Psychologists’ experiences of supporting the socio-emotional development of children through bibliotherapy

This study explored how psychologists experience bibliotherapy in supporting children’s socio-emotional development within the South African context. Although bibliotherapy is increasingly recognised as a developmentally appropriate and cost-effective intervention, little research has examined its use by registered psychologists. Guided by Erikson’s psychosocial theory, attachment theory, and Bronfenbrenner’s ecological systems model, the study investigated how psychologists perceive, select, and facilitate story-based interventions. An interpretivist, qualitative multiple-case study design was employed. Three South African psychologists participated in semi-structured interviews and submitted visual artefacts representing their bibliotherapy practice. Data was analysed thematically using Braun and Clarke’s framework. Research findings indicate that psychologists view bibliotherapy as an accessible, reflective process that encourages both children’s self-reflection through stories and psychologists’ own reflexivity in practice - prompting them to reflect on their facilitation, ethical stance, and relational presence. Furthermore, bibliotherapy was experienced as a relational encounter in which emotional growth occurs through connection, attunement, and co-regulation between children and psychologists. It functioned as a narrative practice in which shared storytelling helped children to construct meaning and emotional understanding within a safe, imaginative space. Across various cases, psychologists emphasised collaboration among practitioners, teachers, and caregivers to extend this shared ‘story language’ across children's ecological contexts. They found that bibliotherapy became more effective when psychologists, teachers, and class assistants jointly modelled a consistent message during social emotional learning (SEL) sessions, or when stories were shared with parents who were encouraged to reinforce the associated core values and skills at home. The study concludes by showing that bibliotherapy offers psychologists a meaningful way to integrate stories into relational and reflective practice. Recommendations include enhancing training in expressive and narrative approaches, promoting interdisciplinary collaboration, and developing contextually relevant bibliotherapy resources.

Grantor dc:publisher

Stellenbosch : Stellenbosch University

Year dc:date.issued

2026

Author dc:creator

• Loots, Liezel

Advisor dc:contributor.advisor

• Conradie, Karlien

Language dc:language.iso

en

Repository record dc:identifier.uri

https://scholar.sun.ac.za/handle/10019.1/136283

OAI identifier oai:identifier

oai:scholar.sun.ac.za:10019.1/136283