This study desires to examine what kind of change biblio-therapy program for children brings to improve children’s self-worth and reduce stress. Object of the study is 4th grade and 6th grade children of small rural elementary school in K City, and these objects are composed of 9 children of experimental group and 9 children of control group. Children, objects of the study, have low self-worth by inadequate family and express own emotion amateurishly. The study used books selected by ‘Korea Biblio-therapy Society’ and ‘Korea Library Association’ because these books are compatible to examine school children’s self-worth andstress. The researcher developed and used the program based on stages of biblio-therapy such as Doll & Doll (1997)’s a preparatory stage, stage to select reading materials, stage helping to understand, follow-up measures, and evaluation stage, and the program was once a week and the whole program was total 10 times. And the time required of each time was 90 minutes, so the whole program was carried out during 15 hours. The study measured credibility(Cronbach’sα) with SPSS WIN 20.0 Program, and carried out frequency analysis and descriptive statistic to examine frequency of children’s social-demography characteristic and level of self-worth and stress. And, the study carried out Mann -Whitney Verification to grasp preliminary homogeneity of control group and experimental group. Also, the study carried out Willcoxon Verification with matching sample to analyze difference between preliminary experimental group and post experimental group. The researcher carried out animal familialization to examine emotional relation between children’s family members on implementation of program to complement quantitative analysis, and pursued faithful study through contents analysis of participation review and work journal in every episode. The result of this study is as follows. First, when test result of self-worth was examined, there was no change in control group, but children of experimental group showed positive effect in the whole self-worth and subordinate variables such as general ego, social ego, homely ego, and academic ego. Thatis, students of experimental group participating in biblio-therapy program got an opportunity of thinking own self positively, of improving human relation, and of individual growth. Second, about reducing stress, there was no change in control group, but as a result of preliminary and post test, stress was reduced with meaningful difference in the whole stress in experimental group. Especially, there was the meaningful effect of stress reduction in subordinate variables such as family-related, friend-related, health and physical growth, and everyday life. Biblio-therapy program improves self-worth and reduces stress for children with inadequate family. Therefore, the study shows that biblio-therapy program affects improvement of self-worth and reduction of stress meaningfully.