the limited research on bibliotherapy and its effects, many teachers have shown improved achievement and self-concept. Implementation Bibliotherapy can consist solely of reading, or it can be complemented by discussion or play activity. A child might be asked to draw a scene from the book or asked whether commonality is felt with a particular character in the book. The book can be used to draw out a child on a subject (s)he has been hesitant to discuss. Of necessity, bibliotherapy originally used existing texts. Literature that touched on the particular subject relevant to the child provided the source material. (For example, Romeo and Juliet is typically read in 8th or 9th grade as Romeo is 15 and Juliet is 13; students at that age can identify with them.) Recently it has become possible to find texts targeted to the situation; e.g. many of the Berenstain Bears books target particular behaviors and responses to certain situations. Two forms of bibliotherapy exist: clinical and developmental. Clinical bibliotherapy is solely used by qualified personnel in a therapeutic setting and developmental bibliotherapy is a useful tool to utilize before a problem arises. Developmental bibliotherapy can be useful for issues such as nightmares as children age. Developmental bibliotherapy is often used by teachers or parents, however, if an issue arises that a teacher or parent cannot handle, clinical bibliotherapy is needed. Many therapeutic stories are written for specific individual needs, but practitioners have also used them to build psychological resilience when groups and communities face challenges. For example, therapeutic storytelling can play a role in creating inclusive classroom and work communities. Therapeutic stories are also sometimes referred to as "healing stories". In the US, the National Storytelling Network has a special interest group called the Healing Story Alliance. In the classroom Implementing bibliotherapy in an elementary classroom can be very beneficial to both the students and the teacher. Teachers who use bibliotherapy in their classroom also learn much about the children they teach. Teachers as practitioners of bibliotherapy select appropriate reading materials and match them to the needs of individual students to assist them in the development of self-awareness, problem-solving skills, perspective-taking, and understanding of problems. The materials may include "any literacy activity, including reading (fiction, nonfiction, or poetry), creative writing, or storytelling." Teachers that select appropriate literature for their classroom needs may provide a child with a "character in a story to help the