This study investigated the effect of bibliotherapy as an intervention for aggressive elementary children at a residential treatment center in the western United States. Bibliotherapy was provided for six children, three boys and three girls, ages 9 to 11, Caucasian and Hispanic, who took part in one of two groups. The study involved a multi-baseline design, beginning with a baseline phase, followed by two separate intervention phases comprised of eight sessions of bibliotherapy. Data gathered from almost daily observations along with pre- and post-intervention ratings of aggressive behaviors indicated that four of the six students demonstrated notable decreases in observed aggressive behaviors as well as decreases in teachers' ratings of aggression and/or social problems. Social validity for bibliotherapy as a viable and enjoyable intervention for aggressive behaviors was supported through interviews of students, teachers, and therapists. This study supports the potential for bibliotherapy to be a viable intervention to implement in the public school setting to decrease the observed aggressive behaviors of elementary school students.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Newman, Kari, "Bibliotherapy as an Intervention for Aggressive Elementary Children" (2015). Theses and Dissertations. 5779.
aggression, bibliotherapy, children, intervention