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一、中文部分
方淑貞（2003）。FUN的教學─圖畫書與語文教學。臺北：心理。
王可馨（2019）。家長參與繪本之研究。臺灣教育評論月刊，8（1），頁 300-302
王金國、孫台鼎 （2005）。以繪本為材，實施品格教育。靜宜大學實習輔導通訊，9。
王萬清（1999）。讀書治療。臺北市：心理。
王榮輝（譯）（2015）。C. Berndt著。挺過挫折壓力，走出低潮逆境的神秘力量-韌性（初版）（RESILIENZ）。臺北市：時報出版社。
丘慧文、郭恩惠（譯）（2000）。Max Lucado著、Sergio Martinez繪。你很特別。臺北：道聲出版社。
光佑文化事業編輯部 （1997）。圖畫書、學習與探索:以四本圖畫書為範例的活動設計。臺北:光佑文化。
朱森楠（2001）。一位國中中輟復學生的復原力及相關因素之探討研究。新竹縣教育研究集刊，創刊號，171-202。
江捷如、杜淑芬、樊愛群（2016）以正向心理學之觀點探討大學生希望感、問題解決及生涯發展之關係。臺中教育大學人文學報，藝術類，30（2），頁17-40。
吳淑玲（2005）。繪本的視覺藝術與語文閱讀─以兒童繪本閱讀指導為主。載於吳淑玲主編，繪本主題教學資源手冊。臺北市：心理。
吳淑菁（2006）。國內當前兒童對圖畫書詮釋之觀點在教學與研究上的啟示。中臺學報，17（3），27-51。
吳淑琴（2001）。日本創作故事繪本呈現支兒童形象探討。兒童文學雙月刊，（5），103。
吳清山、林天祐（2005） 校園霸凌。教育研究月刊，130，143-143
李玉貴（2001）。以「圖書」「故事」「書」培養寫作能力。研習資訊，18（5）。臺北縣：國立教育研究院籌備處。
李君懿（2010）。優良兒童繪本出版研究。中華印刷科技年報，364–377。
李連珠（1991）。將圖畫書帶進教室-課室內的圖畫書。國教之友，43（2），29-36。
李新民（2015）。正向領導與幼兒園教師心理資本相關之初探研究。樹德科技大學學報，17（1），173-202。
李新民（2009a）。幼兒教師的心理資本及其與工作表現的潛在關聯。幼兒保育學刊，7，1-24。
李新民（2009b）。國小教師的心理資本測量及其與組織承諾、教學效能、組織公民行為的潛在關聯初探。國民教育學報，6，29-62。
周紫芸（2002）。兒童繪本閱讀融入小學國語課程之行動研究。翰林文教雜誌，25 , 43-52頁。
林文寶（1995）。序言。載於何三本(著)，幼兒故事學(頁1)。臺北：五南。
林玉玫（2017）。國小高年級學生正向心理資本課程實施成效之研究。國立臺南大學教育學系教育經營與管理碩博士班博士論文，臺南市。取自https://hdl.handle.net/11296/pt6dsy
林生傳（2010）。教育研究法。臺北：心理。
林建平（1995）。國小學童的閱讀動機、理解策略與閱讀成就之相關研究。臺北市立師院學報，26，67-294。
林美琴（2009）。繪本有甚麼了不起？臺北：天衛文化
林真美、阿緞（1999）。在繪本花圈裡和孩子共享檜本的樂趣。臺北：遠流。
林敏宜（2000）。圖畫書的欣賞與應用。臺北：心理。
林敏宜（2004）。繪本大表現：文學要素的了解與應用。臺北：天衡文化。
凃維瑋（2018）。運用繪本教學融入低年級學生人權教育。臺灣教育評論月刊，7（7），146-149。
柯倩華（譯）（2001）。馬格麗.金.米契爾。叔公的理髮店。臺北：三之三出版。
南美英（2008）。借鏡韓國閱讀第一步：提升詞彙力和想像力。載於天下雜誌教育基金會策劃編著，閱讀動起來，40-51。臺北：天下雜誌。
施惠琪（2002）。成人超越逆境之分析研究。國立暨南國際大學成人與繼續教育研究所碩士論文，南投縣。 取自https://hdl.handle.net/11296/2u2222
洪蘭（2001）。兒童閱讀的理念認知神經心理學的觀點。教育資料與研究，38，1-4。
洪蘭（譯）（2012）。M. E. P. Seligman著。學習樂觀．樂觀學習（二版）（Learned Optimism）。臺北市：遠流。
孫國華（2013）。提升教師教學成效之新思維厚植正向心理資本。課程與教學季刊，第30卷第2期06
孫鶴雲(譯)（2007）。晨讀10分鐘。臺北：天下雜誌。(Nan Mei Ying，2005)
徐素霞（2001）。臺灣兒童圖畫書導賞。臺北：國立臺灣藝術教育館。
郝廣才（2006）。好繪本，如何好。臺北市：格林。
郝廣才（2019）。英雄。臺北：格林文化出版。
高強華（2008）。熱忱快樂學無涯！《正向心理學》讀後。載於江雪齡，正向心理學-生活、工作和教學的實用：2008（頁：ix）。臺北市：心理出版社。
張珮筠（2013）。教育組織人員正向心理資本量表建構之研究。臺北市立教育大學教育行政與評鑑研究所碩士班碩士論文，臺北市。 取自https://hdl.handle.net/11296/pxsgbq
張榮禎、許國忠（2015）正向心理學在國小適性輔導的實踐與初探。臺灣教育評論月刊，4（7），頁129-135
張瀞云（2018）正向心理學在班級個案輔導的實踐與省思。臺灣教育評論月刊，7（5），頁263-267
陳坤虎（2013）。正向思考。載於正向心理學(頁16-39)。臺北市：紅葉文化。
陳綵菁、蔡慕宣、吳明芬、張宇樑(2013)。繪本融入教數學教學在低年級學生倍數概念學習之應用。桃園創新季報，33,259-273。
陳衛平（2000）。孩子一生的閱讀計畫。臺北：天衛。
郭淑珍（2010）。正向心理學的意涵與學習上的運用。銘傳教育電子月刊，2，56-72。
郭娜宜（2011）運用繪本教學實施品格教育之行動研究— 以「責任」和「值得信賴」核心價值為例，新竹縣教育研究集刊，(11)，頁 141～174
曾文志（2006）。開創美好的生活—正向心理學的基本課題。師友月刊，(466)，54-61。doi:10.6437/EM.200604.0054
曾娉妍（2011）。繪本教學對國小學生負向情緒表達之影響。國立臺中教育大學教育學系博士論文，臺中市。 取自https://hdl.handle.net/11296/k89584
黃文樹（2010）。幼稚園繪本教學理論與實務。秀威出版社。
黃迺毓、李坤珊、王碧華（2009）。童書非童書-給陪伴孩子看書的父母。臺北：宇宙光。
楊淑清（2004）。上帝寶貝。臺北：天韻出版社。
楊鶉禎、林信成、遠碧瑤、張幼安（2014）。繪本教學應用於幼兒「生命教育」課程之行動研究。健康與照顧科學學刊2（1），88-96
葉巧晶（2008）。讀者反應論與兒童圖畫書詮釋，網路社會學通訊期刊，（69），34.
葉重新（2005）。教育研究法。臺北：心理。
劉芳郁（2014）。國小學童心理資本與幸福感之相關研究。樹德科技大學兒童與家庭服務系碩士論文，高雄市。取自https://hdl.handle.net/11296/9n82pq
劉清彥（2017）。蛤蜊之歌。臺北：臺灣彩虹愛家生命教育協會出版社
劉清彥（譯）（2009）。派翠西亞波拉蔻著。檸檬的滋味。臺北：道聲出版社。
劉清彥（2019）。希望之歌。臺北：臺灣彩虹愛家生命教育協會出版社
劉清彥（1998)。小番茄的滋味。臺北：三之三出版。
蕭文（1999）。災變事件的前置因素對心理復健的影響--復原力的探討與建構。測驗與輔導，156，3249-3253。
蕭文(2002)。創傷事件中影響個人心理復健之復原力因素探討:以九二一地震為例。《國科會專題研究報告》NSC91-2413-H-260-008。
蘇振明（2002）。圖畫書的定義與要素。載於徐素霞(主編)，臺灣兒童圖畫書導賞，13-15。臺北：國立臺灣教育藝術教育館。
二、英文部分
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