Changing attitudes towards older adults: Eliciting empathy through digital storytelling

Sljivic, Hannah; Sutherland, Isobel; Stannard, Courtney; Ioppolo, Carmel; Morrisby, Claire

doi:10.1080/02701960.2021.1900838

Cited by 11 publications

(14 citation statements)

References 32 publications

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“…DSs positively influence audiences' attitudes (Sljivic et al, 2022). The authenticity of the DSs allows audiences to feel empathy towards the storytellers (Sljivic et al, 2022). Empathy is also evoked when the audience has similar experiences with the storyteller and can imagine themselves in the position of the storyteller (Sljivic et al, 2022).…”

Section: O8: Dst and Dss For Empathymentioning

confidence: 99%

“…The authenticity of the DSs allows audiences to feel empathy towards the storytellers (Sljivic et al, 2022). Empathy is also evoked when the audience has similar experiences with the storyteller and can imagine themselves in the position of the storyteller (Sljivic et al, 2022). In addition, on the other hand, the empathic process assists in a deeper learning process (Grogan et al, 2021).…”

Section: O8: Dst and Dss For Empathymentioning

confidence: 99%

“…Positive learning outcomes were observed in students' emotional skills (O9) by conducting only DS viewing studies (RF2) with preschool students (Maureen et al, 2018(Maureen et al, , 2020. It was revealed that only audience studies (RF2) were carried out with the adult group and that DSs had outcomes for the role of emotional sharing (O7) and empathy (O8) (Sljivic et al, 2022). Table 5 summarises the participants included in the outcomes for each research focus.…”

Section: Cross-analysismentioning

confidence: 99%

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Emotions and digital storytelling in the educational context: A systematic review

Sarıca

2023

Review of Education

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Both emotions and digital storytelling (DST) have an important role in learning‐teaching processes. Emotions are also important for DST. There is currently much interest in how emotion and DST are addressed together in education, how relations are established, how they are grounded and what the outcomes are. There is a need for a systematic review study in order to find answers to these questions and to give direction to new researches. This systematic review study presents an overview of emotion and DST research trends (in terms of their demographics, research foci and issues) in an educational context, how they are theoretically grounded, and their outcomes. Seventy research articles were reviewed using a mixed‐method approach combining systematic mapping and systematic review. In the studies reviewed, DST serves emotional outcomes as a learning design, multimodal pedagogy, pedagogical method, practice or tool for students, teachers, adults and families. DST provides an emotional connection, engagement, experience and safe space; supports the development of self‐dynamics such as self‐reflection and self‐awareness of emotions; facilitates emotional sharing and empathy; and develops emotional skills in the learning‐teaching process. In addition, it is found that there are deficiencies in the theoretical frameworks of the studies. Finally, the results are discussed and directions for future studies are suggested.

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Section: O8: Dst and Dss For Empathymentioning

confidence: 99%

Section: O8: Dst and Dss For Empathymentioning

confidence: 99%

Section: Cross-analysismentioning

confidence: 99%

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Emotions and digital storytelling in the educational context: A systematic review

Sarıca

2023

Review of Education

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“…Digital storytelling can enable a deeper understanding of persons living with dementia, including their talents and contributions over the course of their lives. This, in combination with the empathy elicited by viewing a digital story, has the potential to also mitigate ageist assumptions ( Sljivic et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Digital Storytelling with Persons Living with Dementia: Elements of Facilitation, Communication, Building Relationships, and Using Technology

et al. 2022

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Digital storytelling is a process that can be used to co-create multimedia stories with persons living with dementia to affirm identity, support person-centered care, and leave a legacy. Although digital storytelling typically involves a facilitator, little is known about the co-creation process between a facilitator and persons living with dementia. This study explored and described elements of digital storytelling facilitation with persons living with dementia using a secondary analysis of qualitative data from a primary study that took place across three Canadian cities. Three elements were identified during digital storytelling facilitation with persons living with dementia: communicating, building collaborative relationships, and using technology. Digital storytelling facilitators employ the three elements to weave together a person’s narrative with meaning. The communication, relational, and technological elements of digital storytelling may be employed by facilitators from varying professional backgrounds and lived experiences to create meaningful digital stories for persons living with dementia.

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“…Thus, digital storytelling can provide marginalized individuals, or groups, with a voice to challenge stereotypes and societal narratives that surround them with the hope of influencing how they are perceived (35)(36)(37). Subsequently, digital storytelling has been used as a method to elicit empathy toward certain groups, as individuals have the space to share important life experiences that can be used to educate and inform (38)(39)(40)(41). This has resulted in digital storytelling being adopted as a technique to educate HCPs (42)(43)(44)(45).…”

Section: Introductionmentioning

confidence: 99%

Co-creating Digital Stories With UK-Based Stroke Survivors With the Aim of Synthesizing Collective Lessons From Individual Experiences of Interacting With Healthcare Professionals

Hall

Kroll

Wijck

et al. 2022

Front. Rehabilit. Sci.

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BackgroundStroke survivor narratives can provide valuable insight into experiences of healthcare and beyond. There is need to further understand collective lessons from stroke survivor narratives, yet prior studies utilizing digital storytelling tend to not synthesize lessons from individual experiences. This study aims to develop a novel method to co-create digital stories with stroke survivors that will aim to synthesize and portray important collective lessons from individual stroke survivors' experiences of interacting with healthcare professionals.MethodsThis study follows-up a qualitative study conducted with 30 stroke survivors exploring factors that help or hinder survivors to positively reconfigure their identity post-stroke. Five co-creation workshops were conducted with a subset of UK-based stroke survivors from this previous study. Participants were invited to join through: online workshops, an online bulletin board, and as an advisor. A four-stage workshop framework was developed through the integration of UK Design Council's Double Diamond method, digital storytelling strategies and the Behavior Change Wheel (BCW) framework for developing behavioral change interventions.FindingsSix online workshop participants (three male, three female; aged 33–63; time since stroke 2–16 years) co-created digital stories that share six collective lessons aimed at increasing empathy and encouraging behavior change in healthcare professionals (HCPs) working with stroke survivors. Online bulletin board participants (n = 1) and advisors (n = 5) supported the co-creation process. Collective lessons identified were: (1) Stroke has a variety of symptoms that must all be considered; (2) Stroke can affect anyone of any age and not just the elderly; (3) Assumptions should not be made about a survivor's lifestyle or habits; (4) It is important to acknowledge the person behind the stroke and ensure that they are communicated with and listened to; (5) Stroke survivors can often feel unprepared for the reality of life after stroke; (6) Adapting to life after stroke is a long-term process requiring long-term support.ConclusionStroke survivor stories highlighted preconceptions, attitudes and behaviors embedded within healthcare that negatively impacted their experiences and recovery. The novel methodology employed in this study enabled these stories to be synthesized into collective lessons to bring about improvements in these behaviors in future.

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Changing attitudes towards older adults: Eliciting empathy through digital storytelling

Cited by 11 publications

References 32 publications

Emotions and digital storytelling in the educational context: A systematic review

Emotions and digital storytelling in the educational context: A systematic review

Digital Storytelling with Persons Living with Dementia: Elements of Facilitation, Communication, Building Relationships, and Using Technology

Co-creating Digital Stories With UK-Based Stroke Survivors With the Aim of Synthesizing Collective Lessons From Individual Experiences of Interacting With Healthcare Professionals

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