Story Medicine

McCaleb, Joseph L.

doi:10.2307/3650573

Cited by 2 publications

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“…Along with the ideas of emotional processing and resilience, storytelling can support a child's healthy development of self-esteem and personal identity. McCaleb (2003) cites the use of story as medicine that provides "images of wholeness that can awaken and lead a person toward self affirmation of what is uniquely good and beautiful about his or herself" (p. 71). Nguyen and colleagues (2015) propose that "[s]torytelling can help people form new identities in times of conflict, recall old wisdom and transform endings to challenges in life" (p. 3), and the lessons learned through storytelling can "serve as a protective balm against the painful storms of life" (p. 3).…”

Section: Supporting Emotional Processing and Resiliencementioning

confidence: 99%

Connecting Storytelling and Social Wellness: A Case for Holistic Storytelling in the Elementary Classroom

Tinckler¹

2017

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Storytelling has a fundamental place in teaching practice, most noticeably in the sharing and developing of curricular content. But teachers share more than academic content with children. A critical prerequisite for meaningful, engaged learning is a strong sense of community and social wellness in the classroom. Based on an inquiry into literature and reflection on personal practice, this study asserts that the practice of storytelling fosters social wellness in the classroom and supports the healthy development of each child as a whole human being within and as part of that community. Connecting storytelling and social wellness, this inquiry offers a unique definition of “holistic storytelling.”

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Section: Supporting Emotional Processing and Resiliencementioning

confidence: 99%

Connecting Storytelling and Social Wellness: A Case for Holistic Storytelling in the Elementary Classroom

Tinckler¹

2017

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Speaking Oneself Into Being

Gentry

2023

Advances in Media, Entertainment, and the Arts

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Student stories are a potentially transformational natural resource running through the veins of our schools, but this resource sometimes goes untapped. One strategy teachers can use to take advantage of this resource is to formally introduce oral storytelling into the classroom to explicitly teach students how to choose and craft stories from their lives and then allow them to publicly perform those stories. This chapter captures one student's journey during a 16-week oral storytelling workshop at a Title I public high school in East New York, Brooklyn. It addresses the following question: What effects do oral storytelling units have on students' understanding of themselves, on their sense of personal leadership and agency, and on their relationships with others? This chapter documents how granting students the time and space to bear witness to each other's lives and ‘go public' with stories that could otherwise go unheard may improve student agency and classroom community.

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Story Medicine

Cited by 2 publications

References 0 publications

Connecting Storytelling and Social Wellness: A Case for Holistic Storytelling in the Elementary Classroom

Connecting Storytelling and Social Wellness: A Case for Holistic Storytelling in the Elementary Classroom

Speaking Oneself Into Being

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