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Journal articles on the topic 'Developmental bibliotherapy'

Author: Grafiati

Published: 10 January 2023

Last updated: 28 January 2023

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1

Đorđević, Mirjana, Nenad Glumbić, and Branislav Brojčin. "Bibliotherapy in a school context." Zbornik radova Filozofskog fakulteta u Pristini 52, no. 2 (2022): 269–83. http://dx.doi.org/10.5937/zrffp52-35175.

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The goal of bibliotherapy is to use a book to help the reader understand and overcome the difficulties he or she is facing. It can be applied in different contexts. If it is applied in a school environment, we are talking about developmental bibliotherapy. The aim of this paper is to describe the basic stages of developmental bibliotherapy, to present the results of research that indicate the effectiveness of its application, as well as the results of research that refer to the inclination of teachers and associates to opt for this technique. Given that this technique is considered to be a simple, cost-effective, and efficient intervention, and that some teachers and associates do not venture to apply it because they lack the necessary knowledge and skills, the inclusion of bibliotherapy in college training programs could contribute to the increased readiness of professionals to use it in order to help children face challenges in a developmentally appropriate manner.

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2

Catalano, Amy. "Making a place for bibliotherapy on the shelves of a curriculum materials center: The case for helping pre-service teachers use developmental bibliotherapy in the classroom." Education Libraries 31, no. 3 (September 5, 2017): 17. http://dx.doi.org/10.26443/el.v31i3.258.

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With developmental bibliotherapy frequently used in schools, this article addresses the necessity of educating future teachers in the proper implementation of bibliotherapy so that their students may reap the benefits and avoid inadvertent harm. The purpose of this article is to discuss the benefits and use of developmental bibliotherapy in the classroom and to promote the same. The article also reviews the role of the education librarian in a Curriculum Materials Center (CMC).

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3

Cook, Katherine E., Theresa Earles-Vollrath, and Jennifer B. Ganz. "Bibliotherapy." Intervention in School and Clinic 42, no. 2 (November 2006): 91–100. http://dx.doi.org/10.1177/10534512060420020801.

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4

Heath, Melissa Allen, Dawn Sheen, Deon Leavy, Ellie Young, and Kristy Money. "Bibliotherapy." School Psychology International 26, no. 5 (December 2005): 563–80. http://dx.doi.org/10.1177/0143034305060792.

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5

Jack, Sarah J., and Kevin R. Ronan. "Bibliotherapy." School Psychology International 29, no. 2 (May 2008): 161–82. http://dx.doi.org/10.1177/0143034308090058.

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6

Klysz, Michele, Marilyn Coleman, and Lawrence H. Ganong. "Bibliotherapy with Stepchildren." Family Relations 38, no. 1 (January 1989): 114. http://dx.doi.org/10.2307/583624.

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7

Khotimah, Siti Khorriyatul, Mohamad Ivan Fadhli, and Yasin Habibi. "MENINGKATKAN KEJUJURAN AKADEMIK: EFEKTIVITAS CLASSROOM DEVELOPMENTAL BIBLIOTHERAPY DALAM PEMBELAJARAN." HUMANITAS 14, no. 2 (August 29, 2017): 90. http://dx.doi.org/10.26555/humanitas.v14i2.5509.

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8

Morawski, Cynthia M., and Jenelle N. Gilbert. "Developmental Interactive Bibliotherapy: Feminist Methodology in an Undergraduate Course." College Teaching 48, no. 3 (August 2000): 108–15. http://dx.doi.org/10.1080/87567550009595825.

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9

Betzalel, Nurit, and Zipora Shechtman. "The impact of bibliotherapy superheroes on youth who experience parental absence." School Psychology International 38, no. 5 (September 25, 2017): 473–90. http://dx.doi.org/10.1177/0143034317719943.

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As one key element of establishing a superhero persona, many superhero myths are based on the principle of experiencing parental loss at an early age. This study examined the impact of group bibliotherapy using superhero stories with children and adolescents who have experienced parental absence. The 187 participants who resided in foster care were divided into three experimental conditions: Bibliotherapy with superhero stories, bibliotherapy without superheroes, and no treatment. Four dependent variables were tested in a pre–post–follow-up design: Anxiety, violent behavior, aggression, and future orientations. Results indicated that the strongest desired outcomes were obtained in the superhero treatment condition: There were significant positive changes on all four dependent variables, with changes sustained at follow-up. In the other treatment condition, significant changes were observed on only two variables and were not sustained at follow-up. No significant changes were observed in the non-treatment group. On the future orientations scale, only children in the superhero condition indicated change: They gained in future goals and had reduced fantasies about home. In general, results support the effectiveness of bibliotherapy with children and clearly point to the unique contribution of bibliotherapy content tailored to children's specific needs.

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10

Marković, Ana. "Developmental bibliotherapy in the context of needs of contemporary child." Sinteze 4, no. 7 (2015): 53–70. http://dx.doi.org/10.5937/sinteze0-8501.

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11

Nam, Tae Woo, and Wone Jee Lee. "A Case Study on the Developmental Bibliotherapy for Self-Actualization." Journal of the Korean Society for Library and Information Science 39, no. 2 (June 1, 2005): 321–46. http://dx.doi.org/10.4275/kslis.2005.39.2.321.

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12

Καπραβέλου, Αλεξία. "Παραγωγή Εκπαιδευτικού Υλικού με Εφαρμογές της Αλληλεπιδραστικής Βιβλιοθεραπείας σε Πολυπολιτισμικές Ομάδες." Παιδαγωγικά ρεύματα στο Αιγαίο 4, no. 1 (August 11, 2022): 24–39. http://dx.doi.org/10.12681/revmata.31056.

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Bibliotherapy is the personal development or personal problem solving through reading. It is suitable for every individual or group of any age and ability. Bibliotherapy can be divided into clinical-remediate or preventive-developmental and into self-helping or interactive bibliotherapy. During an educational intervention in an immigrants’ voluntary school in the city of Volos, I used pre-designed bibliotherapeutic teaching equipment (e.g. excerpts from appropriate literature, issues for discussion and activities) in order to facilitate female immigrant mature students who are occupied as domestic workers in Greece to externalize their emotions. The material from this educational intervention formed the corpus for a case study – qualitative research. The domestic workers who participated in five bibliotherapeutic sessions seemed to prefer a non-fiction, informational book about problems at work and in social life rather than a fiction book. Nevertheless, we claim that through literature they may gain some emotional benefits, as they tend to identify themselves with the hero and they eventually develop empathy, a realistic view of their problems in life, as well as a more dynamic attitude regarding social demands and decision making.

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13

Heath, Melissa Allen, Kathryn Smith, and Ellie L. Young. "Using Children’s Literature to Strengthen Social and Emotional Learning." School Psychology International 38, no. 5 (September 25, 2017): 541–61. http://dx.doi.org/10.1177/0143034317710070.

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The introductory article to this special edition of School Psychology International, “Using Children’s Literature to Strengthen Social and Emotional Learning,” describes the need for a broader base of support for children’s mental health needs. Both nationally and internationally, the limited number of mental health professionals demands alternative options for the delivery of mental health services. Schools are recommended as one proposed venue for providing these services to children and youth. As such, teachers need easy-to-use basic information about mental health resources that are viable, yet rely on minimal professional support and supervision. One option is bibliotherapy, using books and stories to support social emotional needs. From the mental health perspective of both prevention and intervention, bibliotherapy is proposed not just as a professional’s therapeutic tool, but also as a layman’s resource to address students’ basic social emotional needs. We offer resources from a website that includes basic bibliotherapy lesson plans, posters, activities, and video clips—all centered on the five foundational competencies identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL). This website [ http://education.byu.edu/sociallearning ] is geared to educators and mental health professionals who work with elementary school children, ages 5–11.

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14

Theron, Linda, Kate Cockcroft, and Lesley Wood. "The resilience-enabling value of African folktales: The read-me-to-resilience intervention." School Psychology International 38, no. 5 (September 25, 2017): 491–506. http://dx.doi.org/10.1177/0143034317719941.

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Resilience, or the process of adjusting well to adversity, draws on personal and social ecological resources (i.e., caregiving and community supports). Previous research—conducted mostly in the Global North—has shown that bibliotherapy offers a way to support children in identifying and utilizing resilience-enabling resources. In so doing, bibliotherapy has the potential to facilitate resilience. In this article, we confirm the resilience-supporting value of bibliotherapy for African orphans and vulnerable children (OVC). To do so, we report the quantitative and qualitative pre- and post-test results of the Read-me-to-Resilience Study ( N = 345). This quasi-experimental study showed that African children who listened to indigenous resilience-themed stories had a significantly increased awareness of personal and community-based protective resources post-intervention, than those who did not. Interestingly, there was no significant increase in their perceptions of caregiving resources. The findings suggest that school psychologists and teachers should include resilience-enabling stories in their support of children who are orphaned. However, further research is needed on how best to use stories in ways that will enable children to identify caregiving resources.

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15

Ahn, Dong Hyun. "Walden, A Place of Healing and Awakening: Thoreau’s Walden and Developmental Bibliotherapy." Korean Association Of Bibliotherapy 11, no. 2 (December 31, 2019): 73–90. http://dx.doi.org/10.35398/job.2019.11.2.73.

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16

Pardeck, John T. "Bibliotherapy: An Innovative Approach for Helping Children." Early Child Development and Care 110, no. 1 (January 1995): 83–88. http://dx.doi.org/10.1080/0300443951100106.

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17

Hébert, Thomas P. "Meeting the affective needs of bright boys through bibliotherapy." Roeper Review 13, no. 4 (June 1991): 207–12. http://dx.doi.org/10.1080/02783199109553360.

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18

Marlowe, Mike, and George Maycock. "Phenomenology of Bibliotherapy in Modifying Teacher Punitiveness." Journal of Genetic Psychology 161, no. 3 (September 2000): 325–36. http://dx.doi.org/10.1080/00221320009596715.

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19

박경애 and 이찬숙. "The effects of a developmental bibliotherapy program on the emotional intelligence of young children." Korean Journal of Early Childhood Education 29, no. 2 (April 2009): 191–209. http://dx.doi.org/10.18023/kjece.2009.29.2.009.

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20

Kwon, Eun-Kyung. "The Effects of Developmental Bibliotherapy in School : In the Case of the Model School." Journal of the Korean Society for Library and Information Science 41, no. 1 (March 30, 2007): 139–64. http://dx.doi.org/10.4275/kslis.2007.41.1.139.

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21

Emasealu, Helen Uzoezi. "Attitude of inmates towards the prison library." Brazilian Journal of Information Science 13, no. 2 (June 28, 2019): 78–91. http://dx.doi.org/10.36311/1981-1640.2019.v13n2.08.p78.

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Information has been a veritable mechanism in the constant search for knowledge so as to attain developmental objectives. In the same vein, information is vital in the life of all individuals towards the realization of socio-political, economic, and developmental goals, it also serves just the same importance for the survival of incarcerated persons. Adopting correlational study method, this study seeks to define the attitude of inmates toward the prison library and its effect on their psychological wellbeing. Two prisons - Port Harcourt Maximum Prison, Rivers State and Oko Prison, Benin City, Edo State, both in Nigeria, were selected for the study. From the population of convicted inmates in both prisons, 440 males and females were randomly sampled to generate data.A structured questionnaire divided into two sections - attitude scale and psychological wellbeing scale, was used in data collection. Out of the 440 sampled inmates, 393 responded correctly to the questionnaire resulting to 89% response rate. Data was collated and analyzed using descriptive analysis of mean and standard deviation, and linear regression. The results indicated that inmates in both prisons have a positive attitude towards the prison library, and they are also psychologically adjusted in prison. The result also reveals that there is a high positive relationship between inmates' attitude towards the prison library and its psychological wellbeing (r = .540).The study concludes that bibliotherapy can further enhance the effectiveness of other reformation and rehabilitative programs for inmates, and therefore, recommends that the penal system should embrace bibliotherapy as a rehabilitation program for the reformation and rehabilitation of societal offenders.

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22

Pardeck, John T., and Martha J. Markward. "Bibliotherapy: Using books to help children deal with problems." Early Child Development and Care 106, no. 1 (January 1995): 75–90. http://dx.doi.org/10.1080/0300443951060108.

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23

PARDECK, JOHN T., and JEAN A. PARDECK. "Bibliotherapy: A tool for helping preschool children deal with developmental change related to family relationships." Early Child Development and Care 47, no. 1 (January 1989): 107–29. http://dx.doi.org/10.1080/0300443890470106.

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24

Pardeck, John T., and Jean A. Pardeck. "Using bibliotherapy to help children adjust to changing role models." Early Child Development and Care 25, no. 4 (January 1986): 279–89. http://dx.doi.org/10.1080/0300443860250402.

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25

Clarke, Barbara K. "Bibliotherapy through puppetry: Socializing the young child can be fun!" Early Child Development and Care 19, no. 4 (January 1985): 337–44. http://dx.doi.org/10.1080/0300443850190406.

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26

Koehler, Katrina. "Grief Bibliotherapy and Beyond for Grieving Children and Teenagers." Death Studies 34, no. 9 (September 20, 2010): 854–60. http://dx.doi.org/10.1080/07481181003772721.

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27

Dita, Helendita, and Suryadi Suryadi. "Design of a Guidance and Counseling Service Program in Assisting the Achievement of Adolescent Development Tasks in the New Normal Period (Study in Class VII of SMP Negeri 5 Kapur IX, Fifty Cities District)." Holistic Science 2, no. 3 (December 9, 2022): 200–205. http://dx.doi.org/10.56495/hs.v2i3.279.

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This research is motivated by the presence of students who are less independent in participating in the learning process, lack of interaction during the face-to-face learning process and there are still students who cannot accept the condition of the body. The purpose of this study was to describe the achievement of adolescent developmental tasks and to design a program of guidance and counseling services based on the results of problem identification. This research was conducted using a quantitative descriptive method. The sample of this study was 56 students in class VII taken using total sampling technique. The instrument used is the developmental task inventory (ITP). The results of the research on the design of the Guidance and Counseling Service Program in Helping the Achievement of Adolescent Development Tasks in the New Normal Period (Studies in Class VII SMP Negeri 5 Kapur IX, Lima Puluh Kota Regency) seen from the achievement of adolescent developmental tasks in the new normal period are generally at the developmental level conformity with a score of 3.46 and the form of services and counseling provided, namely information services, group guidance services, collaboration services and bibliotherapy services for class VII SMP Negeri 5 Kapur IX, Lima Puluh Kota Regency which has not achieved the developmental tasks that should..

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28

Shechtman, Zipora. "Bibliotherapy: An Indirect Approach to Treatment of Childhood Aggression." Child Psychiatry and Human Development 30, no. 1 (September 1999): 39–53. http://dx.doi.org/10.1023/a:1022671009144.

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29

Lee, Hyewon, and Kyungmin Shin. "The Effect of Interactive Bibliotherapy Program on the Emotional Intelligence and Sociability of Adolescents with Developmental Disabilities." Korean Association Of Bibliotherapy 13, no. 2 (December 31, 2021): 159–82. http://dx.doi.org/10.35398/job.2021.13.2.159.

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30

Khotimah, Siti Khorriyatul. "RISING STUDENT’S ACADEMIC HONESTY: THE IMPLEMENTATION OF CLASSROOM DEVELOPMENTAL BIBLIOTHERAPY (CDB) IN BAHASA INDONESIA LEARNING AT MADRASAH IBTIDAIYAH." JPDI (Jurnal Pendidikan Dasar Indonesia) 2, no. 2 (December 29, 2017): 28. http://dx.doi.org/10.26737/jpdi.v2i2.329.

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<p>The aims of this research are to find out: (1) the implementation of classrooom developmental bibliotherapy (CDB) in Bahasa Indonesia learning process to improve student’s academic honesty, and (2) the result of the implementation of CDB in Bahasa Indonesia learning to improve student’s academic honesty. This is a classroom action research. The subjects are 28 students from 5th grade of MI (Madrasah Ibtidaiyah) Cahaya. This research has 3 cycles with 3 to 4 sessions in every cycle. In every session, the learning process are integrated CDB’s stage into Bahasa Indonesia learning process in competencies: reading, writing, and speaking. The qualitative and quantitative data are collected with several technics: observation, interview, students self report and students journals analizes. The process of data analysis are: data reduction, data display, and an overview of conclusions / verification. The data analizes is explained as findings and reflections in every cycle that will be follow up to the next cycle or stop the action. The result are: (1) the implemention of CDB in Bahasa Indonesia learning are success especially in playing drama, and (2) the improvement of student’s academic honesty is known from by the number of honest student increase to 96%, and the students show some behavior to maintain their academic honesty.</p>

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31

Forehand, Rex L., Mary Jane Merchant, Nicholas Long, and Emily Garai. "An Examination of Parenting the Strong-Willed Child as Bibliotherapy for Parents." Behavior Modification 34, no. 1 (January 2010): 57–76. http://dx.doi.org/10.1177/0145445509356351.

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32

Klingman, Avigdor. "Teacher's workshop in death education: The effects of simulation game and bibliotherapy-oriented methods." Death Studies 11, no. 1 (January 1987): 25–33. http://dx.doi.org/10.1080/07481188708252172.

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33

Floyd, Mark, Noelle Rohen, Jodie A. M. Shackelford, Karen L. Hubbard, Marsha B. Parnell, Forrest Scogin, and Adriana Coates. "Two-Year Follow-Up of Bibliotherapy and Individual Cognitive Therapy for Depressed Older Adults." Behavior Modification 30, no. 3 (May 2006): 281–94. http://dx.doi.org/10.1177/0145445503261176.

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34

Bowman, Ted. "Lessons From the Field. Family Grief Care and Bibliotherapy: A Call for Models and Studies." Family Relations 70, no. 2 (February 12, 2021): 402–7. http://dx.doi.org/10.1111/fare.12539.

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35

TOLIN, DAVID F. "Case Study: Bibliotherapy and Extinction Treatment of Obsessive-Compulsive Disorder in a 5-Year-Old Boy." Journal of the American Academy of Child & Adolescent Psychiatry 40, no. 9 (September 2001): 1111–14. http://dx.doi.org/10.1097/00004583-200109000-00021.

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36

Ritzert, Timothy R., Christopher R. Berghoff, Eric D. Tifft, and John P. Forsyth. "Evaluating ACT Processes in Relation to Outcome in Self-Help Treatment for Anxiety-Related Problems." Behavior Modification 44, no. 6 (June 20, 2019): 865–90. http://dx.doi.org/10.1177/0145445519855616.

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Evaluating how, for whom, and under what conditions psychosocial treatments work is an important component of anxiety disorder treatment development. Yet, research regarding mediators and moderators of self-help interventions is sparse. The current project is a secondary analysis of mediators, moderators, and correlates of outcome of a randomized wait-list-controlled trial assessing acceptance and commitment therapy (ACT) self-help bibliotherapy for anxiety and related problems. Participants ( n = 503) were randomized to an immediate workbook ( n = 256) or wait-list condition ( n = 247). Nonparametric bootstrapped mediation analyses showed that pre–post positive changes in ACT treatment processes accounted for the relation between treatment and pre–post improvement on the primary outcomes of anxiety symptoms, depressive symptoms, and quality of life. Results indicated no baseline variables were significant moderators. Finally, hierarchical regression analyses indicated that the degree of improvement for each primary outcome was positively correlated with the degree to which participants reported applying the workbook material to their day-to-day life, over and above how much of the book they reported reading. This study provided support for the ACT model of change in a self-help context and highlighted the importance of actively applying self-help material, addressing theoretical and practical questions about how and why ACT self-help works.

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37

Baruchson-Arbib, Shifra. "Bibliotherapy in School Libraries: An Israeli Experiment." School Libraries Worldwide, January 7, 2000, 102–10. http://dx.doi.org/10.29173/slw7087.

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The concept of bibliotherapy has been known since ancient times. Despite the concept's direct connection to books and libraries and despite its potential as a means of support and aid, it has not attained a clear status in library science. The therapeutic nature of bibliotherapy does not allow its full application in libraries, but the author suggests focusing on the developmental aspect of bibliotherapy and defining it with a new term: supportive knowledge.

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38

Suvilehto, Pirjo. "We Need Stories and Bibliotherapy Offers One Solution to Developmental Issues." Online Journal of Complementary & Alternative Medicine 1, no. 5 (July 31, 2019). http://dx.doi.org/10.33552/ojcam.2019.01.000523.

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39

Sharma, Daneshwar. "Using developmental bibliotherapy design to improve self-management skills of post-graduate students." Journal of Poetry Therapy, August 25, 2022, 1–19. http://dx.doi.org/10.1080/08893675.2022.2115696.

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40

Radtke, Sarah R., Ashley Muskett, Mary F. Coffman, and Thomas H. Ollendick. "Bibliotherapy for Specific Phobias of Dogs in Young Children: A Pilot Study." Journal of Child and Family Studies, April 18, 2022. http://dx.doi.org/10.1007/s10826-022-02304-2.

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41

Zhang, Hongxia, Zhen Chen, Jinhua Zhang, Xiaoyan Zhou, Suqing Li, and Hongmei Ren. "Effects of Developmental Bibliotherapy on Subjective Well-Being of Older Adults Living in Nursing Homes: A Quasi-Experimental Study." Journal of Psychosocial Nursing and Mental Health Services, February 22, 2022, 1–9. http://dx.doi.org/10.3928/02793695-20220215-03.

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42

Vetri, Kelly, Geneviève Piché, and Aude Villatte. "An Evaluation of the Acceptability, Appropriateness, and Utility of a Bibliotherapy for Children of Parents With a Mental Illness." Frontiers in Psychiatry 13 (April 14, 2022). http://dx.doi.org/10.3389/fpsyt.2022.815873.

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BackgroundChildren of parents with a mental illness are at higher risk for various psychiatric problems and adaptive difficulties compared to those of parents without mental health problems. Certain preventive psychoeducational interventions target these children to promote their well-being and resilience and prevent the emergence of adaptive difficulties. However, few such interventions have been developed and evaluated specifically for elementary school-aged children of parents with a mental illness.ObjectivesThis study aims to evaluate an interpersonal psychotherapy-based book targeting children living with a parent with a mental illness.MethodsThe study examines children, parents and psychosocial workers' perception of the acceptability, appropriateness and utility of the book. In total, 22 participants answered online open-ended questions after reading the book.ResultsThe book was highly appreciated and positively perceived by the families and psychosocial workers. Results suggest that children, parents and psychosocial workers viewed it as an appropriate and useful tool for supporting children with a parent with a mental illness. The present study reveals that the bibliotherapy appears well adapted to the developmental level of school-age children.DiscussionThis study presents a book that shows promise for supporting the resilience of elementary school-aged children having a parent with a mental illness. Results highlight the importance of tailoring the content and modalities of interventions to the developmental level, needs and preferences of elementary school-aged children. The relevance of a collaborative method is also discussed, thus providing knowledge regarding this type of approach for the development of interventions targeting children.

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43

Abraham, Smriti, Jamie Owen-De Schryver, and Julia VanderMolen. "Assessing the Effectiveness and Use of Bibliotherapy Implementation Among Children with Autism by Board-Certified Behavior Analysts." Journal of Autism and Developmental Disorders, September 30, 2020. http://dx.doi.org/10.1007/s10803-020-04727-6.

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44

Wang, Shanshan, Daphne Sze Ki Cheung, and Angela Leung. "Effects of bibliotherapy on improving caregiving appraisal and coping among informal caregivers of people with dementia: A pilot randomized controlled trial." Alzheimer's & Dementia 16, S7 (December 2020). http://dx.doi.org/10.1002/alz.042138.

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45

"Development of a Bibliotherapy Module for Reducing meltdown Behavior (Temper Tantrum) in Autistic Children at SLB Kuncup Mas Banyumas." Journal of Medical Science And clinical Research 10, no. 12 (December 30, 2022). http://dx.doi.org/10.18535/jmscr/v10i12.04.

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46

Muliasari, Fuji, and Dini Suhardini. "THE ROLES OF TRANSLATED YOUNG ADULT FICTION IN ACHIEVEMENT OF YOUNG ADULT DEVELOPMENT IN PITIMOSS FUN LIBRARY." Edulib 6, no. 2 (February 1, 2017). http://dx.doi.org/10.17509/edulib.v6i2.5030.

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Abstrak. Fiksi merupakan salah satu jenis koleksi yang perlu dimiliki oleh perpustakaan. Fiksi terdiri atas fiksi dalam negeri dan fiksi terjemahan. Pemilihannya tidak hanya berdasarkan pada unsur hiburan, melainkan juga kriteria lain seperti pencapaian perkembangan pembaca. Penelitian ini bertujuan untuk mendeskripsikan peran fiksi remaja terjemahan dalam pencapaian perkembangan remaja pada aspek kognitif, sosial, dan afektif. Secara teoritis, penelitian ini bermanfaat bagi pengembangan ilmu perpustakaan dan informasi, terutama berkaitan dengan teori seleksi fiksi dan biblioterapi. Sementara secara praktis, penelitian ini memberikan manfaat bagi pihak penyelenggara Pitimoss Fun Library dan peneliti selanjutnya. Penelitian ini dilakukan dengan menggunakan pendekatan kualitatif. Sementara metode penelitian yang dipilih ialah metode deskriptif dengan model studi kasus interpretatif. Jawaban atas pertanyaan penelitian diperoleh dari keterangan enam informan dan satu informan kunci. Enam informan dipilih dengan metode purposive sampling. Sementara informan kunci merupakan seorang biblioterapis. Teknik pengumpulan data yang digunakan ialah observasi, wawancara, telaah dokumen, dan pencarian data online. Keseluruhan data penelitian yang diperoleh kemudian dianalisis dengan menggunakan teknik analisis naratif. Hasil penelitian menunjukan bahwa fiksi remaja terjemahan yang tersedia di Pitimoss Fun Library memiliki peran dalam pencapaian ketiga aspek perkembangan. Kendati begitu, peranan ini tidak hanya berlaku satu arah. Sebab pencapaian aspek perkembangan remaja juga menentukan seberapa besar peran dari pengalaman membaca serta tanggapan atas muatan kontroversial dalam fiksi remaja terjemahan. Upaya yang dapat dilakukan oleh Pitimoss Fun Library untuk memaksimalkan peran fiksi remaja terjemahan ialah dengan menjadikan perkembangan remaja sebagai kriteria pengadaan koleksi serta pemberian bimbingan dan rekomendasi bacaan yang sesuai dengan usia perkembangan dan usia kronologis pemustaka.Kata Kunci: fiksi remaja terjemahan, pengembangan koleksi fiksi, perkembangan remaja, Pitimoss Fun LibraryAbstract. Library has to provide fiction as one of its collection. There are two kind of fictions; national fiction and translated fiction. Its selection is not only based on amusement function, but also its role to help readers developing themselves. This research aims to describe the roles of translated young adult fiction in achievement of three aspects of young adult development. Those aspects are cognitive, social, and affective. Theoritically, this research gives advantages for library and information science, especially for developing selection theory and bibliotheraphy. Practically, the advantages those are given by this research are tended to caretakers of Pitimoss Fun Library and other researchers. This reasearch is done by using qualitative approach.Meanwhile, descriptive method is chosen with case study interpretative as its model. The answers of research questions are based on explanation of six informants and key informant. Six informants are chosen by purposive sampling technique. Meanwhile, key informant is a bibliotheraphist. Observation, interview, document study, and online searching are techniques those are used for collecting data. Research data are analyzed by narrative analysis technique. The result shows the two-way relation between translated young adult fiction and developmental achievement. Translated young adult fictions those are provided by Pitimoss Library have roles in achievement of three aspects of young adult development. Even so, developmental achievement also determines the effectiveness of translated fiction roles for young adults. It also helps them to react to controversial issues. The roles of translated young adult fiction can be maximized if Pitimoss Fun Library doing some efforts, such us involving developmental needs as one of selection criteria, also giving guidance and books recommendation for the members based on their developmental and chronological age.Keywords: collection development, Pitimoss Fun Library, translated young adult fiction, young adult development

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