Educators and mental health professionals search for interventions to help students with emotional and behavioral problems. Bibliotherapy, the therapeutic use of literature, has been a widely used yet sparsely researched intervention. Research regarding bibliotherapy and students' emotional awareness is absent. The purpose of this study was to examine the relationships among bibliotherapy intervention exposure, level of emotional awareness, and characteristics of students with emotional and behavioral disorders.Archival data sets from 182 students ages 6 to 13 in day treatment were analyzed in this study. One archival data set was scores from the Levels of Emotional Awareness Scale for Children (LEAS-C; Bajgar, 2004). The LEAS-C is a self-report instrument, designed to assess emotional awareness in children. Another archival data set detailed the amount of. bibliotherapy intervention exposure that each student received. The final archival data set came from existing student demographic information such as gender, age, race, DSM-IV-TR diagnosis, and length of stay in day treatment.
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