This study is conducted to develop emotion-focused literatherapy program for the purpose of raising EQ and self-esteem and examine the effects that this program has on the ease of children's depression and the improvement of EQ and self-esteem. The subject group of study was 33 students who were put under the category of a high risk group of depression as a result of the depression test having 4th grade 216 students of 00 Elementary School located in Dong-gu of Daegu city as a sample group. Among the 33 students were 20 students who expressed their willingness to participate and were recommended to participate by their teachers. Then, the 20 students mentioned above were equally divided into 2 groups, 10 and 10 each, in the way of random placement with the division of treatment group and control group. The gender ratio of each group is fifty-fifty with 5 male students and 5 female students for each group. Emotion-oriented child literature therapy program developed by the research in question was done to the treatment group while nothing was done to the control group. This program was carried out twice a week from May 17 to June 24 in 2010 with a total of 12 sessions, 60 minute long for each session. In order to analyze the effects of the program, the mean and standard deviation were looked into on the basis of the result drawn from the pre-, post-, and follow-up examination administered to each group. SPSS 18.0 program was used for data analysis while ANCOVA, which takes pre-examination scores as covariance, post and follow-up examination scores as dependant variable, was used for the scale of child depression, EQ, self-esteem was used for this study. The outcomes of the study are cited as followings. First, the hypothesis was supported that emotion-focused literatherapy program would help ease and bring down the depression level of children. The depression of children was found to decrease significantly after the program was applied, and the effects were found to be maintained. Second, the hypothesis was supported that emotion-focused literatherapy program would help improve EQ of children. After the program, students' EQ was found to improve and its effects to be maintained. Third, the hypothesis was supported that emotion-focused literatherapy program would help improve self-esteem of children. After the program, there was a meaningful improvement in self-esteem of children. In addition, its effect was found to be maintained. Therefore, emotion-focused literatherapy program was found to have positive effects on the ease of children's depression and the improvement of children's EQ and self-esteem.