The purpose of this bachelor thesis is to investigate how developmental bibliotherapy is used and perceived in public libraries. We have accomplished this by seeking answers to the following research questions: What is the importance of literature in developmental bibliotherapy? Can developmental bibliotherapy have a natural place in public libraries? Are certain competences particularly important for librarians working with bibliotherapy? What are the perceptions of people who have participated in developmental bibliotherapy sessions about bibliotherapy? The empirical material in the study is based on five semi-structured interviews with two bibliotherapy participants and three professional librarians. We have chosen to lean on three different theoretical frameworks in the analysis of our results: The Four Spaces model by Jochumsen m.fl., Rita Felski's postcritical reading theory and Jenny Lindberg's view of reading promotion in the field as well as different concepts of competence. The study shows that different types of literature affect the participants' experience of bibliotherapy, as lighter texts did not affect the participants in the same way as material with heavier themes. Regarding librarians' competences, it appears that empathy, self-reflection, respectfulness, maturity and authenticity, respectfulness and integrity are important qualities and that training is important to give a seal of quality to the practice. Regarding bibliotherapy’s place in the public library's offer, the responses indicate that it has a justified placet here, above all as a neutral arena for informal meetings and as a reading promotion activity. The participants have good experiences and positive perceptions of participating in the bibliotherapeutic book circles and that the leader is central to the success of bibliotherapy.