The underlying assumption of bibliotherapy is that reading is a dynamic process (Schlichter & Burke, 1994). When people read, they bring their own needs and problems to the reading experience—interpreting the author's words in light of their own experiences. The very nature of the classroom setting lends itself to the use of bibliotherapy. Children often have difficulty defining and verbalizing their feelings, and they are inclined to solve their own problems through the third person (Halsted, 1988). Bibliotherapy provides an opportunity for imaginative interaction between the reader and the text which can be less threatening than direct confrontation. As an aid in personal problem-solving and social adaptation, bibliotherapy has the ability to enable students to meet various developmental adjustments of adolescence (Reynales, 1978). Adapted from 'A Study of Its Effects on the Self-Concept of Gifted Students' by Stephanie A. Nugent.