Implemented correctly, bibliotherapy may prove one of the better techniques in dealing with emotional conflicts among children and adolescents, as research reminds us that periods of development are critically contingent upon self-concepts and how individuals believe they are perceived by significant others. Because many individuals (children and adolescents) are reluctant to verbalize emotions such as fear, rejection, and depression openly, carefully selected books allow these individuals to understand themselves better, learn from the experiences of others and contemplate possible solutions to problems (Schrank, 1982). The purpose of this article is to provide knowledge and understanding of the history, concept and intent of the bibliotherapeutical processes
