Many students lack the social skills needed to relate positively with peers and authority figures (Hodges, 1995). As it becomes more apparent that social skills training for children is crucial in lowering incidences of aggression, our nation’s schools are being called upon to promote the social skills necessary for nonviolent interactions. APA’s Commission on Violence and Youth recently stated that schools must play a critical part in any plan to prevent violence (1993).

     The integration of an educational curriculum which fosters the growth of social responsibility can replace expensive and ineffective punitive measures with constructive efforts in building life long social skills (Mayer, 1995). In contemporary society where violence is sensationalized, it becomes vital to emphasize prosocial behavior, social development, and conflict resolution in the classroom (Hodges, 1995), through what is identified as moral education (Bennett, 1993).

     Bibliotherapy, which is defined as the process or activity designed to help individuals solve problems through their response to literature or media, is a valuable tool in the moral education of children (Borders, 1992). The goal of classroom bibliotherapy is to assist young people with developmental tasks (Schlichter & Burke, 1994). Furthermore, research suggests that bibliotherapy is helpful in promoting classroom growth by increasing prosocial behavior as well as expanding academic abilities (Borders, 1992). The current study intends to examine the effects of classroom bibliotherapy on the incidence of aggression displayed by at risk, second grade boys.