BIBLIOTHERAPY AS A PSYCHO-PEDAGOGICAL TOOL FOR FOSTERING ECOLOGICAL BEHAVIOUR AND EMOTIONAL CONNECTION WITH NATURE: A CONCEPTUAL MODEL FOR REDUCING ECO-ANXIETY IN PRIMARY SCHOOL STUDENTS AND CONTRIBUTING TO THE THEORY OF UPBRINGING

Abstract

The development of ecological behaviour and the management of the emotional consequences of the climate crisis among primary school pupils require an interdisciplinary approach that integrates educational, psychotherapeutic, and developmental strategies. In response to the growing manifestations of eco-anxiety in children, a psycho-pedagogical model based on bibliotherapy has been developed by Dr. Abner. The author's model, entitled “The Language of the Forest”, consists of four sequential stages: recognising anxiety, establishing a connection with nature, transforming fear into engagement, and fostering reflective thinking. Each stage utilises a set of carefully selected activities designed to address specific emotional and cognitive needs. Recognising anxiety involves creating a safe space where children can articulate their fears through storytelling and metaphor. Establishing a connection with nature uses immersive literary experiences and symbolic play to build empathy towards the environment. Transforming fear into engagement employs narrative-based role-play and creative projects that empower children to envision themselves as protectors of nature. Fostering reflective thinking integrates dialogue and expressive arts to encourage internalisation of ecological values. Central to this process is the use of ecologically themed literature, which enables emotional identification, self-regulation, and the development of a sense of belonging to the natural world. A number of recent studies confirm the effectiveness of bibliotherapy in supporting children experiencing anxiety, adjustment difficulties, and eco-anxiety. The model combines reading, role-play, creative expression, and hands-on environmental care, creating a multimodal learning environment that nurtures both emotional well-being and cognitive understanding. Practical examples include the use of children's books depicting endangered ecosystems, guided imaginary journeys into forests, and collaborative projects for environmental stewardship. The model provides a safe space for sharing, processing, and transforming negative emotions while encouraging active participation and personal responsibility. The proposed framework is applicable in both formal and non-formal educational settings, including schools, libraries, and community centres, and contributes to the integration of environmental education with mental health support within contemporary pedagogy. By addressing the emotional dimension of ecological awareness, the model lays the groundwork for the formation of long-term attitudes towards sustainability, strengthens the child's capacity for resilience in the face of global environmental challenges, and fosters a sense of empowerment and agency in young learners.