A study examined the effect of bibliotherapy on the self-concept of seven neurologically impaired primary students in a self-contained classroom. The students were pretested and posttested with the Piers-Harris Children's Self-Concept Scale and the Self-Concept Picture Inventory. Two filmstrips from the "Who Am I?" series were shown daily to the children during a one-week span and were followed by the reading of bibliotherapeutic books and group discussions. The books were chosen on the basis of weaknesses exhibited from the pretests and were read three times a week for eleven weeks. The posttests indicated no significant statistical gain in self-concept, though there was a positive change in mean individual scores. (Author/RL)