The aim of this study is to qualitatively explore the use of self-guided bibliotherapy in the treatment of a male Taiwanese student with emotional disturbances resulting from his maladjustment in high school life. The research question is: How did the participant employ self-guided bibliotherapy to reduce his emotional difficulties, solve his high school dropping-out problem and finally complete his high school diploma? Data were collected from a demographic questionnaire, face-to-face interviews, MSN, e-mails, bibliotherapeutic materials, and mind-mapping. These data were analyzed through the model of the A-B-C theory by Ellis (Corey, 1996), which can describe the participant’s successful self-guided bibliotherapeutic process. The results of this study can facilitate a better understanding of the role self-guided bibliotherapy played in the adjustment of a high school student’s life. Pedagogically speaking, educators and school counselors may employ bibliotherapy to increase students’ mental literacy and provide them with relevant resources to help them solve their developmental problems. Moreover, interested researchers may work on identical or further studies concerning bibliotherapy in order to contribute to the field of bibliotherapy.
|Keywords:||Reading, Dropping-out, The Model of A-B-C Theory, Self-guided Bibliotherapy|
Associate Professor, Department of Applied Foreign Languages, National Formosa University, Yun-lin, Taiwan
Junior, Department of Applied Foreign Languages, National Formosa University, Chia-yi, Taiwan
Junior, Department of Applied Foreign Languages, National Formosa University, Tao-yuan, Taiwan
Junior, Department of Applied Foreign Languages, National Formosa University, Tai-chung, Taiwan
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