says, “love doesn’t always come
from what you say, it can also come from what you do”?
Page 16: Why do you think it’s hard to be Charlie’s sister sometimes? How do you
think she feels when he won’t look at her, speak to her, or play with her?
Page 18: What do you think Callie means when she says “I wish I could crawl inside
Charlie’s world”?
Page 33: Besides using words, what are some other ways to let people know how you
feel?
 Post-Reading Discussion: Ask the following questions:
 How do you think Callie feels about having a brother with Autism?
 What do you think it is like to have Autism?
 What did you learn from Callie and Charlie?
 Reinforcement Activity: Have the child(ren) draw a picture of their favorite scene from the
story.
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Bibliotherapy Lesson Plan for Disability Awareness
 Book Title: Looking After Louis
 Book Author: Lesley Ely
 Book Publisher: Albert Whitman and Company,
2004
 Appropriate Audience: Children ages 4 to 8
 Book Summary: Louis, an elementary school student
with autism, is enrolled in a general education
classroom. His classmates learn about and observe
Louis’s language and social impairments and gain
tolerance and understanding about Louis’s differences
and special needs.
Lesson Plan:
 Objective: This book can be used to help educate children about autism and inclusion.
Children can learn about the advantages of inclusion for both disabled children and their
regular education classmates. This book can also help develop empathy and respect for
individual differences.
 Materials Needed: Enough blank pieces of paper and drawing utensils, such as crayons,
colored pencils, or markers, for each child
 Time Needed: Approximately 20 to 30 minutes
 Pre-Reading Activity: Display the cover and title of the book and explain that this book is
about a student with autism. Talk about what autism means:
 Autism is a developmental disorder (in kids) that affects their brain. It means that
kids with autism are different in the areas of language (talking or speaking), social
interactions (being around people), and restricted interests (they really like one
specific thing and do that or talk about that a lot).
 Guided Reading: Read the book to the child(ren), stopping as needed to answer questions
and display illustrations.
 Post-Reading Discussion: After finishing the book, ask the following questions:
 What was it like reading this book? What were you thinking about as we read this
book?
 Have you ever met anyone like Louis? What was that like?
 What was different about Louis from the other kids in his class?
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

What was the same about Louis compared to the other kids in his class?
What do you think about Louis’s classmate’s comment that “We’re allowed to break
rules for very special people?” Do you agree or disagree?
 Reinforcement Activity:
 For older children with basic writing skills, ask the child to write a short letter to one
of Louis’s classmates. What can you tell them about Louis? Do you have any ideas or
suggestions about how they should act around Louis?
 For younger children who have not yet developed writing skills, ask the child to draw
a picture for Louis of something that happened in the story.
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Lesson Plans for Fear and Anxiety
Fears are a natural part of children’s development. Common childhood fears include
separation, dark rooms, large animals, mystical creatures, dangerous people, and being alone
(Nicholson & Pearson, 2003). Recent violent events and widespread media coverage of these
events often result in children taking on adult fears such as death, crime, war, and terrorism.
Bibliotherapy can be a powerful tool for helping students to cope with significant fears
(Nicholson & Pearson; Mercurio & McNamee, 2008). When selecting books to address fears, the
story needs to portray fears with which students can identify and the story must successfully
resolve or address the fear (Nicholson & Pearson). In addition to specific fears, children often
experience general anxiety.
Anxiety disorders are among the most common psychiatric
conditions in adults and children. While psychotherapy is the most widely researched and
efficacious treatment, only a small proportion of individuals experiencing anxiety receive
treatment (Salloum, 2010). Researchers, clinicians, and clients sometime seek alternatives to
treat their symptoms of anxiety, and bibliotherapy provides an alternative to traditional therapy.
In this section, lesson plans are provided for the following books:
Book Title
Who Feels Scared?
Wemberly Worried
Walter Was Worried
Hilda Hen’s Scary Night
Some Days, Other Days
Kindergarten Diary
Sub-Topic
Page Number
General Fear/Anxiety
Fear of the dark/General
General Fear/Anxiety
Fear of the dark/General
General Fear/Anxiety
Fear of school/New experiences
39
40
42
44
46
47
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Bibliotherapy Lesson Plan for Fears/Anxiety
 Book Title: Wemberly Worried
 Book Author: Kevin Henkes
 Book Publisher: Greenwillow Books, 2000
 Appropriate Audience: Children ages 4 to 6
 Book Summary: Wemberly the mouse worries
about everything all the time. Her biggest worry
was starting school. But when Wemberly goes to
school for the first day, she makes a new friend
who is just like her. Wemberly realizes that school
is too much fun to waste time worrying.
Lesson Plan:
 Objective: This book can be used to help children overcome their fear of starting school. It
can help to facilitate discussion of fun things to look forward to in school.
 Materials Needed: Enough blank pieces of paper and drawing utensils, such as crayons,
colored pencils, or markers, for each child
 Time Needed: Approximately 20 to 30 minutes
 Pre-Reading Activity: Display some of the pictures in the book and ask child(ren) to predict
what the book is about.
 Guided Reading: Read the book aloud. Pause periodically to display illustrations and
answer questions.
 Post-Reading Discussion: Ask the following questions:
 How would you describe Wemberly? What was she like?
 What was Wemberly most worried about?
 What did Wemberly’s family say about her worrying?
 What was Wemberly’s first day of school like? Did she really need to worry about it
after all?
 What kinds of things do you worry about?
 How do you help yourself stop worrying or feel better when you worry?
 Who can you talk to when you are feeling worried?
 Reinforcement Activity: Have the child(ren) draw pictures of what makes them feel better
when they are feeling worried.
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Bibliotherapy Lesson Plan for Fears/Anxiety
 Book Title: Who Feels Scared?
 Book Author: Sue Graves
 Book Publisher: Free Spirit Publishing,
2011
 Appropriate Audience: Children ages 4
to 8
 Book Summary: Friends Kevin and Ravi
were staying the night at Jack’s house.
They see or hear scary things such as an
animal outside or a noise in the closet.
They realize that these things aren’t scary
at all. They also learn that everybody gets
scared sometimes and see how different
kids handle their fears. The last part of
the book shows four different illustrations, and the reader is supposed to make up the story
based on the pictures. The book also has a section on suggestions for parents while reading
this story with their children.
Lesson Plan:
 Objective: This book can be used to help children overcome their fears. It can help to
facilitate discussion of what things children are scared of, and how they can overcome their
fears.
 Materials Needed: Enough blank pieces of paper and drawing utensils, such as crayons,
colored pencils, or markers, for each child
 Time Needed: Approximately 20 to 30 minutes
 Pre-Reading Activity: Display some of the illustrations in the book and ask child(ren) to
predict the content of the story.
 Guided Reading: Read the book aloud. After reading the following pages, ask:
 Page 1: Have you ever spent the night at a friend’s house?
 Page 7: What do you think the noise from the closet might be?
 Page 10: How do you think you might feel traveling on a plane?
 Page 14: Have you ever seen fireworks? What was it like?
 Post-Reading Discussion: After finishing the story, show the illustrations on the following
pages and ask:
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
Page 22: Can you tell the story of Tom’s first night away from home, staying at his
grandma’s? What is happening in this picture?
Page 23: Jack and his friends were scared of different things, like monsters,
fireworks, and airplanes. What are some things that you are sometimes scared of?
What do you do when you are feeling scared to help yourself feel less scared? Who
can you tell if you are feeling afraid?
 Reinforcement Activity: Have the child(ren) draw pictures of what makes them feel better
when they are feeling scared or afraid.
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Bibliotherapy Lesson Plan for Fears/Anxiety
 Book Title: Walter Was Worried
 Book Author: Laura Vaccaro Seeger
 Book Publisher: Roaring Brook Press, 2005
 Appropriate Audience: Children ages 6 to 9
 Book Summary: This is a short picture book
that includes simple illustrations and text. A
variety of emotions are presented, such as
worried and frightened, accompanied by
matching facial expressions and situations
that cause the characters to experience these
feelings. As the book progresses, positive
emotions are presented such as delighted and
hopeful, along with positive experiences.
Lesson Plan
 Objective: This book can be used to help normalize anxiety or fear-related feelings, and it
provides the opportunity for children to recognize experiences in their lives that create
positive feelings. It can also be used to assist children in learning to recognize emotions.
 Materials Needed: For use with younger children, a blank piece of paper and drawing
utensils such as markers, crayons, or colored pencils. For use with older children, a journal or
piece of binder paper and a pencil.
 Time Needed: Approximately 30 minutes
 Pre-Reading Activity: Present the cover of the book and ask: How do you think this boy is
feeling? If necessary, encourage the children to guess by looking at his facial expression.
Guided Reading: Read the story aloud using appropriate tone of voice and rate of speech. If
necessary, explain the meaning of the feelings as they are presented. After each situation is
presented, make a brief statement that normalizes the emotion. Examples are provided below.
In addition, briefly pause when positive emotions are presented and ask the child(ren) to think
about an experience that made them feel that way.
 Sometimes we all experience things that make us feel worried
 When scary things happen, it is ok to feel frightened.
 Post-Reading Discussion: After reading the book, allow the child(ren) to share personal
experiences that created positive emotions. The facilitator can ask/state:
 Have you ever felt delighted?
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

What made you feel that way?
Even small things can make us feel good, like a smile from a friend.
 Reinforcement Activity: For younger children, allow them to draw a picture of an
experience that created a positive emotion. Encourage them to display the picture at home.
For older children, allow them to journal about a positive experience and emotion. Allow the
child(ren) to share their experiences with someone else. Encourage them to write about new
positive experiences as they occur in the future.
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Bibliotherapy Lesson Plan for Fears/Anxiety
 Book Title: Hilda Hen's Scary Night
 Book Author: Mary Wormell
 Book Publisher: Harcourt Brace & Company,
1996
 Appropriate Audience: Children ages 4 to 7
 Book Summary: Hilda the Hen is overcome
with fear as she tries to find her way home to
the henhouse in the dark of the night. Along the
way she encounters scary creatures and
frightening situations (or at least they seem that
way in the dark), but she is determined to get
home. She is proud of herself for facing her fear
and finding her way back to the henhouse. This
is a short picture book that includes simple text
and entertaining illustrations.
Lesson Plan
 Objective: This book can be used to help children overcome their fear and anxiety of the
dark, and recognize the importance of courage. It also provides an opportunity to discuss
commonly experienced childhood fears.
 Materials Needed: Enough blank pieces of paper and drawing utensils, such as crayons,
colored pencils, or markers, for each child
 Time Needed: Approximately 30 minutes
 Pre-Reading Activity: Discuss the meaning of the words Nervous, Proud and Courage.
Examples are provided below. Next, present the cover and title of the book, and tell the
child(ren) that this story is about a hen who is afraid of the dark.
 Nervous means feeling scared about something
 Proud is how we feel when we do something that is difficult
 Courage means doing something even though it seems scary.
 Guided Reading: Read the book aloud using good story-telling techniques, such as
appropriate rate of speech and with expression. Pause after each page is read to display the
illustrations. Point out that Hilda is encountering things that only seem scary because it is
dark. After reading the last page, ask:
 Where do you think all the scary things go during the day?
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 Post-Reading Discussion: After completing the book, ask/state:
 Have you ever felt afraid of the dark?
 Has something ever seemed scary at night, and not scary during the day?
 Although Hilda thought she was encountering scary things in the story, they only
seemed that way because it was dark.
 What did Hilda do when she was afraid?
 What have you done that makes you feel better when you are scared of the dark?
 What can you do the next time you're feeling afraid?
 Reinforcement Activities: Have the child(ren) draw a picture of something they can do
when they are feeling afraid of the dark. Tell them that they can use their pictures to remind
them of their courage.
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Bibliotherapy Lesson Plan for Fears/Anxiety
 Book Title: Some Days, Other Days
 Book Author: P.J. Peterson
 Book Publisher: Macmillan Publishing Company,
1994
 Appropriate Audience: Children ages 5 to 8
 Book Summary: Jimmy doesn't want to get out of
bed. He is worried that he might have a bad day. As
he thinks about possible scenarios, he decides that it
is better to not get up. His mom helps him realize
that it just might be a good day, and he decides that
he does not want to miss out. This book includes
vivid illustrations and descriptive text.
Lesson Plan
 Objective: This book can be used to help children become aware that everyone has both
good days and bad days.
 Materials Needed: No materials needed
 Time Needed: Approximately 30 minutes
 Pre-Reading Activity: Display the cover and title of the book and ask the child(ren) to guess
what the story is about.
 Guided Reading: Read the book aloud with good expression. Pause after each page is read
to display the illustrations.
 Post-Reading Discussion: After completing the book, make a brief statement to help
children realize that everyone has good days and bad days. Next, Ask the following:
 When you are afraid that you might have a bad day, what do you do?
 What are some things that might help you to have a good day?
 What do you like to do for fun?
 What makes you feel happy?
 What makes you laugh?
 What can you do the next time you are having a bad day?
 Reinforcement Activity: Have the children talk about a good day they have had in the past
with another child or the facilitator. Encourage them to discuss what made it a good day.
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Bibliotherapy Lesson Plan for Fears/Anxiety
 Book Title: Kindergarten Diary
 Book Author: Antoinette Portis
 Book Publisher: Harper Collins Publishers,
2010
 Appropriate Audience: Children ages 4 to 6
 Book Summary: Anna doesn't want to go to
kindergarten. She's afraid that the "big kids"
might be mean to her. She quickly discovers
all of the fun things that happen in
kindergarten. She gets to play, make new
friends, do show-and-tell, and do homework
like the big kids. This book is creatively
presented as Anna's diary of the first 30 days of kindergarten. It includes amusing text and
vivid and comical illustrations that will draw a young audience into the story.
Lesson Plan
 Objective: This book can be used to help children overcome their fear of starting school. It
can help to facilitate discussion of the fun things that children will get to experience.
 Materials Needed: Enough blank pieces of paper and drawing utensils, such as crayons,
colored pencils, or markers, for each child
 Time Needed: Approximately 30 minutes
 Pre-Reading Activity: Display the cover and title of the book and ask the child(ren) to guess
what the story is about.
 Guided Reading: Read the book aloud using good story-telling techniques, such as
appropriate pace and with good expression. Pause after each page is read to display the
illustrations. Discuss the pictures with the children.
 Post-Reading Discussion: For children who have not yet started kindergarten, ask the
following question, and provide a prompt if necessary:
 What fun things will you do in kindergarten?
 What did the character's in the story do for fun?
For children who have recently started kindergarten and are nervous about going to school,
ask the following questions:
 What do you like best about kindergarten?
 What do you get to do in kindergarten that younger kids don't get to do?
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
What can you do when you're feeling scared about going to school?
 Reinforcement Activity: For children who have not yet started kindergarten, have them
draw a picture of the things they would like to do when school starts. For children who have
started kindergarten, have them draw a picture of their favorite school activities.
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Lesson Plans for Grief and Loss
Bibliotherapy can be helpful for children experiencing grief or loss, including loss of a
family member, pet, friend, or other important individual in their lives. Reading or looking at
books about death or loss can help children place the experience in a larger framework, and help
them realize that others have also encountered loss and were able to live through their pain and
heal (Berns, 2003). Morgan and Roberts (2010) suggest that when a child experiences the death
of a loved one, bibliotherapy can be used to help the child better understand death and help
initiate an open conversation about it. Books can also reassure children that they are not alone
and answer questions they may have. Berns emphasizes selecting books that use accurate and
honest terminology and avoid vague language such as "moving on," "expired," or "passed away."
Besides the death of a loved one, children can experience grief due to a divorce in the family.
Stories about other families who have experienced similar circumstances can moderate painful
emotions and may help children understand their own personal feelings and realize they are not
suffering alone (Pehrsson, Allen, Folger, McMillen, & Lowe, 2007). Bibliotherapy can also
encourage explorations about divorce from several view points and can allow a child to view a
situation through the eyes of another person. In this section, lesson plans are provided for the
following books:
Book Title
Sad Isn’t Bad: A Good-Grief Guidebook
for Kids Dealing with Loss
I Miss You: A First Look at Death
When Someone Very Special Dies
Dinosaurs Divorce: A Guide for
Changing Families
When My Parents Forgot How to be
Friends
Two Homes
Sub-Topic
Page Number
Death
50
Death
Death
Divorce
52
54
55
Divorce
57
Divorce
59
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Bibliotherapy Lesson Plan for Grief/Loss
 Book Title: Sad Isn’t Bad: A Good-Grief
Guidebook for Kids Dealing with Loss
 Book Author: Michaelene Mundy
 Book Publisher: One Caring Place, 1988
 Appropriate Audience: Children ages 6 to 12
 Book Summary: This book is a guidebook,
providing information about grief in simple
terms with accompanying illustrations.
Normal grief feelings are discussed, such as
feeling sad, guilty, fear, confusion, and anger.
The book also discusses how the child’s life may change without the loved one, and prepares
them for difficult times such as anniversaries and holidays. Suggestions on how to feel better
are included, such as hugging your family, talking with someone, asking for help, and
remembering positive experiences with the loved one.
Lesson Plan:
 Objective: This book can be used to educate children about grief and normalize the variety of
emotions that one may experience after someone in their life dies. Children can also learn
about positive coping strategies and how to manage their grief.
 Materials Needed: Enough blank pieces of paper and drawing utensils, such as crayons,
colored pencils, or markers, for each child
 Time Needed: Approximately 30 to 45 minutes
 Pre-Reading Activity: Show the child(ren) the cover and title of the book and ask them to
predict what the book is about. Explain the meaning of the word grief:
 Grief is sorrow or sadness caused by someone's death.
 Guided Reading: Read the book aloud. For use with an individual child who has good
reading skills, take turns reading each page. Pause periodically for the child(ren) to ask
questions or look at the illustrations.
 Post-Reading Discussion: Ask the following questions:
 Who in your life has died? How did they die?
 What kinds of feelings have you experienced?
 What do you do when you are feeling sad to help yourself feel better?
 Did you learn any new ideas in the book that you could try when you are feeling sad?
 Who in your life do you feel like you can talk to about your feelings?
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 Reinforcement Activity: Have the child(ren) draw a picture of one of their happiest
memories with their loved one who died.
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Bibliotherapy Lesson Plan for Grief/Loss
 Book Title: I Miss You: A First Look at
Death
 Book Author: Pat Thomas
 Book Publisher: Barron’s Educational Series,
2000.
 Appropriate Audience: Children ages 4 to 8
 Book Summary: This is an informational
book that describes what happens when
someone dies and after someone dies.
Specific topics covered include: the funeral or
memorial service, normal thoughts and
feelings people experience after someone
close to them dies, ways to cope with the different feelings, different cultural beliefs about
what happens to people after they die, and how to remember the person that died. Discussion
questions are incorporated throughout the book to facilitate engagement and comprehension.
Lesson Plan:
 Objective: This book can be used to help educate children about death and what to expect
when someone close to them dies.
 Materials Needed: Enough blank pieces of paper and drawing utensils, such as crayons,
colored pencils, or markers, for each child
 Time Needed: Approximately 20 to 30 minutes
 Pre-Reading Activity: Display the cover and title of the book and explain that this book is
about what happens when somebody dies. Review the glossary terms on page 29.
 Guided Reading: Read the book aloud, pausing as needed to answer questions and display
illustrations. Ask the questions provided on the following pages:
 Page 11: What about you? Has anyone you know died? How did they die?
 Page 19: What about you? After someone dies, it is normal to feel sad, angry, guilty,
afraid, and even happy. What are you feeling?
 Page 21: What about you? Do you have someone that you can talk to when you are
feeling sad? What sort of things make you feel better right now?
 Post-Reading Discussion: After finishing the book, ask the following questions:
 What was it like reading this book? What were you thinking about as we read this
book?
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
What kind of feelings have you felt since the person in your life died? How do you
help yourself feel better?
Who in your life can you talk to when you are feeling bad?
What are some of your favorite memories of the person who died?
 Reinforcement Activity: Have the child(ren) draw a picture of one of their favorite
memories of a person who died. As an alternative, the child(ren) can draw a picture of what
makes them feel better when they are feeling sad.
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Bibliotherapy Lesson Plan for Grief/Loss
 Book Title: When Someone Very Special Dies
 Book Author: Marge Heegaard
 Book Publisher: Woodland Press, 1988
 Appropriate Audience: Children ages 6 to 12
 Book Summary: This is a workbook, designed
for children experiencing loss, to illustrate with
pictures they choose to draw. The book is made
up of 6 units, including: (a) change is part of
life, (b) dead is the end of living, (c) living
means feeling, (d) feeling better, (e) sharing
memories, and (f) I’m special too.
Lesson Plan:
 Objective: This book can be used to as a workbook to help educate children about grief and
loss, to recognize and express feeling of grief, encourage open communication, and clarify
misconceptions.
 Materials Needed: One workbook and several drawing utensils, such as crayons, colored
pencils, or markers, per child
 Time Needed: Approximately 60 to 90 minutes
 Pre-Reading Activity: Read the introduction, To Grieving Children.
 Guided Reading: Read the text to the child(ren) and have them draw a picture in their
workbook after reading each page.
 Post-Reading Discussion: After reading the book, refer back to the following pages and ask:
 Page 18: Which of these ways to let anger out would work best for you?
 Page 20: Who can you share your worries with?
 Reinforcement Activity: Encourage the child(ren) to share his/her workbook with a close
family member or friend. Have the child(ren) save the workbook in a safe place and remind
them to pull it out and read it whenever they feel sad or mad.
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Bibliotherapy Lesson Plan for Grief/Loss (Divorce)
 Book Title: Dinosaurs Divorce: A Guide
for Changing Families
 Book Author: Laurie Krasny Brown and
Marc Brown
 Book Publisher:
Company, 1988
Little
Brown
and
 Appropriate Audience: Children ages 4
to 8
 Book Summary: This is an informational
book, describing the process of divorce
through a dinosaur family. Topics include
why parents divorce, feelings a child may experience throughout the process and how to cope
with them, and what to expect after the divorce. The book also covers what may follow in
the future, such as having two homes, celebrating holidays, and having blended families.
Lesson Plan:
 Objective: This book can be used to help children understand what divorce means and its
implications. Children are also educated on the aftermath of a divorce and prepared for what
family changes may occur in the future.
 Materials Needed: Enough blank pieces of paper and drawing utensils, such as crayons,
colored pencils, or markers, for each child
 Materials Needed: Approximately 20 to 30 minutes
 Special Note: This book talks about what happens during a divorce and the aftermath, such
as parents dating, making new friends, and eventually having step-parents and step-siblings.
Pay close attention to where a child is in the divorce process before selecting this book.
Children who are further into the process may be more prepared for this book than children
who are just learning about their parents’ divorce.
 Pre-Reading Activity: Review the vocabulary words on page 3 with the child(ren). These
are terms that might be used when a family is going through a change such as divorce.
 Guided Reading: Read the book aloud. After reading the following pages, ask:
 Page 11: What good changes might happen after a divorce?
 Page 23: How could a kid tell his or her friends about the changes in their family?
 Post-Reading Discussion: Ask the following questions:
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


What was your favorite part of this book?
What are some changes that happen after parents get divorced?
What stays the same after parents get divorced?
What are some different feelings that a kid might experience when their family goes
through these changes?
What are some ways to deal with these feelings?
 Reinforcement Activity: Have the child(ren) draw pictures of what makes them feel better
when they are feeling sad, scared, or confused.
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Bibliotherapy Lesson Plan for Grief/Loss
 Book Title: When My Parents Forgot How
to Be Friends
 Book Author: Jennifer Moore-Mallinos
 Book Publisher:
Series, 2005
Barron’s
Educational
 Appropriate Audience: Children ages 4 to
8
 Book Summary: A young girl experiences
her parent’s divorce as she watches them
forgot how to be friends. She notices her
parents arguing and getting upset, and her
father moves out. She realizes that her
parents’ separation is not her fault, that both
parents still love her and are still her mom and dad. The book includes a note to parents at the
end.
Lesson Plan:
 Objective: This book can be used to help explain a parents’ divorce to a child and educate
the child about the divorce process, including what might stay the same after a divorce and
what may change.
 Materials Needed: Enough blank pieces of paper and drawing utensils, such as crayons,
colored pencils, or markers, for each child
 Time Needed: Approximately 20 to 30 minutes
 Pre-Reading Activity: Display the title of the book and ask the child(ren) to predict what the
story is about.
 Guided Reading: Read the book aloud. After reading the following pages, ask:
 Page 9: Why do you think she likes to hide under her pillow sometimes?
 Page 11: How do you think she feels about not having family night anymore?
 Page 13: What are some things you can do when you see someone feeling sad?
 Post-Reading Discussion: Ask the following questions:
 What did you think about this book? What did you like most about this book?
 Have you ever felt like the girl in the story? When?
 What changed for this family after the dad moved out?
 What stayed the same for this girl after her dad moved out?
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 Reinforcement Activity: For older children with basic writing skills, have them write a letter
to another kid whose parents forgot how to be friends, and provide advice. For younger
children, have them draw a picture of their favorite scene from the story.
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Bibliotherapy Lesson Plan for Grief/Loss
 Book Title: Two Homes
 Book Author: Claire Masurel
 Book Publisher: Candlewick Press, 2001
 Appropriate Audience: Children ages 3 to 6
 Book Summary: Alex’s parents are
divorced. This book explores the similarities
and difference between his two homes.
Although the houses do not look exactly the
same, Alex learns that the love his parents
each have for him remains the same, wherever he may be.
Lesson Plan:
 Objective: This book can be used to help children prepare for and understand the
implications of a parents’ divorce. Children will learn that others also have two homes, and
that both parents still love them.
 Materials Needed: Enough blank pieces of paper and drawing utensils, such as crayons,
colored pencils, or markers, for each child.
 Time Needed: Approximately 20 to 30 minutes
 Pre-Reading Activity: Display the cover and title of the book and ask the child(ren)
to predict what the story is about.
 Guided Reading: Read the book aloud at a slow pace. This book has limited words;
emphasize the illustrations while reading. The facilitator may wish to comment on
the illustrations during reading and/or allow the child(ren) to do so.
 Post-Reading Discussion: After completing the book, ask the following questions:
 What did you think about this book?
 What was your favorite part of this book?
 What does Alex have at both homes?
 What is different at each home?
 How are you like Alex?
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 Reinforcement Activity: If the child(ren)'s parents are currently divorced, have the
child draw a picture of their two homes. Draw a line down the middle of a piece of
paper. Title one half of the paper “Mommy’s Home,” and one half of the paper
“Daddy’s Home”. Ask the child to draw a picture of their favorite things at each
home. If the child’s parents are in the process of a divorce and do not yet have two
homes, have the child draw pictures of Alex’s two homes instead of their own two
homes.
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Lesson Plans for Social Skills
Children's literature can be used to foster social learning. Cartledge & Kiarie (2001)
suggest that bibliotherapy is useful in teaching social skills because children's books are
inherently attractive to most young people, can provide strong models for emulation of social
skills, and often contain valuable pro-social messages that can be the basis for social skills
instruction. Womack, Marchant, & Borders (2011) propose that literature-based social skills
instruction in the classroom is particularly useful for students with learning disabilities because
many students with high incidence disabilities, including learning disabilities, struggle with
demonstrating social competence cues, and typical pull-out sessions are less likely to transfer to
the general classroom. Embedding social skills instruction in children's literature is beneficial
because it is time-efficient, provides real-life contexts and examples, and is engaging. Examples
of specific social skills that have been addressed through children's books include how to accept
responsibility, make good choices, express feelings, and deal with anger. In this section, lesson
plans are provided for the following books:
Book Title
Dude, That’s Rude! (Get Some Manners)
Suppose You Meet a Dinosaur
We Can Get Along: A Child’s Book of
Choices
My Manners Matter
The Sandwich Swap
How Are You Peeling? Foods with Moods
Sub-Topic
Page Number
Manners
Manners
Positive Behaviors
62
65
67
Manners
Friendship
Feelings
69
71
72
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Bibliotherapy Lesson Plan for Social Skills
 Book Title: Dude, That’s Rude! (Get Some Manners)
 Book Author/Illustrator: Pamela Espeland
 Book Publisher: Free Spirit Publishing, 2007
 Appropriate Audience: Children ages 8 to 12
 Book Summary: This book is a short chapter book with
appealing color, illustrations, and kid-friendly language.
Topics include information and tips about appropriate
manners in multiple settings and situations. Specific areas
covered include: interpersonal communication (with
“Power Words” and “PU Words”), family manners, body
manners, “potty manners,” eating manners, meeting and
greeting, “hosting and guesting”, gifting and getting, phone manners, teasing, classroom
manners, online manner, and public manners.
Lesson Plan:
 Objective: This book can help teach older children or young adolescents about manners and
positive ways to behave around others. Students will learn how to appropriately handle
various social situations.
 Materials Needed: No materials needed.
 Time Needed: About 12 sessions of 20 to 30 minutes each. As an alternative, the book may
be assigned to the child(ren) for independent reading. See Guided Reading instructions
below.
 Pre-Reading Activity: If needed, discuss and/or write down the following vocabulary
words:
 Manners: are good behaviors that anyone can learn, skills you’ll use for the rest of
your life, signs that you care about other people and yourself, rules meant to make
life more pleasant, and are as important today as ever.
 Power Words: are words in your manners vocabulary. For example, please, thank
you, you’re welcome, and excuse me.
 P.U. Words: are words and phrases to avoid. For example, shut up, get lost, and so
what.
 Etiquette: is another word for manners.
 Respect: is to treat someone with value, or to be considerate of their feelings.
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 Guided Reading: This book is relatively long. Depending on the child(ren)'s age and reading
ability, it is recommended to either assign chapters to read as homework, or break up the
guided reading into multiple sessions.
 Post-Reading Discussion: A post-reading discussion should be facilitated after completing
sections of the book. For example:
 After reading pages 1 through 4 on the introduction to manners, ask:
 Did you guess the right answers to the quiz on page 1? Did any of the
answers surprise you?
 What do you think you will like about this book?
 Which power word do you think is most useful?
 Are there any of the P.U. words that you sometimes use? Which power word
could you use instead?
 After reading pages 6 through 15 on family and manners at home, ask:
 Tell me about your family. Who lives in your house?
 Do you ever act differently at home than you do at school or when you’re
with your friends?
 Which of the ten steps on page 12-15 do you think you could try this week?
Which step would you most like to see your family members do?
 After reading pages 16 through 32 on body manners, ask:
 What do you think about nose picking, nose blowing, sneezing, and yawning?
Is it important to never do these things, or just do them at the appropriate
time and place?
 After reading pages 33 through 45 on eating manners, ask:
 What should you do if you’re eating at a restaurant and you’re not sure how
to eat something tricky, like corn on the cob or a drumstick?
 Have any of the sticky situations on pages 42 – 43 happened to you? What
did you do? What could you do if it happened again?
 After reading pages 46 through 53 on “meeting and greeting,” ask:
 How do you introduce yourself to a new person? What would you say?
 What would you do if you had two friends who didn’t know each other?
 Have any of the sticky situations on pages 52-53 happened to you? What did
you do? What could you do if it happened again?
 After reading pages 54 through 65 on “hosting and guesting,” ask:
 What should do when a friend first comes over?
 What kind of things would you put in an invitation to a party?
 What should you do at the end of a sleep-over?
 Have any of the sticky situations on pages 64-65 happened to you? What did
you do? What could you do if it happened again?
 After reading pages 66 through 75 on “gifting and giving,” ask:
 What gift could you give someone if you have no idea what kind of things
they like?
 What should you say if you get a gift that you don’t really like? What should
you say if you get a gift you love?
 How would you write a thank you note? What would you say?
 After reading pages 76 through 83 on conversational manners, ask:
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

 When you’re in a conversation, how do you show you are interested?
 What kinds of things could you share about yourself in a conversation?
 What can you do when someone teases you?
After reading pages 84 through 91 on phone manners, ask:
 Do you answer the phone at home? What do you usually say?
 What should you do if someone calls and has the wrong number?
After reading pages 92 through 93 on classroom manners, ask:
 What kind of things can you do to show your teacher respect?
 What could you do at recess if you have a lot of pent-up energy?
After reading pages 95 through 103 on E-tiquette (online manners), ask:
 What kinds of things can you do to be safe online?
 How is writing or sending things online different from saying it in person?
 Can you ever take back something you post or write online?
After reading pages 104 through112 on public manners, ask:
 What are some ways to be polite during sports games?
 How can you avoid fighting with your siblings in the car?
 What can you do when a mall worker is rude to you? Should you be rude
back?
 Reinforcement Activity: Have the child(ren) engage in a role-play with other children or the
facilitator, and practice using manners and social skills. Example scenarios include:
 The child is in the middle of class and feels a sneeze coming.
 The child answered the home telephone and the caller is asking for Mary. There is
no one named Mary in the house.
 The child opened a gift and it is a very ugly scarf that someone knitted.
 The child and the facilitator are meeting the first time. Practice introductions.
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Bibliotherapy Lesson Plan for Social Skills
 Book Title: Suppose You Meet a Dinosaur: A
First Book of Manners
 Book Author: Judy Sierra
 Book Publisher: Random House Children’s
Books, 2012.
 Appropriate Audience: Children ages 4 to 8
 Book Summary: A little girl is shopping in
the grocery store when she meets a friendly
dinosaur. The girl and the dinosaur
demonstrate good manners by introducing
themselves to each other and going through
various social situations where good manners are expected.
Lesson Plan:
 Objective: This book can be used to help young children learn basic manners and social
skills.
 Materials Needed: No materials needed
 Materials Needed: Approximately 20 to30 minutes
 Pre-Reading Activity: Display the cover and/or title of the book and ask the child(ren) to
guess what the story is about. Discuss the meaning of the word manners:
 Manners are behaviors we use in social situations (when we're with other people)
that show we are polite.
 Guided Reading: Read the book aloud. The book is composed of rhymes, so good storytelling techniques should be used to make the story come alive for the child(ren). The reader
should pay attention to the tone of voice, volume and rate of speech, facial expressions,
gestures, and eye contact.
 Post-Reading Discussion: After finishing the book, ask the following questions:
 Did you like this book? What was it like reading this book?
 What was your favorite thing the girl or dinosaur said to show good manners?
 What should you say when you meet someone new?
 What should you say when someone is in your way?
 What should you say when someone offers you something that you don’t want?
96
 Reinforcement Activities: Have the students work with a partner or the facilitator and roleplay the following scenarios:
 Meeting someone new
 Accidently bumping into someone
 Saying good-bye to someone that you just met
 Declining a gift you do not want
97
Bibliotherapy Lesson Plan for Social Skills
 Book Title: We Can Get Along: A Child's Book of
Choices
 Book Author: Lauren Murphy Payne
 Book Publisher: Free Spirit Publishing, 1997
 Appropriate Audience: Children ages 4 to 8
 Book Summary: This book discusses the importance
of making good choices and getting along with others.
It provides examples of consequences that can occur
when good and bad choices are made. It includes
child-friendly text and colorful, creative illustrations.
Lesson
 Objective: This story can be used to help teach children positive behaviors needed for
successful social interaction and friendship.
 Materials Needed: Enough blank pieces of paper and drawing utensils such as crayons,
colored pencils, or markers for each child. For an alternative activity, a large poster board
and colored markers.
 Time Needed: Approximately 30 to 45 minutes
 Pre-Reading Activity: Present the cover and title of the book and ask the child(ren) to
predict what the story is about.
 Guided Reading: Read the book aloud using good story-telling techniques, such as
appropriate pace, volume, and with expression. Pause after reading the following pages and
ask:
 Page 4: How do you feel when you get along with others?
 Page 5: How do you feel when you don't get along with others?
 Page 8 and ask: Think about a time someone was mean to you. How did that make
you feel? Think about a time that someone was nice to you. How did that make you
feel?
 Page 10: Why is it a good idea to stop and think about what you're going to say
before you say it? Why is it important to stop and think about what you're going to do
before you do it?
 Post-Reading Discussion: Ask the following questions:
 How does it make you feel when you're mean to others?
 How does it make you feel when you're nice to others?
98


Why is it important to get along with others?
How can you get along with others? What can you do?
 Reinforcement Activity: Have the child(ren) draw a picture of themselves getting along
with others. An alternative activity is to have the child(ren) brainstorm "Good Choices" or
"Friendship Skills" and the facilitator can create a poster using their ideas. It can be displayed
in a classroom office or in the home and reviewed periodically.
99
Bibliotherapy Lesson Plan for Social Skills
 Book Title: My Manners Matter
 Book Author: Pat Thomas
 Book Publisher: Hodder Children's Books,
2006
 Appropriate Audience: Children ages 4 to
7
 Book Summary: This book discusses the
importance of using manners in today's
society. It includes types of manners and the
benefits of using manners. It also reviews
cultural differences. It includes childfriendly text and colorful illustrations.
Lesson
 Objective: This story can be used to help teach children how to be polite and successfully
interact with others in social situations.
 Materials Needed: Enough blank pieces of paper and drawing utensils such as crayons,
colored pencils, or markers for each child.
 Time Needed: Approximately 30 to 45 minutes
 Special Note: It is recommended that the facilitator read page 28, How to Use This Book,
before beginning the lesson.
 Pre-Reading Activity: Present the cover and title of the book and ask the child(ren) to
predict what the story is about. Explain the meaning of manners. An example is provided
below. Next review "Magic Words" such as Please and Thank You.
 Manners are polite behaviors, acts of kindness, or being nice to others.
 Guided Reading: Read the book aloud using good story-telling techniques, such as
appropriate pace, volume, and with expression. After reading the following pages, ask:
 Page 15: Can you think of some magic words that show how polite you are? Can you
think of some ways to be helpful and polite?
 Page 23: Why do you think it's important to practice good manners? Why is it a good
idea to ask before taking something that doesn't belong to you?
 Post-Reading Discussion: Ask the following questions:
 What good things happen when you use good manners?
100


Can you think of a time when you used good manners? What happened?
Can you think of a time that you used poor manners? What happened?
 Reinforcement Activities: Have the child(ren) draw a picture of a situation in which they
used good manners.
101
Bibliotherapy Lesson Plan for Social Skills
 Book Title: The Sandwich Swap
 Book Author: Her Majesty Queen Rania Al
Abdullah, with Kelly Dipucchio
 Book Publisher: Disney Hyperion Books, 2010
 Appropriate Audience: Children ages 4 to 7
 Book Summary: These two best friends do
everything together. One day, a sandwich comes
between them. Mean comments result in a food
fight in the lunch room. In the end, their
friendship prevails and their differences bring
them even closer together. This book includes
beautiful illustrations and child-friendly text.
Lesson Plan:
 Objective: This book can help teach children that being polite and appreciating others'
differences is an important part of maintaining friendship.
 Materials Needed: No materials needed.
 Time Needed: Approximately 30 to 45 minutes
 Pre-Reading Activity: Discuss the meaning of polite such as, treating others nicely and with
respect. Discuss the meaning of unique, such as, individual differences. Next, present the
cover and title of the book and ask the children to predict what the story is about.
 Guided Reading: Read the book aloud. After reading the following pages, ask:
 Page 16: How could they have avoided hurting each others' feelings?
 Page 21:What would you do to fix this problem?
 Post-Reading Discussion: Ask the following questions:
 What do you think about the way the friends resolved the problem?
 How would you have handled this situation differently?
 Why is it important to be polite to our friends?
 Why is important to accept unique differences in our friends?
 Reinforcement Activity: Have the child(ren) think about some of the unique differences
between themselves and a good friend. Have them draw a picture of themselves and their
friend, including their unique qualities.
102
Bibliotherapy Lesson Plan for Social Skills
 Book Title: How Are You Peeling? Foods with
Moods
 Book Author: Saxton Freyman and Joost
Elffers
 Book Publisher: Scholastic Press, 1999
 Appropriate Audience: Children ages 4 to 7
 Book Summary: This book presents a variety
of feelings and moods using fruits and
vegetables to demonstrate “facial expressions”.
This creative and humorous book will draw
young children into the lesson.
Lesson Plan:
 Objective: This book can help children learn to recognize their feelings and moods, and
those of others.
 Time Needed: Approximately 30 minutes
 Materials Needed: Enough blank pieces of paper and drawing utensils such as crayons,
colored pencils, or markers for each child.
 Pre-Reading Activity: Present the cover and title of the book and tell the child(ren) that this
book is about feelings. Ask them to name different types of feelings.
 Guided Reading: Read the book aloud. Pause periodically and encourage the audience to
identify which illustrations depict the feeling that is presented. After reading the following
pages, ask:
 Page 2: How are you feeling? How do you think these oranges are feeling? How do
you know?
 Page 6: Has a friend ever cheered you up? How? Have you ever cheered up a friend?
How?
 Page 12: How do you think this lemon became friends with the others?
 Page 21: How does it make you feel when someone is mean? How do you think it
makes others feel when you are mean?
 Page 34: Do you let your feelings show? Who do you love, and how do they know?
 Post-Reading Discussion: Ask the following questions:
 What new feelings did you learn about?
 How can others tell how you are feeling?
103



How do you know how others are feeling?
Why is it important to pay attention to how you’re feeling?
Why is it important to pay attention to how others are feeling?
 Reinforcement Activity: Have the child(ren) draw a picture of what feelings “look like”.
For example, ask them to draw a picture of happy, confused, surprised, or angry.
104
Resources
105
Additional Recommended Books
Bullying
Author
Marc Brown
Sub-Topic
Verbal
Title
Arthur's April Fool
Publisher/Year
Little, Brown
Books for Young
Readers (1985)
Scholastic Inc.
(2006)
Puffin (2000)
Tricycle Press
(2010)
Ferne Press
(2010)
Ages
4-8
Verbal
The Ant Bully
John Nickle
Verbal
General
Bullying
General
Bullying
Louise Takes Charge
Confessions of a Former
Bully
The Juice Box Bully:
Empowering kids to Stand
up for Others
One
Stephen Krensky
Trudy Ludwig
Kathryn Otoshi
KO Kids Books
(2008)
4-7
Bullies are a Pain in the
Brain
Trevor Romain
Free Spirit
Publishing
(1997)
4-8
Teasing
Spaghetti in a Hot Dog
Bun
Maria Dismondy
4-8
Teasing
My Secret Bully
Trudy Ludwig
Teasing
The Meanest Thing to Say
Bill Cosby
Making Spirits
Bright: One Book
At A Time
(2008)
Tricycle Press
(2005)
Scholastic Inc.
(1997)
Sub-Topic
ADHD
Disability Awareness
Title
Author
Mrs. Gorski, I Think I
Barbara Esham
Have the Wiggle Fidgets
Ages
6-9
ADHD
A.D.D. not B.A.D.
Audrey Penn
Autism
My Friend Has Autism
Autism
A Friend Like Simon
Amanda Doering
Tourville
Kate Gaynor
Cerebral
Palsy
Nathan's Wish: A Story
about Cerebral Palsy
Laurie lears
Deaf/
Hearing
Impairment
Can You Hear a
Rainbow? The Story of a
Deaf Boy Named Chris
Jamee Riggio
Heelan
Publisher/Year
Mainstream
Connections
Publishing (2008)
Tanglewood
Press (2006)
Picture Window
Books (2010)
Special Stories
Publishing (2009)
Albert Whitman
& Company
(2005)
Peachtree
Publishers (2002)
General
Bullying
General
Bullying
Bob Sornson &
Maria Dismondy
4-8
7-10
8-12
4-8
7-12
4-8
5-8
5-8
5-10
6-9
5-8
106
Blind/
Visual
Impairment
Down
Syndrome
Physical
Disability
Learning
Disability
Sub-Topic
General
Fear/
Anxiety
General
Fear/
Anxiety
General
Fear/
Anxiety
General
Fear/
Anxiety
Fear of
Change
Fear of the
Dark
Separation
Anxiety
Deployment
Deployment
Brian’s Bird
Patricia Anne
Davis
Albert Whitman
& Company
(2000)
Picture Window
Books (2010)
Henry Holt and
Co. (2000)
Verbal Images
Press (2009)
6-9
My Friend Has Down
Syndrome
Susan Laughs
Amanda Doering
Tourville
Jeanne Willis &
Tony Ross
Jeanne Gehret
Publisher/Year
Margaret K.
McElderry Books
(2008)
Tanglewood
Press (2005)
Ages
3-8
Autism Asperger
Publishing
Company (2006)
4-8
Margaret M.
Holmes
Magination Press
(2000)
4-7
Don’t be Afraid to Drop
Julia Cook
4-7
Can’t You Sleep Little
Bear?
The Invisible String
Martin Waddell
I Miss You!: A Military
Kid’s Book About
Deployment
A Night Catch
Beth Andrews
National Center
for Youth Issues
(2008)
Candlewick
(2002)
DeVorss &
Company (2000)
Prometheus
Books (2007)
Bubble Gum
Press (2005)
Author House
(2008)
6-9
Publisher/Year
Book Peddlers
(1997)
Ages
5-8
The Don’t-Give-Up Kid:
and Learning Disabilities
Fears and Anxiety
Title
Author
Bear Feels Scared
Karma Wilson
Is a Worry Worrying You?
When My Worries Get
Too Big! A Relaxation
Book for Children Who
Live with Anxiety
A Terrible Thing
Happened
Ferida Wolff &
Harriet May
Savitz
Kari Dunn Buron
Patrice Karst
Brenda
Ehrmantraut
Deployment My Mommy Wears
Sharon G.
Combat Boots
McBride
Grief and Loss
Sub-Topic Title
Author
Divorce
It’s Not Your Fault Ko-ko
Vicki Lansky
Bear
5-8
4-8
7-10
5-8
3-8
5-10
5-8
4-8
107
Divorce
Two Homes
Claire Masurel
Candlewick
(2003)
Magination Press
(2000)
APA (2006)
5-8
Divorce
Jeanie Franz
Ransom
Sandra Levins
Death
I Don't Want to Talk about
It
Was it The Chocolate
Pudding?: A Story For
Little Kids About Divorce
Waterbugs and
Dragonflies: Explaining
Death to Young Children
Tear Soup
Doris Stickney
Pilgrim Press
(2004)
5-8
Death
The Purple Balloon
Chris Raschka
Death
(pet)
Saying Goodbye to LuLu
Corinne Demas
Death
(pet)
The Tenth Good Thing
About Barney
Judith Viorst
Grief Watch
(2005)
Albert Whitman
& Company
(1996)
Schwartz &
Wade (2007)
Little, Brown
Books for Young
Readers (2009)
Atheneum Books
for Young
Readers (1987)
5-11
After Charlotte's Mom Died
Pat Schwiebert &
Chuck DeKlyen
Cornelia Spelman
Death
Publisher/Year
Scholastic Inc.
(1999)
Parenting Press
(2000)
Free Spirit
Publishing (2003)
Magic Road Inc.
(1995)
Free Spirit
Publishing (2003)
Little, Brown
Books for Young
Readers (2001)
National Center
for Youth Issues
(2006)
Ages
4-8
Divorce
Death
Social Skills
Sub-Topic Title
Author
Feelings
When Sophie Gets Angry Molly Bang
Really, Really Angry
Feelings
The Way I Feel
Janan Cain
Sharing
Share and Take Turns
Cheri J. Meiners
Sharing
Eric Learns to Share
Friendship
Join In and Play
Chris Dear &
Molly Corbett
Cheri J. Meiners
Friendship
How to be a Friend
Laurie Krasny
Brown
Manners
My Mouth is a Volcano
Julia Cook
5-10
3-6
4-8
4-7
4-7
5-9
4-8
4-7
4-7
4-8
4-8
108
Manners
Personal Space Camp
Julia Cook
Tattling
A Bad Case of Tattle
Tongue
Julia Cook
Listening
Howard B. Wigglebottom
Learns to Listen
Howard Binkow
National Center
4-8
for Youth Issues
(2007)
National Center
4-8
for Youth Issues
(2005)
Lerner Publishing 4-8
Group (2006)
109
Book Selection Checklist
1. Can the child(ren) personally identify with the books main character?

Consider age, gender, background, and interests.
2. Is the book practical?

Consider the length of time needed to read the book.

Consider the cost of obtaining the book.
3. Is the book appropriate?

Is the story simple, clear, brief, non-repetitive, and believable?

Is the story at an appropriate reading level and developmental level?

Does the story demonstrate cultural diversity, gender inclusivity, and sensitivity to
aggression?

Do the characters show coping skills?

Does the problem situation show resolution?
110
Consent Letter Template
DATE
Dear Parent/Guardian:
You're child
(child's name )
, has been chosen to participate in a group/individual
bibliotherapy lesson that will focus on
(main topic, such as divorce)
. Bibliotherapy
lessons involve using stories to help children work through difficult experiences. Topics
discussed during this lesson will include
strategies)
(include
specific
. The title of the being used book is
The lesson will be facilitated by
(time and place)
topics,
such
as
(book title)
(facilitator's name and title)
coping
.
, and will take place
. Topics discussed during the lesson will be kept confidential
unless it is clear that your child or others are in danger. Please sign the attached form and return
to
(specific place such as office, room, or box)
by
information, or have any questions, please contact me at:
(date) . If you would like more
(contact information)
.
Sincerely,
(facilitator's signature)
--------------------------------------------------------------------------------------------------------------------My child
lesson with
, has permission to participate in the bibliotherapy
(facilitator's name)
(parent/guardian signature)
(date)
on
(date of lesson)
.
111
Lesson Plan Template
 Book Title:
 Book Author/Illustrator:
 Book Publisher:
 Appropriate Audience:
(age range)
 Book Summary:
Lesson Plan:
 Objective:
(what you wish for the child(ren) to learn from this bibliotherapy lesson)
 Materials Needed:
 Time Needed: Approximately
minutes.
 Pre-Reading Activity: (Choose one or more)

Display the cover and/or title of the book and ask the child(ren) to guess what the
story is about.

Display some of the pictures in the book and talk about what the book may be about.

Provide vocabulary words ahead of time that the child(ren) may not know.

Create a KWL chart, in which the child(ren) identify what they know about the topic,
what they want to learn about the topic, and later fill in what they learned about the
topic.

Introduce the characters in the book and discuss related experiences.

Directly teach important background information, if applicable.
 Guided Reading: (Choose one or more)

Read the story (to/with) the child(ren).
112

Read the story using appropriate pace and volume to ensure that the child(ren) are
paying attention.

Ask questions during reading in order to draw child(ren) into the story and ensure
comprehension.
 Post-Reading Discussion: (Create specific questions based on the selected book)

Ask specific questions about the story.

Strategies include: retelling the plot, evaluating character feelings, and asking
probing questions. “Question the author” may also be used to evaluate the author’s
purpose.
 Reinforcement Activities: (Choose one. Tailor the activity to fit the selected book and
age/developmental level of the child(ren))

Journal about the book.

Write a different ending to the story.

Role-play or act out skits.

Make a collage of pictures and words that represent feelings or experiences in the
story.

Draw a picture of favorite scenes.

Sculpt a clay object that represents something in the story.

Write a letter to a character in the story.

Select a part of the story to rewrite or change.

Compile a compare and contrast list, or Venn diagram, identifying similarities and
differences between the child(ren) and a character in the story.

Continue the story and write about the character’s life five years in the future.
113
Additional Bibliotherapy Resources
For help in locating additional children’s books and other resources for use in bibliotherapy, the
following websites and books may be helpful:

The Bibliotherapy Education Project provides information and booklists:
http://library.unlv.edu/faculty/research/bibliotherapy/

The Cooperative Children's Book Center, at the School of Education, University of
Wisconsin-Madison provides booklists categorized by age/grade level:
http://www.education.wisc.edu/ccbc/

Library Booklists provides an extensive selection of books categorized by specific topics:
http://librarybooklists.org/fiction/children/jbibliotherapy.htm#jbibsleep

The Carnegie Library of Pittsburgh provides booklists categorized by age and topic and
other helpful resources:
http://www.carnegielibrary.org/kids/books/

Amazon provides an extensive online book selection, summaries, reviews, related titles,
and online ordering:
www.amazon.com

Barnes and Noble is a nation-wide bookstore that provides an extensive selection of
books and online ordering:
www.barnesandnoble.com

A to Zoo: Subject Access to Children's Picture Books. Carolyn W. Lima and Rebecca L
Thomas. Libraries Unlimited (2010).

Books Your Kids Will Talk About! Susan Hepler and Maria Salvadore. National
Education Association (2003).
114
Additional Mental Health Resources
For more information and resources regarding children’s mental health, the following websites,
professionals, and agencies may be helpful:

The National Association of School Psychologists (NASP) :
http://www.nasponline.org/index.aspx or http://www.nasponline.org/families/index.aspx

The National Institute of Mental Health (NIMH):
http://www.nimh.nih.gov or http://www.nimh.nih.gov/health/index.shtml

The National Library of Medicine’s MedlinePlus:
http://medlineplus.gov or http://www.nlm.nih.gov/medlineplus/childmentalhealth.html

Substance Abuse and Mental Health Services Administration (SAMHSA):
http://www.samhsa.gov/ or http://www.samhsa.gov/children/

School-based mental health professionals, such as school psychologists and counselors

Family doctor

Community-based mental health centers

Mental health programs at universities and/or medical schools
115
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