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The COVID-19 pandemic has created anxiety, depression and loss of existential meaning in local and global communities. It left behind children who bear the pain of losing their parents, siblings, relatives and friends while dealing with their sicknesses, including those that result from psychosocial stress, and/or contending with poverty. The problem is that children did not receive adequate psychosocial interventions that could contain their negative emotional experiences, help them to heal and build resilience that could enable them to deal with future adversities. Post-Traumatic Stress Disorder (PTSD) may manifest later in their lives. This paper investigated the use of storytelling to build learners’ resilience and restore their existential meaning Post-COVID-19 pandemic. This conceptual article has been designed within qualitative research and follows an interpretivist paradigm. Document analysis was employed to collect data. Documents reviewed indicated that there is limited research done on the effects of integrating bibliotherapy in learning processes. The article contends that classroom pedagogies should integrate storytelling to help children build resilience. This paper recommends storytelling as an innovative teaching strategy that could help young children build resilience. Therefore, the relationship between bibliotherapy and resilience has been discussed. The recommended strategy is premised on the understanding that when children are involved in storytelling that aligns with their cultures and experiences, it can foster change in cognitions and mobilise intrinsic and extrinsic assets that enable them to cope with adversities.

Psychological studies have shown that children begin to think about death at an early age and have encouraged a rethinking of the concept of possible education about death. For this reason, the course entitled “Methodological Approach to the Theme of Death in Poetry for Children and Youth” was launched at the Teacher Education Faculty in Belgrade. A short description of the course is given in the first part of this paper. Тhe paper then elaborates on the research conducted within the course, the goal of which was to describe: 1) students’ motivation for this course and 2) students’ expectations regarding the course content. In addition, given that the target audience is important for the manner in which the content will be presented, we also examined the course participants’: 3) conceptualization of death; 4) their experience related to death; 5) opinions regarding discussions about death with children; 6) knowledge of literary texts that deal with death. The method of verbal and visual associations and a questionnaire were used for data collection. Data analysis has shown that: 1) the course title is what motivates students the most to choose this course; 2) students are interested in children’s attitudes about death, the way death is thematized in children’s literature, as well as understanding the phenomenon of death in general; 3) the elements of metaphysical concept of death are prevalent among students; 4) the largest number of students has experienced the death of a family member, a friend, or a pet; 5) students think that children’s age, experience related to death, interests, and cognitive maturity have to be taken into consideration when talking with children about death; 6) students are more familiar with the prose texts than poetry for children thematizing death.

This study involved the application of bibliotherapy with the Bible. The researchers deployed semi-structured in-depth interviews with 12 Christian undergraduates and graduate students from National Taiwan University. This study evaluated the emotional healing efficacy of the Bible by examining the emotional healing processes of identification, catharsis, and insight, and this paper focus on the biographies and stories of characters in the Bible. The findings showed that biographies and stories of characters in the Bible could provide a full process of emotional healing efficacy for Christians who suffer from such emotional disturbance as self-identity problems, struggling with their future careers, and feeling ashamed of their religious beliefs. Those characters are Abraham, Joseph, Moses, Samson, Ruth, David, Elijah, Esther and Mordecai, Job, Daniel, Hosea and Gomer, Jonah, Jesus, Mary (mother of Jesus), Peter, Mary Magdalene, Martha, and Stephen.