Contemporary college students face multiple psychological pressures, making mental health and the cultivation of humanistic qualities key focuses of higher education. This paper explores the logic and pathways for collaborative education between college bibliotherapy courses and library resources. It defines core concepts: bibliotherapy courses are intervention-based educational programs that use literature as a medium, integrating narrative therapy and positive psychology theories, with objectives including psychological adjustment, humanistic qualities, and self-awareness; library resources encompass literature, physical space, and digital resources, providing material and content support for healing. Unveiling the Internal Logic of Collaboration: The shared goal is to pursue "holistic personal development," balancing mental health and humanistic cultivation; in terms of resources, courses provide directional guidance while resource scenarios offer support, achieving mutual empowerment in both directions. Four practical pathways are proposed: integrating curriculum systems with resource construction, innovatively merging teaching scenarios with spaces, fostering specialized collaboration among faculty teams, and establishing bidirectional linkage between service models and student participation. Collaboration can overcome fragmented educational approaches, promoting the unity of "nurturing the heart" and "cultivating the intellect," thereby providing a new paradigm for mental health education in higher education institutions.