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Bibliotherapy:
Helping Children Cope with
Emotional and Developmental Distress
through Books
Elizabeth Foss
University of Maryland

Bibliotherapy:
Helping Children Cope with Emotional and Developmental Distress through Books
Introduction
Children face many types of developmental problems as they grow. Mental health for
children can be defined as reaching cognitive, social, and emotional milestones with secure
attachments, social skills, and coping mechanisms (U.S. Department of Health and Human
Services, 1999). Estimates of the prevalence of mental disorders in children vary, but best
estimates put the overall rates of all disorders around 20% (HHS, 1999). When this number is
divided into types of disorders, it is estimated that 13% of children ages 9-17 suffer from all
types of anxiety disorders, 6.2% are affected by mood disorders, 10.3% have disruptive
disorders, and 2% have substance use disorders (HHS, 1999). Many children experience
comorbidity of disorders. With many people, up to 20% of adults, choosing not to seek help
from mental health professionals, alternatives to traditional forms of treatment that are more
accessible to all people are needed (APA survey, 2004).
Bibliotherapy
Bibliotherapy is a form of mental health treatment. It involves the use of books to help
children cope with changes, emotional problems, or mental problems (Pardek, 1994). More
precise definitions of bibliotherapy vary. Bibliotherapy can be considered the use of self-help
books with or instead of medical treatment or the reading of fiction books to identify with the
difficulties experienced by the characters (Prater et al., 2006). An alternate definition is the
use of guided reading of written materials in gaining understanding or solving problems

relevant to a persons therapeutic needs (Riordan & Wilson, 1989, p. 506). Bibliotherapy uses
books as teaching interventions in the classroom after careful matching between students and
books chosen to facilitate development and achievement (Cook et al., 2006).
The literature available on bibliotherapy has identified several main types of
bibliotherapy. Developmental bibliotherapy helps children understand normal health and
developmental changes (Abdullah, 2002; Pardek, 1994). Developmental bibliotherapy aims to
assist children in understanding problems before they arise in the childs life (Abdullah, 2002).
Clinical bibliotherapy is aimed at helping children cope with serious emotional problems
(Abdullah, 2002). Clinical bibliotherapy occurs in a structured setting, supervised by a therapist,
counselor, or psychiatrist (Cook et al., 2006). There are many non-fiction self-help books
available, leading to another type of bibliotherapy, that of self-help bibliotherapy (Brewster,
2007). Creative bibliotherapy uses creative writing, biographical writing, fiction, and poetry to
improve general well-being (Brewster, 2007). Lastly, informal bibliotherapy involves a more
social approach to the use of fiction, allowing librarians, school counselors, and other
professionals to recommend books for use in group discussions (Brewster, 2007).
Bibliotherapy has several goals. Providing children with factual information about the
problems they are experiencing or may experience in the future is an important aspect.
Additionally, reading about others with similar difficulties can give a child new insight about his
or her own problems. Reading a book can provoke discussions between people, leading to
therapeutic resolutions. Bibliotherapy develops new values and attitudes in willing readers, and
solutions are generally presented in the books that may give new outlook to a reader. Lastly,

bibliotherapy has the goal of lessening the feelings of isolation in children affected by mental
health problem by showing them that there are others who feel the same. (Pardek, 1994).
Bibliotherapy has modern roots dating back to the 1930s. Librarians at the time began
to compile bibliographies of works available to help people change their behavior (Abdullah,
2002). Even in its infancy, bibliotherapy drew counselors and librarians together to make
stronger recommendations (Pardek, 1994). This interdisciplinary approach is continued today.
Historically, bibliotherapy was an attempt to engender a strong positive or negative reaction
from a reader based on the content of a book (Abdullah, 2002).
Today, however, bibliotherapy is an attempt to engage the reader on a deeper level; to
create a dialogue between the reader and a therapist, or to offer insight without strong
judgmental reactions. Overall, bibliotherapy is interactive (Abdullah, 2002). It also involves
activities for the reader- creative writing, discussion, and art are all important components
(Abdullah, 2002; Briggs & Perhsson, 2008; Pardek, 1994).
Wales, in the UK, has instilled a prescription bibliotherapy program. The program
compiled a list of 35 self-help books based on recommendations from physicians. These books
were placed in public libraries across the country. Physicians are able to write prescriptions to
patients to read these books. Libraries do not require patients to have library cards, and they
are allowed to keep their prescribed book four times longer than other library materials, for a
total of 12 weeks. This program has proven to be a success, with materials frequently checked
out.
Appropriate times for the use of bibliotherapy differ based on the type of intervention.
For developmental bibliotherapy, appropriate use seems to be anytime (Knoth, 2006). Clinical

bibliotherapy requires more of a careful application. Client and therapist must have agreed on
the presenting problems (Pardek, 1994). A therapist must have developed a trusting and
confident relationship with the client (Pardek, 1994). Lastly, some previous discussion about the
problem must have occurred between client and therapist (Pardek, 1994).
Justification for Bibliotherapy
The rationale for using books as a coping mechanism for children with emotional and
behavioral problems, or as a teaching tool for all children lies in the premise that people
identify with characters similar to themselves (Gladding & Gladding, 1991). As children read
and empathize with characters in the book, they gain insight into problems they may
themselves be experiencing (Cook et al., 2006). This identification and insight leads to a release
of emotion, new goal-directed behavior, and new ways of interacting with others (Gladding &
Gladding, 1991). When reading, the more a child empathizes with a character, the more they
realize that their problems and emotions are a shared experience (Cook et al., 2006). The
insight that they are experiencing similar difficulties as others is cathartic (Cook et al., 2006). In
school settings, developmental bibliotherapy is justified, as teachers, librarians, and school
counselors know and understand their students academic, social, and emotional needs (Cook
et al., 2006, p. 92).
Effectiveness of Bibliotherapy
Given that bibliotherapy takes several forms and can be used in many settings, judging
its effectiveness is difficult. Many studies have been undertaken examining the effectiveness of
bibliotherapy for adults, with fewer addressing the specific needs of children. Additionally, the
historic inconsistencies in defining bibliotherapy also contribute to the difficulty in gauging how

effective bibliotherapy is (Prater, 2006). While studies have found positive changes in mood
and behavior in study participants after receiving bibliotherapy treatments, stating that the
changes were due to the bibliotherapy and not other factors is difficult (Prater, 2006).
Additionally, many studies focus on the use of non-fiction self-help books. Using fiction in
empirical studies is harder, as the course of the therapy is subjective and individual in nature
(Riordan & Wilson, 1989). As such, more studies have undertaken the use of self-help books for
bibliotherapy than fiction (Briggs & Pehrsson, 2008; Prater, 2006).
Overall, research has shown that bibliotherapy is generally effective for specific groups.
In a meta-analysis of studies performed on the effectiveness of bibliotherapy in adults, Marrs
(1995) found that the most helped groups of people included those with a lack of assertiveness,
general anxiety problems, and sexual dysfunction. Other most-helped areas include test-anxiety,
unhealthy attitudes, depression, and inappropriate behaviors (Prater et al., 2006). Areas
achieving mixed results in the literature include improving academic achievement, increasing
self-concept, and weight loss.
Emotional disorders benefit from bibliotherapy (Redding et al., 2008). Ackerson, Scogin,
McKendree-Smith, & Lyman (1998) performed a study of 22 adolescents experiencing
depression symptoms. They assigned the participants a self-help book (Feeling Good, Burns,
1980) to be read during a four-week period and measured the changes in self-reports and
parental reports of depressive symptoms after the participants finished the book. They found
that in participants who completed the reading there was significant reduction in depressive
symptoms and in dysfunctional thinking. A meta-analysis performed by Cuijpers in 1997 found

that bibliotherapy was an extremely useful tool for people suffering from depression, and that
bibliotherapy treatment rivaled individual or group therapies.
In their 1989 meta-analysis, Riordan and Wilson reported that bibliotherapy was largely
ineffective when used to improve self-concept in children and adolescents with behavioral
problems. Bibliotherapy has been used successfully in teaching problem solving (Forgan, 2002).
Forgan (2002) developed a framework for teachers when reading with young children to assist
in extracting solutions presented in books.
Where to Use Bibliotherapy
Arenas that are appropriate for bibliotherapy are limitless. As discussed, teachers and
school counselors are in a unique position to know the needs of their students and judge what
level of intervention is needed (Cook et al., 2006). Librarians are able to set up displays to
encourage bibliotherapeutic reading (Brewster, 2007). Parents can work with librarians, school
counselors, or therapists to select reading for themselves and for their child.
Selection of Materials
Book selection is important when administering bibliotherapy of an individual child.
Both fiction and non-fiction have been shown to be effective in aiding in coping and bringing
positive change to readers. Several researchers have laid out guidelines for the selection of
materials. Books should contain accurate information whether they are fiction or non-fiction
(Pardek, 2006). Books should not give false hope to the reader: they should present realistic
outcomes and characters (Pardek, 2006). It is also important to consider the childs interests
and reading abilities when selecting a book (Pardek, 2006). The form of the book also makes a
difference. Some children may prefer large-print or audio books, while these forms may be

necessary for children with certain disabilities (Pardek, 2006). Additionally, book selection
should be considered on an individual basis; there is no panacea book for childhood mental
disorders (Briggs & Perhsson, 2008). Self-help books have also been evaluated in the research.
Higher rated self-help books tend to be grounded in cognitive behavioral therapy, an accepted
method of changing thoughts and behaviors (Redding et al., 2008). They also tend to be
authored by PhD level practitioners, address one specific issue (phobias, not anxiety) and
provide guidance for implementing self-help practices, with a method of evaluating progress
(Redding et al., 2008).
Benefits and Limitations of Bibliotherapy
There are a multitude of benefits of bibliotherapy. Reading about the problems of
others offers a fuller understanding of the self to the reader (Gladding & Gladding, 1991).
Reading bibliotherapeutic books can encourage children to express themselves while
experiencing difficulties, and can allow them to discuss problems later if they have been hiding
how they feel (Gladding & Gladding, 1991; Prater et al., 2006). Identifying the thoughts and
feeling of characters in a book can help children to identify and examine their own thoughts,
behaviors, and feelings (Abdullah, 2002; Prater et al., 2006). Books provide information on
problem solving that may not have occurred to the child (Briggs & Perhsson, 2008; Prater et al.,
2006). Children tend to model characters that they identify with (Gladding & Gladding, 1991).
This modeling behavior can allow adults to impart social and developmental skills (Prater et al.,
2006). Reading has also been shown to reduce anxiety when children recognize their feelings
reflected in a character in a book (Prater et al., 2006). When reading is used to help struggling
students cope, they are introduced to reading in general (Abdullah, 2002; Prater et al., 2006).

Readers who have had a good experience reading appreciate books more and return to reading
more often (Gladding & Gladding, 1991; Orton, 1997). Reading has been shown to reduce
feelings of isolation (Abdullah, 2002; Briggs & Perhsson, 2008). Additionally, new partnerships
between counselors, teachers, school, and libraries are created when bibliotherapy is promoted
for the well-being of children (Literacy Today, 2007). The availability of books and the efficacy
of treatment with them could lead to alternatives in treatments of disorders previously
requiring medication or intensive therapies (Ackerson et al., 1998).
Even with the proven benefits to bibliotherapy, there are a number of drawbacks that
must be considered. Many children experience difficulties in areas that are not well-supported
by available childrens literature (Abdullah, 2002; Prater et al., 2006). Additionally, many
children may not want to read (Gladding & Gladding, 1991; Prater et al., 2006). Children who
are experiencing mental and behavioral difficulties, as well as their families, may be defensive
about the problems, and may deny that there are any problems at all (Abdullah, 2002; Prater et
al., 2006). Some research has shown that bibliotherapy is not effective or desirable as a standalone treatment, and recommends that it be combined with other types of therapy (Pardek,
1994; Prater et al., 2006). Many books for children are too message driven, focusing too
heavily on the problems experienced by the characters, instead of on the plot (Knoth, 2006).
Other concerns center around the facilitator of the bibliotherapy. If a facilitator does not have
sufficient knowledge of the child, developmental problems, normal development, of literature,
bibliotherapy, in addition to being ineffective, could cause further harm (Abdullah, 2002; Briggs
& Perhsson, 2008). Also, many of the bibliotherapy self-help books focus on distinct problems,
such as obsessive compulsive disorder or specific phobias, but clinical psychological research

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shows that children as well as adults experience comorbid emotional disorders (Redding et al.,
2008).
Implementation
Best practices for the implementation of bibliotherapy have been outlined by
researchers. According to Pardek (1994), there are four basic steps to implementation of
bibliotherapy. The first step is to identify problems to address through bibliotherapy. Secondly,
practitioners should select materials. Thirdly, materials should be presented to the child as a
choice. Children should not be required to read, and if they choose to participate, they should
be able to pick a book from a selection of two or three that the practitioner has also read.
Finally, follow-up activities should occur after the child has finished reading, and for longer
materials, while the reading is ongoing. Prater et al. (2006) have also developed a framework
for the implementation of bibliotherapy, with several steps that reflect Pardeks earlier work.
Prater et al. discuss the trusting relationship that first must exist between a practitioner of
bibliotherapy and the child. After the development of this relationship, it is important to
identify other adults who may be able to assist the child undergoing bibliotherapy. In recruiting
other adults, the practitioner of bibliotherapy is able to gain multiple viewpoints of the childs
emotional state. After recruiting assistance from multiple professionals, it is important to gain
the support and participation of the childs parents or guardians. From these sources, a
definition of the problem the child is experiencing can emerge. Setting goals is the next step;
having a clear idea of the outcomes of the bibliotherapy will help the child and adults feel
accomplishment when the activities are completed. From this point, books are selected and

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introduced to the child, and reading and post-reading activities are planned and completed.
Prater et al.s final step is to evaluate the effectiveness of the bibliotherapy on the child.
Activities
Since there is consensus that bibliotherapy is not simply the activity of reading, but the
combination of reading with a method of reflecting on the reading, many researchers have
discussed activities for children to engage in during bibliotherapy. A main strategy to assist
children in understanding the books they have read is to assign creative writing (Brewster, 2007;
Briggs & Perhsson, 2008; Pardek, 1994). The writing activities can take many forms: children
can write a diary entry from the point of view of the main character, write letters from one
character to another, or make a schedule for the main characters day (Pardek, 1994).
Depending on the age of the child, it may be necessary to use more of a formatted journal by
providing most of the text to the child and requiring only that the child fill in the blanks. Art
activities can also be used to process information the child has acquired through reading (Briggs
& Perhsson, 2008; Pardek, 1994). Collages of pictures cut out from magazines that retell part or
all of the story can draw childrens attention to how problems were overcome (Pardek, 1994).
Drawing maps of the action of the story is another activity that could focus children on
relationship between characters and between characters and their environments (Pardek,
1994). Other activities can include holding a mock trial with children acting out the parts of the
characters in the book, role playing scenes from the book, or discussing strong and weak points
of the main character (Pardek, 1994). Also effective is retelling the story with drawings, dance,
or music (Briggs & Perhsson, 2008). Any activities should be offered to children as a choice
between several, just as there was a choice in which book to read (Pardek, 1994). Additionally,

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all activities have the potential for modification- instead of writing by hand, children should be
allowed to use a tape recorder (Pardek, 1994), or a computer.
Summary
The previous examination of the literature surrounding bibliotherapy lays out a
framework for the use of books as tools to aid in coping in children. The remainder of this paper
will examine specific fiction books through the lens of specific issue or disorder, and address
selection and use. Additional research for each area of disorder and for selecting books within
each subgroup is included.
Bereavement
When selecting books for children on bereavement, there are several key factors that
must be addressed by the work. Firstly, there must be an attachment, then a loss, and this
relationship must be examined from the point of view of someone experiencing that loss (Corr,
2004). Characters in the books should attempt to recover from the loss by grieving and then
coping, both of which lead to moving on (Corr, 2004).
In Alicia Afterimage, by Lulu Delacre, sixteen-year-old Alicia is killed in a car accident.
The story begins with Alicias mother waking in the night, worried that Alicia is not home. The
book quickly flashes back to Alicia begging her mother for permission to go out with a boy, the
driver of the car. Alicias death and funeral occurs quickly, giving the reader no time to get to
know Alicia on her own terms. The reminder of the book is written through the filter of other
teens, Alicias friends. The reader gains insight into Alicias character through each of her
friends. Throughout the book, the friends use varying coping methods to adjust to Alicias death,
giving gentle examples of ways for a reader to cope with the death of a friend. Also included is

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the point of view of the driver of the car and of Alicias mother. The physical book is appealing;
a border on the left side of the front cover gives the appearance of a bound journal and there
are illustrations behind the text on pages throughout the book. This book leaves readers with a
strong sense of having experienced the same loss as Alicias friends, although we are never
given the chance to meet Alicia.
In Andrea Beatys Cicada Summer, Lily has been silent for two years, since the death of
her older brother from carbon monoxide poisoning while playing in the family barn. All of the
people in Lilys life think that she is not able to talk or read; Lily keeps her love of Nancy Drew
books and gossip secret from everyone. When Lily is finally able to speak, the reader learns
that she feels guilty for the death of her brother and has kept to herself that she shut the door
to the barn the night her brother died. The adults in Lilys life are extremely patient with her,
although many of them believe that she has suffered damage from to the carbon monoxide
that killed her brother. The book illustrates Lilys coping skills; her love of reading, solving
mysteries, and of her tree, but also demonstrates an abnormal grieving process. Cicada
Summer would be an easy book to use with children and teens who are familiar with a more
normal grieving process; activities would include having readers come up with alternate ways
for Lily to cope, to write down what she would say if she could talk, or to explore sharing
feelings without words, as through movement or music.
Nana Upstairs & Nana Downstairs is a picture book by Tommie dePaola. He relates his
true story of having two grandmothers he regularly visits, one who is always in front of the
stove downstairs, and one who stays in her bedroom upstairs. He describes Nana Downstairs as
helping Nana Upstairs sit in her chair by tying her in place. Tommy has Nana Downstairs tie him

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in too, so he can talk with Nana Upstairs. She tells Tommy stories about the Little People.
Tommy also loves to watch both his Nanas comb out their hair. When Tommys mother tells
him that Nana Upstairs had died and will only be in his memories, Tommy decides that a falling
star is a kiss from Nana Upstairs. The illustrations in the book are colorful and softly edged,
surrounded by borders. dePaolas facial expression are friendly; his characters are all smiling.
The tone of the story is gentle, although Nana Upstairs dies quickly, just as the reader is
accepting that visiting her is a regular activity for Tommy. Tommy learns to accept that Nana
Upstairs has died, and is prepared when, many years later, he learns of the death of Nana
Downstairs. This book presents death to the reader as an acceptable event, and shows that
Tommy found his own explanation for Nana Upstairs dying. In the story, Tommys family makes
home movies of his nanas. Children experiencing the loss of a loved one could recreate an
event with the lost family member by acting out a home movie or by drawing a series of still
shots telling the story of a favorite time.
A preparatory story about death for children is Keeper of Soles by Teresa Bateman.
Death personified comes to take a humble cobbler, but is persuaded to wait until the cobbler
has made him a new pair of shoes, since Deaths feet are bare. When Death returns, the cobble
quickly proposes another pair of shoes, and Death agrees without thinking. As months go by,
the cobbler makes more and more shoes for Death, until one day Death decides that it is time
for him to take the cobblers soul, despite the cobblers protests. The cobbler replies that he
has given Death his sole many times over. Death is amused, and allows the cobbler to keep his
soul until the shoes the cobble made him wear out. The illustrations in the book feature large
swaths of color supplemented with minute details for children to enjoy. Each page has tiny

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shoes hidden in the illustrations. Death is pictured in his cowl, but instead of a skeletal face, he
has an all-white countenance, although he still carries a scythe. The book may not present a
realistic picture of dying, as the cobbler manages to escape Death time after time, but it does
provide a way to introduce to children that everyone will die someday. Additionally, as a
preparatory book, the story does not need to include the death of a character; the topic can be
addressed and processed by the child at a later time, when the information is needed. As a last
caution for Keeper of Soles, the storys conclusion is based on a homonym and will not be
understood by younger readers.
Disability
Books about disabilities can involve characters with mental disabilities, such as autism,
or physical disabilities, such as blindness. Books selected to portray character with disabilities
should include several factors. High literary quality is judged by an engaging theme,
multidimensional characters, and a developed plot (Prater & Dyches, 2008). If illustrations are
included, they should extend the story (Prater & Dyches, 2008). Additionally, the portrayal of
the characters with disabilities should include: an accurate portrayal of the disability, and
emphasis on similarities over differences, and inclusionary setting, realistic relationships with
siblings and other characters, appropriate emotional reactions of other characters to the
character with disabilities, and if illustrations are include, accurate portrayal of assistive devices
(Prater & Dyches, 2008).
Small Steps, by Louis Sachar, tells the story of Armpit, a character from the Newberry
winning Holes. Armpit has returned to normal life after Camp Green Lake; he goes to summer
school, to his job, and spends time with his neighbor, Ginny, who has cerebral palsy. The

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relationship with Ginny provides not only stability for Armpit but also is a catalyst for the events
in the novel. Ginnys disease manifests itself through stuttering and contractions of her limbs,
so other characters in the novel are aware of her difficulties, and question Armpit for his
friendship with her, although Armpit notices that most of the other kids treated her with
respect because she was a friend of Armpits (Sachar, 2006, p. 20). Ginny has a room full of
stuffed animals that she has diagnosed with diseases such as leukemia, or disabilities such as
blindness or deafness. Activities and discussions for this novel could be geared in many ways
due to the numerous issues addressed. Armpit is African-American, while Ginny is white, and
this gets them into trouble at a concert; Ginnys disability and those of her stuffed animals
could lead to discussions of feelings of isolation for disabled children; Armpits friend X-Ray
attempting to scalp concert tickets lands both boys in trouble with the police; and Armpits
decisions throughout the novel are not always good.
Set during the Great Depression, Hannah Divided tells the story of a young girl who has
amazing mathematical abilities but cannot read. When Mrs. Sweet arrives at Hannahs tiny
country schoolhouse, she discovers Hannahs abilities. Mrs. Sweet invites Hannah to live with
her in Philadelphia to prepare for exams that will gain Hannah entry into a boarding school
where Hannah can learn higher math and perhaps secure entry into college. Hannah goes to
Philadelphia and moves into Mrs. Sweets home, finding two children already living there, Joe,
who can recite lengthy passages from books he has read, and Beverly, who is musically gifted
playing the piano. As the story progresses, Hannahs quirks become more obvious to the reader.
When she is stressed, Hannah cannot stop herself from tapping her fingers. When she first
arrives at Mrs. Sweets, she must methodically touch the walls of her bedroom. She leaves her

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hairbrush, comb, and mirror evenly spaced on her dresser, measuring with a ruler. When
Hannah is unable to tap her fingers, she resorts to blinking her eyes instead. Hannah also
counts; steps, birds, fence posts, cows. Although it is not explicitly discussed in the book, in
addition to having reading difficulty, Hannah appears to have obsessive compulsive disorder. To
a young reader, Hannahs behavior will simply appear odd. Hannah is quite rude to her new
classmates at several points during the story, and to Joe, her housemate, and has trouble
making friends because of how she treats others, and because of her odd behavior. Adele
Griffin provides a realistic portrayal of Hannahs character in that Hannah makes bad decisions
as well as good. Discussions around Hannahs treatment of other characters could uncover how
she must be feeling to be away from home and around people who question her differences.
Hannahs disabilities are also accurately portrayed; Hannah does not miraculously recover from
her need to tap her fingers or her difficulties reading.
In Reaching for Sun, Tracie Vaughn Zimmer paints a picture of a seventh grade girl
struggling with life with cerebral palsy. Written in free verse poetry from Josies point of view,
the poems reveal that Josie has few friends at school, and feels left out and ostracized by them
for her physical and speech difficulties. Josie makes a friend when Jordan moves into her
neighborhood. Jordan does not let Josies differences affect how he relates to her, and the two
become friends, playing together at Josies house. Josie has a close relationship with her
grandmother, although her mother works two jobs and is rarely home. Josie feels that her
mother places too much emphasis on her disability, especially when her mother enrolls Josie in
a summer camp for children with cerebral palsy. Josie refuses to go, sneaking away after being
dropped off each morning and returning home to play with Jordan. Josie lies about the camp to

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her mother, grandmother, and Jordan. Over the summer, Josies grandmother has a stroke, and
her friend Jordan leaves to attend a science summer camp. Josie eventually finds the words to
tell her mother that she doesnt want to be in special classes for occupational therapy or
speech at school any more, and Josies mother agrees. The book ends quietly, offering a poem
about Josie growing using her family as support. In this story, it seems as though Josie is
extremely ostracized by her classmates. This portrayal may be accurate given Josies level of
difficulty speaking. Activities to include with the reading of this book would include writing free
verse poetry. Additionally, Josie uses gardening as a coping mechanism and way of bonding
with her grandmother, and readers may enjoy caring for a plant discussed in the book. Josies
father abandoned Josies mother when Josie was a baby, in part because of her cerebral palsy.
This aspect of the story could lead to fruitful discussions among children with absent parents or
who feel burdensome to their guardians.
Al Capone Does My Shirts, by Gennifer Choldenko, is the story of Moose and his family,
including his older sister, Natalie, who has autism. Mooses family moves to Alcatraz Island
when Natalie is admitted to a special school in San Francisco. Unfortunately, Natalie is sent
home from the school after one day when her screaming proves to be too much. Moose is left
with the task of watching his sister while his mother teaches piano and his dad works as a
prison guard. Natalies autism is described realistically; she has tantrums, she communicates in
a limited way, and she is obsessed with counting. After Moose is assigned the task of watching
her, he begins to bring Natalie around the island to play with the other children living there
who he has befriended. The other children adjust to Natalies peculiar behaviors, and even join
her in finding interesting stones and ask for her help in dividing money between themselves, as

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she is excellent at math. Moose begins to spend time alone with Natalie, talking with her and
occasionally seeing that she is more connected to him and to the world around her. Moose is
shaken when he leaves Natalie alone one afternoon and returns to discover that she has been
spending time with one the convicts on the island. Natalie becomes fixated on returning to
spend time with this convict, while Mooses mother becomes fixated on having Natalie
readmitted to the school she was sent home from. Al Capone Does My Shirts may give false
hope to the reader as Natalies progress from repeating phrases to telling jokes may be too
significant for someone affected with autism. The book could be used as a tool to allow children
and adolescents to understand someone with autism. Reflection is also possible on how Moose
treated his sister compared to how others treat her, and examining how the children on the
island initially treat Natalie and their behavior after they have gotten to know her.
Depression
Reports of depressed mood and depressive syndromes vary. As previously mentioned,
the 1999 report by the U.S. Department of Health and Human Services (HHS) placed incidence
rates of all mood disorders at 6.2%. A study by Ackerson et al. (1998) reported incidence levels
of depression in adolescents of around 3%. Ackerson et al. also note that utilization of mental
health services by adolescents is low, raising concerns that adolescents need accessible forms
of treatment for depression. When selecting literature for adolescents about depression,
following the prior guidelines is essential; books should present factual information and should
not give false hope. Important to note is that while many adolescents (as high as 35%)
experience depressed mood (Ackerson et al., 1998) and can benefit from discussing strategies

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for dealing with feelings of sadness, any child or adolescent experiencing full depressive
syndrome should be evaluated by a trained therapist, not a librarian or teacher.
Divorce and Parental Abandonment
Many novels portray the main character as having divorced parents. The focus of these
novels varies; some may begin they story with fighting between still-married parents, some
may present a recently-absent parental figure, and others may deal with the blending of
families as one parent remarries. Children may have equally strong feeling about any of these
situations, and appropriate reactions to divorce include the child progressing through stages
much as people do when experiencing a death (Kramer & Smith, 1998). Additionally, these
feelings can last up to two years after the child experiences a divorce (Kramer & Smith, 1998),
and employing bibliotherapy is appropriate at any time during these transitions. Effects of
divorce on children can include declining academic performance, depression, low self-esteem,
and difficulty in peer interactions (Kramer & Smith, 1998).
The Big Nothing is Adrian Fogelins depiction of the struggles of one adolescent boy with
fighting parents. Justins dad is a salesman and often disappears on business trips. Justins
mother and father fight, culminating in Justins father leaving for Atlanta. Justin is left to deal
with his depressed mother, who will not eat, go to work, go to the grocery store, and spends
most of her time immediately after his father leaves sleeping. Justin does his best to keep his
household running by cooking and paying bills, but he becomes increasingly infatuated with a
girl in his neighborhood, Jemmie, who is a good friend. Jemmies grandmother provides a stable
role model to the novel, as does Justins older brother who is fighting in Iraq. Justin copes with
his situation by learning to play the piano and writing to his brother. Justin is also beset by

21

normal adolescent worries such as acne, and he overeats when he becomes upset, once eating
almost a whole gallon of ice cream. Readers should be able to empathize with Justins anger at
his fathers return after weeks away. Justins coping methods are both positive and negative,
and are easily identifiable as such, so should model behaviors for readers. During the time
Justins mother is depressed her symptoms are superficial, and the readers are never allowed
to see her true feelings towards Justins father. There are many issues at work in this novel:
parental fighting, depression, war, self-esteem, overeating. Activities for better understanding
the issues might include writing to Justins brother, having kids write their own versions of the
song Justin wroth for Jemmie, and having kids identify objects that they cling to and why,
similar to Justins tennis shoes.
In Waiting for Normal, twelve year old Addie lives with her mother in a trailer. Addies
mother is inconsistent, often leaving Addie for days at a time. Addie befriends the owners of
the convenience store across the street from her trailer. Soula, one of the owners, is
undergoing chemotherapy. The friendship Addie develops with Soula gives her some stability as
her mom comes and goes. Addies stepfather is Dwight, who lives in a different town with her
half-sisters. Addie loves to visit him, until realizing that after each visit she must return home to
an empty trailer where she fends for herself. Addie goes through regular teenage struggles at
school, worrying about her clothes for a school orchestra performance and keeping her chaotic
home life from drawing too much attention. Soula offers insight into Addies mothers behavior,
asking Addie if her mother has mood swings beyond those of other people. When the trailer
Addie lives in is accidentally burned down, Addie is taken to live with Dwights father while her
mother is investigated for neglect. At the conclusion of the story, Addies mother gives custody

22

of her to Dwight, who signs adoption papers so Addie can live with him, his new wife, who
Addie admires, and her sisters. Although the book offers little explanation beyond Soulas
gentle questions for Addies mothers behavior, the reader is able to watch how Addie copes
with the constant changes her mother throws at her. Addie loves words, and keeps a journal of
vocabulary words she learns from her family. She adopts a pet hamster and manages to keep
food in the trailer for both herself and her pet. Addies mother, for all of her absence, seems to
understand her daughter well; Addies Christmas presents reflect her interests, and her mother
recognizes that her pet hamster is important to Addie, taking care of it while Addie visits her
stepfather. In addition, Addies mother ultimately understands that living with Dwight would be
the best thing for Addie. Addie seems to recognize as well that her mother has positive and
negative qualities, and that despite her inability to care for Addie, they share a close bond. This
book could be combined with activities for readers to identify positive and negative qualities in
the adults in their lives.
A picture book that deals with parental divorce is Fred Stays with Me! by Nancy Coffelt.
The book tells the story of a girl and her dog Fred, who travels with her as she moves between
her parents homes. The girl explains that Fred is happy when she is happy, and that when she
is not happy, Fred is there for her. The girl attends the same school as before her parents
divorced, and has the same friends, but now has two bedrooms. Fred begins to cause trouble at
both of her parents home, eating socks, barking, shaking mud and water all over. Both parents
say that Fred cannot stay with them, until the girl reminds them that Fred stays with her. The
book is illustrated in tones of brown and tan with red added in. The drawings are smooth edged
and gentle to the reader, with some full-page spreads and some stand alone pictures on

23

otherwise empty pages. Fred is featured in every picture. This book should illustrate to younger
readers that even though parents are divorced, there can still be consistency. Activities for this
book would include reading aloud, reading to a pet, identifying what things, pets, or people
travel with the child between homes, and having discussions about what has changed or stayed
the same since the childs parents divorced.
Two Old Potatoes and Me is the story of a young girl and her father, who plant the eyes
from potatoes they find in the cupboard. As the story progresses, the father and daughter
water, weed, compost, and protect the plants from beetles. At the end of the story, they dig up
the potatoes they have grown and eat them. The book has an extremely subtle depiction of a
child living with divorced parents. The story opens with the girl saying Last spring at my dads
house, and partway through the story the girls father asks her how her bedroom at her moms
is coming. She replies that they are painting it periwinkle, and that he can see it when he comes
to pick her up. The illustrations in the book are colorful, full page paintings, textured and
overlapping in subject. The story of the potatoes could be inferred from the pictures alone. The
text of the story is part of the illustrations, winding vertically and horizontally into the pictures.
The girl and her father frequently hold hands. This story shows that having divorced parents can
lead to separate activities at each home, but that the separation does not need to be stressful.
Instead, having activities specific to each parent can be a valued asset. Children who have not
yet become accustomed to the new living arrangements of divorced parents will appreciate the
calm and soothing story. Informal bibliotherapy activities may work best with this book; having
a child grow potatoes at each of his or her homes might add the consistency of a daily activity.

24

Also, having children identify special activities shared with each parent would show that their
relationships have not withered due to parents divorcing.
Foster Care
Placing children and adolescents in foster care can be viewed as a significantly different
experience from that of parental abandonment, as often the parents are unwilling to give up a
child, despite the inability of unwillingness to care for them. Around 300,000 children enter
foster care each year, so knowing how to address this issue is important. Baker (2007) notes
that there is hardly a dearth of childrens literature surrounding foster care. She discusses
several themes that have arisen in novels featuring fostered children. The characters seem to
have deep fears of forming attachments to others, caused by the initial loss of family followed
by a series of homes while involved in the foster care system (Baker, 2007). Many of the
characters also make mistakes and poor choices despite having good intentions as a result of
not having developmentally appropriate social skills. Children also do not want to betray their
own families by making connections with fostering families. Stories also deal with the point of
view of the fostering parent, noting that it is difficult not to blame the biological parents and
that the child welfare system is itself a burden. Baker (2007) points out that these themes help
foster children and parents to see that their situations are not unique and to develop additional
coping skills.
Chicken Boy is not solely a story of a fostered child, and when the protagonist does find
himself in foster care towards the end of the story, it is with a father attempting to bring him
home. However, Chicken Boy does present an engaging picture of how children can wind up in
the child welfare system despite the support of their families. Tobins mother has passed away

25

some time before the events in the novel, and his father is disengaged from the family, not
cooking or cleaning, let alone spending time with Tobin. Tobins older brothers and sister
wrapped up in their own struggles. Granny lives nearby, but has a deep resentment towards
Tobins father. Tobin has few friends at school, until meeting Henry after a fight. The two boys
become friends, bonding over Henrys hobby of raising chickens to study. Tobin begins to come
out of his shell, running at school during P.E. class, and letting Henry help him with his
homework. When he imagines how his life could change, Tobin wonders if his Granny will let
him move in with her. After her asks, she alerts social services to the conditions in Tobins
house. Although Tobins father springs to life, stocking the house with food and bringing his
children together to eat, Tobin is removed from his house and sent to foster care nearby. The
family begins to attend therapy together and unwind their feelings about their mothers death.
While the book ends before Tobin is reunited with his father permanently, it provides a detailed
picture of Tobins situation before social services intervenes and his feelings about it when they
do. Tobin is angry at his Granny and at his father, and at the system he has become entangled
in. He begins to appreciate the stability of school and of his friend Henry. The book has a
humorous tone, which could distance the reader from the issues of parental death and neglect.
Tobin exhibits some of the behaviors mentioned by Baker (2007); he is unwilling to form a close
bond with his foster parents at first, and he blames his grandmother for altering socials services
to his neglect. Tobins foster parents are remarkably angelic in this story however, and appear
to care for Tobin effortlessly as he causes them no trouble. To process this story, readers might
explore how their own parents care and fail to care for them in a discussion.

26

Hollis Woods is a foster child in Pictures of Hollis Woods. She is a gifted artist, but is
surprised when her new foster parent, Josie, comments on her ability. Josies cousin tells Hollis
that she love[s] what you have to say (p. 46), demonstrating that Hollis pictures depict how
Hollis see the world around her. As Hollis stays longer with Josie, she begins to notice that Josie
has difficulty remembering things. The book is a juxtaposition of Hollis current foster home and
of a foster home she has left behind. There is a feeling of mystery about Hollis former foster
home with Steven, Izzie, and the Old Man; the reader wonders why Hollis does not still live with
them. When Hollis foster care agency realizes the Josie is not a fit guardian for Hollis due to
her memory and makes arrangements for Hollis to move in with a new family, Hollis takes Josie
on the run to her previous foster house, long empty, to hide. Hollis memories of the past begin
to creep into the main narrative as she and Josie spend time in the empty house. An accident is
finally revealed that explains Hollis departure from her previous foster family. Hollis feels guilty
for altering the behavior of the familys son Steven and for coming between him and his father,
as he begins to behave more recklessly after her arrival. When Steven is injured in a car
accident retrieving Hollis, she runs away from the home, telling her foster care agent that she
never wants to see the family again. Later, when staying at the familys home with Josie, Hollis
realizes by looking through her drawings that she had not come between Steven and his father,
that Stevens father loved him. The book is resolved when Josies cousin moves in with Josie to
take care of her and Hollis moves in with Steven, the Old Man, and Izzie. Pictures of Hollis
Woods aptly addresses an issue directly from literature on foster children; that foster children
often make poor choices as a result of not having established social or family skills. Steven says
to Hollis when they are reunited, You dont know about families yet (p. 158), explaining to her

27

that her and his father disagree simply because they are different, not because of her. Due to
Hollis love and consistent use of drawing, creative bibliotherapy techniques would suit use of
the book well.
Identity and Peer Relationships
Identity distress has been identified as a normal developmental stage for adolescents as
they attempt to provide themselves with a sense of continuity with the past and direction for
the future (Berman, Weems, & Petkus, 2009). Berman, Weems, and Petkus (2009) discuss that
identity problems may be on the rise in adolescents today due to factors such as globalization
leading to a clash of cultures and changes in modern society leading to more diverse choices in
values, behavior, or lifestyle, as well as in parental-adolescent conflict over these values. They
found in their study of high school psychology students that as many as 14.3% of the student
would meet diagnostic criteria for identity problem. Given this high percentage, there seems a
need for books illustrating successful transition of characters from questionable identity status
to resolved roles.
In addition to identity, peer relationships are a large concern during adolescence. Pepler
and Craig (1998) developed a framework for assessing peer relationships in children. Their
framework can be extended to readers of childrens literature to gain additional insights about
characters. Pepler and Craigs (1998) first method of assessing peer relationships is to examine
self-reports from children and adolescents themselves. When using this strategy in
bibliotherapy, discussions could arise by examining information presented by the main
character in the novel if it is authored in first person. Additionally, this allows readers to
examine bias presented by characters, and to examine their own bias when examining their

28

personal situations. Pepler and Craigs second method of assessing peer relationships is to
examine peer assessments. These assessments ask about sociability, friendship, aggression, and
acceptance, among other measures. When using peer assessment in bibliotherapy, it is possible
for readers to pretend that the main character is a friend of theirs and assess the characters
behavior. Pepler and Craigs third method of assessment is to ask for the point of view of adults.
This measure may be more difficult to use during bibliotherapy, as children may not agree with
the validity of parent or teacher assessments. However, perhaps the bibliotherapist could
model the adult point of view for children in bibliotherapy by providing an honest view of the
main characters peer relationships. Pepler and Craigs final method of assessing peer
relationships is by observation in a naturalistic setting. This method is useful in books authored
in the third person, allowing the reader to observe a characters behavior in a mostly unbiased
way.
In combining identity and peer relationship bibliotherapy techniques, it is possible to
create a complete picture of a character- how others relate to the character and how the
character views him or herself.
Hope was Here is the story of a sixteen year old girl who travels with her aunt from
restaurant to restaurant, reviving each business by revamping the menu and instilling new life
into the restaurant workers. The story begins as Hope and Addie leave New York City for rural
Wisconsin. When they arrive, they find a small diner with a dying owner, a busboy from Russia,
troubled waitresses, and a cook who has given up on his dream of college to take care of his
family. Hope begins to settle into her new life, attending school and proving to the people in
the restaurant that she is an excellent waitress. The owner of the diner, G.T., announces that he

29

is running for the office of mayor. Hope and her new friends, including the diners cook,
Braverman, help his campaign against the corrupt incumbent. While this story has an almost
overriding plot of the campaign, there are several issues surrounding identity and peer
relationships that are available for highlighting, in addition to the death of G.T. from cancer and
Hopes abandonment by her mother. Hope has changed her name from Tulip, the name her
mother gave her at birth. Hope chooses the name Hope because hope is just about the best
thing a person can have. When Hope discloses her first name to Braverman, she is finally able
to laugh about it with him and recognize the absurditiy of the name Tulip (p. 136). Hope has
also dealt with her anger at her mother for leaving her in the hospital as a premature baby by
boxing. She endures her mothers visit at several-year intervals, only this time she is able to
demonstrate to her mother that she has grown past her anger at being abandoned and for
being named Tulip. At the prompting of Braverman, Hope dons a red clown nose and helps the
diner through a busy lunch-time rush while her mother looks on, and earns her mothers praise.
While this situation may be unrealistic in that most children experiencing parental
abandonment do not have the opportunity to contact their parents, her mothers visit helps
Hope to realize that Addie is her real mother, and that people can fill roles in others lives. Hope
Was Here presents many coping skills to the reader. Hope boxes when she is resolving her
mothers abandonment, she changes her name as a way to reflect how she feels, she comes to
understand that she is able to help others and in doing so help herself, and she is able to use
humor in difficult situations. Activities to use with this book might include having adolescents
identify ways to use humor in difficult situations or to examine their own names and explain the
qualities they associate with it.

30

To examine identity issues for younger groups or individuals, I am not Joey Pigza might
be a better choice. Readers might be familiar with Joey from earlier books featuring him by Jack
Gantos. Joey has ADHD and has been taking his medication and doing well in school. In this
slightly surreal episode, his father appears suddenly, explaining rapidly that he has won the
lottery and taken the opportunity to change his name. Joeys dad, now Charles, will be
remarrying Joeys mother, taking Joey out of school, and they will have a new life running a
bee-themed diner. While the book does not give the reader much of an opportunity to examine
Joey from the perspective of his peers as Joey is isolated by his father, it does provide insight
into how it would feel to start over as a new person. Joey is essentially good-hearted, and
embraces his new life even though he senses that things are deeply wrong. Joey struggles to
imagine what his new self likes and does and whether he is bad or good. When Joey finds out
that he will have a new baby brother, the pressure to figure himself out grows stronger as he
wants to be a role model for the baby. The conclusion of the book, when the lottery money
runs out, has Joeys father leaving the family a note saying he does not know who he is
anymore and leaving again. Joey and his mother discuss that their new selves had qualities that
they disliked just as much as their old selves, and they decide that they are glad to return the
they way they were before Joeys dad returned. I Am Not Joey Pigza is written humorously, as
Joey has a unique way of looking at the people around him; he is adroitly observant but not
critical. When using this book in bibliotherapy, practitioners could have children imagine who
they would be if they reinvented themselves; what aspects of their characters they would
change and keep.

31

Kimberly Willis Holt is the author of When Zachary Beaver Came to Town. Toby and his
friend Cal pay two dollars to enter a trailer to look at the fattest boy alive. Inside is Zachary,
whose prickly demeanor puts the boys off. Cal asks him probing questions, and the boys
emerge from the trailer having sated their curiosity. Toby returns home to his father, who is
trying to make dinner. Tobys mother dreams of becoming a famous country western singer,
and is auditioning for a chance, leaving Toby and his father behind. Tobys mother decides not
to return home after the contest is over, staying to pursue singing. When Zacharys guardian
leaves town, leaving Zachary in the trailer, the boys become curious again. They pack food for
Zachary and take it to the trailer, leaving it on the doorstep and knocking before running away
to watch Zachary take the food inside from afar. Eventually the sheriff becomes worried about
Zachary, asking Toby and Cal to come with him to speak to Zachary. Zachary is a prickly as ever:
ordering the boys around and boasting of his travels, and the boys soon leave. When Cal
becomes bored a few days later, he decides they should take Zachary to the drive-in movie
theatre. The boys build stairs to allow Zachary to climb into the truck bed, as he is too big to fit
in the cab, and they convince Cals sister Kate to drive. Toby notices Zacharys lies about his
experiences, but remembers that he has been telling his own share of lies about his mothers
whereabouts. Before leaving the movies, Cal decides Zachary should be baptized, since
Zacharys mother died before he had the chance at baptism. The boys follow through with their
plan, gaining Zacharys trust. When Zachary Beaver Came to Town is useful in examining the
effects of positive peer relationships. Zachary is isolated, and the changes in his life come from
the interactions the townspeople have with him. Following Pepler & Craigs (1998) framework
of evaluating peer relationships, Zacharys adjustment can be followed over time from the point

32

of view of Cal and Toby, the adults in town such as the sheriff or the bowling alley owner who
baptizes him, or by observing Zacharys reactions to others. The novel leaves the question of
how it feels to be Zachary, who is extremely overweight and transient. By careful reading and
interpretation, the reader should be able to understand why Zachary is defensive when first
meeting Cal and Toby, and what helps to change him.
A Bad Case of Stripes, by David Shannon, tells the story of Camilla Cream, who loved
lima beans but never ate them for fear that her friends, who all hated lima beans, would think
poorly of her. When getting ready for the first day of school, Camilla is trying on dresses to
wear when she comes down with stripes. She feels fine, but her skin is covered in colorful
stripes, which reach even into her mouth. When Camilla is given a clean bill of health by her
doctor, she returns to school, only to have her stripes morph into stars and stripes, polka dots,
and checkerboard pattern as her classmates call out to her to change her color. Camilla is sent
home from school, and is examined by doctors, given medication, and staked out by the media.
When Camilla finally changes into her bedroom, becoming the walls and furniture, an old
woman visits her and feeds her lima beans, and Camilla is restored to her own body. The story
ends with Camilla eating all the lima beans she wants, even though other kids think she is weird.
The illustrations in A Bad Case of Stripes depict Camillas changing skin and body with vivid
colors and organically inspired shapes, supplementing the text with their imaginative
interpretation of her illness. The story is useful to bibliotherapists in that it shows how other
children might respond to anyone who is different; Camillas classmates laugh at her and push
her further and further from herself by suggesting patterns she should display on her skin. Also,
Camilla is subjected to the scrutiny of doctors and specialists, which is an uncomfortable feeling

33

likely shared by many children. The presence of doctors in the story might provide an outlet for
the bibliotherapist to explore with children how adults view the childrens differences. Camilla
also presents an excellent model to readers by deciding that she can be loyal to herself, despite
the other children still regarding her differences as odd. This book lends itself well to drawing
activities for use with children, due to the lavish illustrations.
Trauma and Family Violence
Domestic violence is extremely prevalent, occurring in 30% of homes of children living
with two parents, and with between 5% and 10% of children being directly abused each year
(Margolin & Vickerman, 2007). Of these children, reports vary in the numbers that will develop
post-traumatic stress disorder or symptoms of PTSD (Margolin & Vickerman, 2007). Childrens
reactions to abuse in the home vary, with some children becoming aggressive themselves,
experiencing low self-esteem, blaming themselves for the abuse, feelings of insecurity, difficulty
concentrating, inability to form trusting relationships, or having recurrent intrusive thoughts
about the traumatic event. (Margolin & Vickerman, 2007). Prolonged exposure to domestic
violence can alter childrens release of neurotransmitters and affect their patterns of arousal
and long term brain development (Margolin & Vickerman, 2007). Additionally, exposure to
family violence can increase the likelihood that adolescents will abuse drugs or alcohol
(Margolin & Vickerman, 2007). Given the rates of underreporting of family violence and the risk
to a child for reporting it, many more children could benefit from a greater understanding of
violent and traumatic events that is realized.

34

E.L. Konisbergs Silent to the Bone describes Branwells reaction to a traumatic event in
his home. His baby sister is rushed to the hospital in a coma after being dropped and shaken,
and Branwell is the suspected culprit. Branwell is unable to speak after dialing 911, and he is
sent to an institution for evaluation while his sister recovers in the hospital. Connor is
Branwells best friend, and he undertakes the task of communicating with Branwell after the
accident. By using cards with words Branwell cannot speak written on them, Connor is able to
begin to unravel the events leading up to Nikkis injury. Branwells sister, Nikki, had a live-in
nanny, with whom Branwell was infatuated. At the conclusion of the story, Branwell, his speech
restored, reveals that the nanny took advantage of his interest, exposing herself to him and
using him to watch his sister while she met with her boyfriend. Branwell describes his
overwhelming emotion at the relationship with the nanny as shame. Readers who have
experienced sexual abuse may relate to this, and it provides a teaching opportunity to discuss
differences between guilt and shame. Connor and Branwells families are both blended; Nikki is
Branwells half-sister, and Connors older half-sister helps him to unravel the mystery of what
happened to Nikki. Activities to use with this book could include groups of readers involved in
therapy writing out cards like Connor did for Branwell, guessing at each others feelings and in
turn, expressing their own.
In Bottled Up, Pip is a high-school student who has a problem with drugs and alcohol. He
skips school to smoke marijuana across the street from his high school, forgetting commitments
he has made to pick up his younger brother. When Pips principal decides that Pip needs to
straighten himself out, he tells Pip to attend all his classes and begin counseling after school, or
he will call Pips parents and expel Pip from school. Previously unflappable, Pip panics, and

35

agrees to avoid alerting his parents to his class skipping and suspected drug use, since his father
drinks heavily and is abusive. When he begins to attend the counseling group after school, Pip
realizes that he is expected to show up drug-free, and submit urine samples every session.
Although he claims that quitting using drugs will be easy for him, Pip describes how he feels
after his first day without drugs, not being able to sit still, and feeling angry. Pips friends begin
to sell marijuana and ecstasy, giving drugs to Pip so he will be able to sell them as well. The
book presents Pips struggles realistically, and shows how he tries to protect his mom and
younger brother from his fathers rages. Adolescents with alcoholic parents, substance abuse
issues, and abusive parents should be able to relate to Pip, who has witty comebacks for the
adults in his life, while still choosing to accept their help. The book ends happily, but realistically,
with Pips family still living under the same roof after Pip has heart-to-heart conversations with
each of his parents, and with Pip recommitted to his younger brother.
Conclusions
The previous reviews of the usefulness of select books for bibliotherapy contained
books in several categories examined for the usefulness of the books during implementation of
bibliotherapy. Most books, while appropriate for bibliotherapy, are not necessarily appropriate
for all children or all ages. In addition, suggested activities are merely speculation based as
closely as possible on the literature available as to the possible use for the books, but they may
also not be appropriate for all groups of readers in all settings. Also, while an attempt has been
made to include all issues discussed in the books, there is no substitute for a practitioner
prescreening a book before use in therapy or therapeutic ways. Bibliotherapy has been shown

36

to be effective in many areas for helping children cope with varying emotional and
developmental issues. Hopefully, methods of using works of fiction to assist behaviorally
challenged children will be developed to enact meaningful changes in negative behaviors.

37

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Childrens Literature References

Bateman, T. (2006). Keeper of soles. NY: Holiday House. Illustrated by Yayo.
Bauer, J. (2000). Hope was here. NY: G.P. Putnams Sons.
Beaty, A. (2008). Cicada summer. NY: Amulet Books.
Choldenko, G. (2004). Al Capone does my shirts. NY: G.P. Putnams sons.
Coffelt, N. (2007). Fred stays with me! NY: Little, Brown and Company. Illustrated by Tusa, T.
Connor, L. (2008). Waiting for normal. NY: Katherine Tegen Books.
Coy, J. (2003). Two old potatoes and me. NY: Alfred A. Knopf. Illustrated by Fisher, C.
Delacre, L. (2008). Alicia afterimage. NY: Lee & Low Books, Inc.
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