Building Self-Esteem in Elementary School Students: The Promising Benefits of Bibliotherapy.

Objective: The purpose of this study was to explore the use of bibliotherapy as an intervention to enhance self-esteem in elementary school students. Methods: This study used a quasi-experimental design with two control groups and two experimental groups consisting of both boys and girls. Pre-test and post-test assessments were conducted, and an eight-session training program was implemented for the experimental groups. The training program involved using stories as the primary tool for intervention, which were categorized into four types, including stories aimed at enhancing self-esteem and alleviating pain. From the category of self-esteem stories, eight stories were selected and delivered over four weeks, with two 45-minute sessions per week. The collected data were analyzed using analysis of covariance (ANCOVA). Each session lasted two hours per week. Results: The study found that both boys and girls in the experimental groups experienced a significant increase in self-esteem, with the effect size measure indicating that 87% and 71% of the variance in self-esteem could be attributed to the independent variable of bibliotherapy in boys and girls, respectively. A comparison of the effectiveness of bibliotherapy between male and female students in a quasi-experimental study revealed that girls had significantly higher levels of self-esteem compared to boys. Conclusion: The study suggests that presenting selected stories as an alternative approach to boosting self-esteem can provide valuable insights into children's self-esteem. These results are consistent with previous research that supports the effectiveness of bibliotherapy interventions in promoting self-esteem. The study highlights the potential of bibliotherapy as an effective intervention for enhancing self-esteem in elementary school students. [ABSTRACT FROM AUTHOR]