| dc.description.abstract | This study explores the effectiveness of bibliotherapy interventions in enhancing selfmanagement skills among Rakhine minority students in Cox’s Bazar, Bangladesh. As a
marginalized group, these students often face emotional and behavioral challenges overlooked in
traditional classrooms (Rakhain, 2021). Bibliotherapy provides a pathway for students to engage
with relatable characters, build emotional vocabulary, and explore effective strategies for
managing their emotions.
Fifteen students aged 9 to 13 from Chaaloong Academy took part in three carefully
designed bibliotherapy sessions focused on themes such as anger, impulse control, and emotional
regulation. This research employed a qualitative approach, utilizing pre-and post-assessments,
focus group discussions, and teacher observation. The finding showed significant improvements
in students’ ability to identify calming strategies, managing impulses, and relating to the
emotions of story characters which promoting reflection on their own emotions. These findings
were supported by qualitative insights, analyzed using thematic analysis, and further interpreted
using Fred Erickson’s (1986) interpretive model, which emphasizes contextual understanding
and the use of detailed vignettes to illustrate social-emotional development.
This study contributes to the expanding research on social-emotional learning in lowresource and multilingual settings. It highlights bibliotherapy as an inclusive, low-cost, and
culturally adaptable strategy for promoting emotional development among marginalized learners. | en_US |
