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A Taiwanese female undergraduate's successful self-guided bibliotherapeutic journey during her junior high school years
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AI
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J
Z
黄
L
DOI：10.1080/08893675.2025.2603206.png)
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Abstract
En 中文
This case study investigates the self-guided bibliotherapeutic experience of a Taiwanese female student who encountered significant academic stress and self-imposed expectations during her junior high school years. The study addresses the research question: How did self-guided bibliotherapy facilitate emotional regulation and reduce self-harming behaviors in a college student reflecting on her earlier experiences with perfectionism and academic pressure? Qualitative data were collected through in-depth interviews and analyzed using the S-P-R-I-N-G Theory framework. The findings highlight the efficacy of self-guided bibliotherapy in mitigating negative emotional states and maladaptive behaviors, contributing to the restoration of emotional balance. From an educational perspective, the study suggests that self-guided bibliotherapy can serve as a valuable coping strategy for students confronting academic stress and high personal expectations.
Keywords:
High self-expectation
qualitative research
self-guided bibliotherapy
self-harm
Taiwan
the S-P-R-I-N-G theory
Journal
J
IF:
0.7
Papers:
36
Citations:
0
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Cited Papers