Students with emotional disturbances often present with internalizing behaviors, such as anxiety, and externalizing behaviors, such as verbally or physically aggressive behaviors, which lead to challenges establishing and maintaining satisfactory relationships with peers and adults. These challenging relationships also present unique disciplinary dilemmas in the classroom. When these students are placed in classrooms together in a special day school setting, they have no peer models to share socially appropriate behaviors. Using a sequential exploratory mixed methods design, this study examines two therapeutic group models: a psycho-educational model and a bibliotherapy model using selected young adult novels and pre-, during, and post-reading activities in order to help participants develop an awareness of their own feelings and the feelings of others. While no significant difference was found between the bibliotherapy model and the psycho-educational model on awareness of self, participant interview data indicate that a bibliotherapy may have a positive influence on awareness of self for some students with an emotional disturbance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]